Computers & Education最新文献

{"title":"High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom","authors":"Conrad Borchers ,&nbsp;Hendrik Fleischer ,&nbsp;Sascha Schanze ,&nbsp;Katharina Scheiter ,&nbsp;Vincent Aleven","doi":"10.1016/j.compedu.2025.105364","DOIUrl":"10.1016/j.compedu.2025.105364","url":null,"abstract":"<div><div>Adaptive learning systems support students in acquiring complex skills, provided they deliver appropriate instructional support, such as scaffolding. Few studies have examined whether the optimal level of scaffolding depends on the system's support for strategies familiar to the learner—a situation that often arises when students use software developed abroad or aligned with a different curriculum. The present study experimentally compared learning outcomes from two American tutoring systems, StoichTutor and ORCCA, which provide differing levels of scaffolding, in a German population. Prior research predicts that learners would benefit more from a system with flexible support of their native problem-solving approach but provides less scaffolding. To test this prediction, we conducted a crossover experiment involving 61 German undergraduates enrolled in remedial first-year university chemistry preparatory courses. Procedural and conceptual learning were evaluated alongside self-efficacy and usability perceptions. Both tutoring systems significantly promoted procedural learning. However, only the highly scaffolded tutoring system yielded significant conceptual learning gains. Log data analysis revealed that the highly scaffolded system provided more opportunities for students to practice and receive feedback on unit analysis and substance operations. These opportunities corresponded to condition-specific learning gain differences in the underlying conceptual skills. Students significantly preferred working with the highly scaffolded system. These findings suggest that highly scaffolded systems can improve conceptual understanding, even when learners are unfamiliar with the scaffolded strategy. The practical significance of this finding is that, adapting tutoring systems outside of the United States, language translation may suffice to benefit novice learners through scaffolded, adaptive instruction.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"236 ","pages":"Article 105364"},"PeriodicalIF":8.9,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144139167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When and how learners engage with source information in digital multiple-text reading: Effects of task instruction and text trustworthiness from eye-tracking technology","authors":"Zheng-Hong Guan,&nbsp;Sunny S.J. Lin","doi":"10.1016/j.compedu.2025.105362","DOIUrl":"10.1016/j.compedu.2025.105362","url":null,"abstract":"<div><div>Digital reading with multiple-text comprehension is essential in daily life, especially with the rise of AI-generated contents, making source evaluation crucial for authenticity of online information, particularly in academic contexts. Despite its importance, there is limited moment-to-moment evidence on reading processes in multiple-text use. To bridge this gap, we used eye-tracking technology to see how task instructions affect reading multiple texts with high and low trustworthiness. The transitions among texts and source information, as well as how much attention the readers paid are particularly of concern. Sixty-one college students were randomly divided into summary and argument groups, tasked with writing a summary or an argument, respectively. Both groups read four texts presenting conflicting views on genetically modified technology. Each text featured high or low trustworthiness and included three paragraphs: source, evidence, and conclusion. Results of eye-movement data showed both groups spent more time rereading high-trustworthiness texts and evidence paragraphs. The summary group notably reread more on source information, made more transitions between source and evidence, and accessed texts more times than the argument group. In essay writing, the summary group showed better integration by using more source citations and connectives and referring to more concepts, compared to the argument group. Mediation analysis revealed that the process data of rereading time and number of click times successfully mediated the relationship between task instructions and multiple-text integration, confirming that the summary group engaged deeply. These findings offer both theoretical contributions and practical implications for developing adaptive, personalized digital reading environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"236 ","pages":"Article 105362"},"PeriodicalIF":8.9,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing pre-service teachers' reflective thinking skills through generative AI-assisted digital storytelling creation: A three-dimensional framework analysis","authors":"Xiaodong Wei ,&nbsp;Lei Wang ,&nbsp;Tiffany A. Koszalka ,&nbsp;Lap-Kei Lee ,&nbsp;Ruixue Liu","doi":"10.1016/j.compedu.2025.105356","DOIUrl":"10.1016/j.compedu.2025.105356","url":null,"abstract":"<div><div>Developing reflective thinking skills (RTS) in pre-service teachers remains a challenge in teacher education, particularly in the context of integrating emerging technologies. While digital storytelling (DST) has shown promise in fostering reflective practice, traditional methods often present technical barriers that hinder deeper reflection. Few studies have explored how generative artificial intelligence (GAI) tools can support RTS during DST creation. This study addresses these gaps by adopting a three-dimensional framework of RTS, which included the time of reflection, objects of reflection, and levels of reflection, to guide and assess the impact of GAI-assisted DST creation on pre-service teachers' reflective patterns. Employing a post-test quasi-experimental design, eighty pre-service teachers were divided into two groups: an experimental group utilizing GAI tools (e.g., ChatGPT, Midjourney, Runway) for DST creation, and a control group utilizing traditional methods. Results revealed that the experimental group significantly improved RTS in time, objects, and levels of reflection. Pre-service teachers in the experimental group reflected more on problem definition and solution generation during the design stages of reflection time. Regarding reflection objects, the experimental group exhibited significantly higher reflection frequencies across self, artifacts, and circumstances aspects. Additionally, pre-service teachers in experimental group demonstrated significantly higher reflection frequencies at all levels—single-loop, double-loop, and triple-loop—compared to the control group. Single-loop reflection was the most common, while triple-loop reflection was the least frequent in both groups. These findings underline GAI's potential to scaffold RTS and enhance the DST creation process, offering valuable insights for integrating GAI into teacher education to foster deeper reflective practice.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105356"},"PeriodicalIF":8.9,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between social inhibitions and various measures of communication skills in two types of digital simulations","authors":"Julia Fecke ,&nbsp;Katharina Lohberger ,&nbsp;Edith Braun","doi":"10.1016/j.compedu.2025.105361","DOIUrl":"10.1016/j.compedu.2025.105361","url":null,"abstract":"<div><div>Teacher education simulations are useful for learning communication skills under authentic conditions. However, they can also inspire social inhibitions, particularly among individuals who experience anxiety in interpersonal situations. Digital simulations have the potential to provide alternative, safe spaces for socially inhibited students to practice communication skills. It is unclear, however, which formats of digital simulations are the most effective. In this study, we analysed video camera-based and avatar-based learning environments in which simulations were conducted. We also used observations and self-reports—before and after the simulation—to measure competences. In an experimental design, sixty-one pre-service teachers were randomly assigned to video camera or avatar-based simulations. Our findings suggest that avatar-based simulations help reduce social inhibitions; students feel more competent after participating in role-plays compared to before. Such effects did not appear in video camera-based simulations, either in self-assessment or external assessment. Due to the extensive time and labour required to conduct this study, the sample was relatively small. These are, therefore, preliminary results that need to be verified in further studies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105361"},"PeriodicalIF":8.9,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the knowledge-skill gap: The role of large language model and critical thinking in education","authors":"Jin Yuxian","doi":"10.1016/j.compedu.2025.105357","DOIUrl":"10.1016/j.compedu.2025.105357","url":null,"abstract":"<div><div>In the dynamic field of education, addressing the knowledge-skill gap remains a significant challenge, as students often excel in theoretical understanding but struggle with practical application. This study investigates the combined effects of the large language model (LLM) chatbot and critical thinking guidance on learners' acquisition of declarative knowledge (“know what”) and procedural knowledge (“know how”). Findings indicate that while the LLM chatbot enhances declarative knowledge acquisition, it does not significantly impact procedural learning, as learners tend to prioritize lower cognitive load and focus on declarative knowledge. In contrast, critical thinking guidance fosters procedural learning but increases cognitive load, thereby limiting resources available for declarative learning. However, when both interventions are combined, they generate synergistic effects—critical thinking guidance activates procedural learning, while the LLM chatbot mitigates cognitive burden, enabling a more balanced allocation of cognitive resources and improving both declarative and procedural knowledge acquisition. These findings highlight the potential of LLM chatbots as effective educational tools, suggesting that the strategic use of artificial intelligence can promote a more effective approach to knowledge acquisition. This research provides valuable insights into the application of advanced technologies in educational contexts, emphasizing the importance of appropriate instructional strategies to guide the effective use of these technologies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105357"},"PeriodicalIF":8.9,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143941156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and validation of moral ascendancy and dependency in AI integration (MAD-AI) scale for teachers","authors":"Joanne Jorolan ,&nbsp;Florejane Cabillo ,&nbsp;Renna Rose Batucan ,&nbsp;Cherish Mae Camansi ,&nbsp;Angela Etoquilla ,&nbsp;Jessieca Gapo ,&nbsp;Danica Kaye Hallarte ,&nbsp;Masza Lyn Milano ,&nbsp;Roselyn Gonzales ,&nbsp;Gamaliel Gonzales","doi":"10.1016/j.compedu.2025.105346","DOIUrl":"10.1016/j.compedu.2025.105346","url":null,"abstract":"<div><div>Integrating artificial intelligence into teaching practices has become a prominent topic in recent literature, raising concerns about how teachers' moral ascendancy and dependency can be attributed and measured in a behavioral context. This study addresses this gap by developing and validating the teachers' perceived moral ascendancy and dependency on the AI integration (MAD-AI) scale. The methodological process involved the following key steps: initially identifying the scale's dimensionality and creating draft items through a literature review; conducting validation with four experts; revising items based on expert feedback; holding two focus group discussions with six preservice and four in-service teachers; refining dimensions and items based on these discussions; and finally, establishing the psychometric properties of the scale through exploratory factor analysis and confirmatory factor analysis with 383 survey responses from 224 in-service and 159 preservice teachers in the Philippines. The final 30-item MAD-AI scale for teachers includes two dimensions for moral ascendancy: (a) ethical transparency and accountability (7 items) and (b) professional integrity (8 items), as well as two dimensions for dependency: (a) institutional support (8 items) and (b) educator preparedness (7 items). Results demonstrated acceptable fit measures, strong reliability, convergent validity, and discriminant validity, supporting the structural soundness of the scale.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105346"},"PeriodicalIF":8.9,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143924511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of group awareness support combined with collaboration scripts on adaptive social regulation in promoting students' challenge awareness and social regulation strategies","authors":"Xiaoran Li ,&nbsp;Yanyan Li ,&nbsp;Ziqi Mao ,&nbsp;Rushi Gong","doi":"10.1016/j.compedu.2025.105324","DOIUrl":"10.1016/j.compedu.2025.105324","url":null,"abstract":"<div><div>Adaptive social regulation refers to students' strategic adaptation of social regulatory actions in response to challenges. If group members enact social regulation strategies to cope with encountered challenges, adaptive social regulation occurs; if not, maladaptive behavior may arise. Adaptive social regulation contributes to effective collaboration, but two obstacles may hinder this process: (a) a lack of challenge awareness and (b) insufficient social regulation strategies. Research indicates that the combination of group awareness support and collaboration scripts could be a promising approach to foster adaptive social regulation. A current limitation is that previous studies have mainly focused on fostering the regulation of just a very limited set of specific challenges, neglecting the promotion of students' awareness and regulation of multiple challenges during collaborative learning. Therefore, this study proposes a combined group awareness support and collaboration scripts tool, referred to as CACS. The research was conducted in a semester-long authentic English academic writing course. Thirty-two postgraduates were randomly assigned to five groups using the CACS tool (experimental condition) and five groups without it (control condition). This study not only quantitatively validates the effectiveness of combining group awareness support with collaboration scripts in enhancing adaptive social regulation, but also qualitatively explores the underlying mechanisms through interviews. The quantitative findings demonstrate that the groups in the experimental condition showed improvements in challenge awareness, adaptive social regulation, and the overall adoption of social regulation strategies. The qualitative analysis identifies key features of group awareness support and collaboration scripts that contribute to adaptive social regulation, including increasing students’ knowledge of challenges, facilitating a shared understanding of challenging situations, and encouraging the adoption of social regulation strategies through effective reflection.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105324"},"PeriodicalIF":8.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In search of adequate models of pedagogy","authors":"Miguel Nussbaum ,&nbsp;Zvi Bekerman ,&nbsp;Leanna Archambault ,&nbsp;Maria Rainieri ,&nbsp;Ramazan Yilmaz ,&nbsp;Di Zou ,&nbsp;Johan van Braak ,&nbsp;Chin-Chung Tsai","doi":"10.1016/j.compedu.2025.105345","DOIUrl":"10.1016/j.compedu.2025.105345","url":null,"abstract":"","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105345"},"PeriodicalIF":8.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums","authors":"Dennis A. Rivera ,&nbsp;Mariane Frenay ,&nbsp;Magali Paquot ,&nbsp;Pauline de Montpellier ,&nbsp;Valérie Swaen","doi":"10.1016/j.compedu.2025.105342","DOIUrl":"10.1016/j.compedu.2025.105342","url":null,"abstract":"<div><div>The analysis of learners' discussions in the forums of massive open online courses (MOOCs) often prioritises the socio-cognitive processes that learners mobilise to construct knowledge. This study goes beyond the analysis of process to study the knowledge constructed. We examine learners' MOOC forum discussions (<em>N</em> = 300) to uncover the potential dialogues that emerge and identify the key features of the concepts discussed. All discussions centre on essentially contested concepts (ECCs). To analyse learners' discussions, we introduce and evaluate a novel analytical model. Using a case-study approach, we applied our Learners' Online Discussions Analysis Model (LODAM) to analyse learners’ discussions across two MOOCs. Discussions are analysed in relation to the pedagogical design of the forums. In addition, we employ a corpus linguistic technique to study the key features of the ECCs discussed. Results show that learners do not engage in competition when discussing the key contested features of ECCs. Instead, discussions are characterised by collaboration and explanation. Furthermore, specific features are regularly discussed whereas others are largely ignored. To some extent, the design of the forums can help learners engage in collaboration. This study offers new insights into the construction of conceptual knowledge in MOOC forums. This study also illustrates how computational tools and frameworks like LODAM can help to enhance the pedagogical design of technology-enhanced learning environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105342"},"PeriodicalIF":8.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics","authors":"Lixiang Yan ,&nbsp;Roberto Martinez-Maldonado ,&nbsp;Yueqiao Jin ,&nbsp;Vanessa Echeverria ,&nbsp;Mikaela Milesi ,&nbsp;Jie Fan ,&nbsp;Linxuan Zhao ,&nbsp;Riordan Alfredo ,&nbsp;Xinyu Li ,&nbsp;Dragan Gašević","doi":"10.1016/j.compedu.2025.105322","DOIUrl":"10.1016/j.compedu.2025.105322","url":null,"abstract":"<div><div>Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these approaches remain difficult to scale and adapt to individual learning needs. Generative AI (GenAI) technologies, especially conversational agents, offer potential solutions by providing personalised and dynamic support to enhance students’ comprehension of VLA. This controlled lab study investigates the effectiveness of GenAI agents, particularly when integrated with scaffolding techniques, in improving students’ comprehension of VLA. A randomised controlled trial was conducted with 117 higher education students to compare the effects of two types of GenAI agents: <em>passive agents</em>, which respond to student queries, and <em>proactive agents</em>, which utilise scaffolding questions, against standalone scaffolding in a VLA comprehension task. The results show that passive agents yield comparable improvements to standalone scaffolding both during and after the intervention. Notably, proactive GenAI agents significantly enhance students’ VLA comprehension compared to both passive agents and standalone scaffolding, with these benefits persisting beyond the intervention. These findings suggest that integrating GenAI agents with scaffolding can have lasting positive effects on students’ comprehension skills and support genuine learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105322"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}