Computers & Education最新文献

A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-03-03 DOI: 10.1016/j.compedu.2025.105282

Weipeng Yang

{"title":"A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers","authors":"Weipeng Yang","doi":"10.1016/j.compedu.2025.105282","DOIUrl":"10.1016/j.compedu.2025.105282","url":null,"abstract":"<div><div>Computational thinking has been promoted as an impactful 21st-century skillset that can be transferred to many other disciplines and problem scenarios. With the proliferation of age-appropriate coding platforms for young children, computational thinking has become increasingly popular in early childhood settings. However, there is a lack of research on introducing coding and computational thinking to teacher training in early childhood education. To empower early childhood teachers in the digital society, this study introduced 17 early childhood teachers to robot programming and computational thinking through the ‘CT4ECE’ professional development program, which includes three phases: Learn, Practice, and Reflect & Improve. Results of pre- and post-intervention surveys revealed that the CT4ECE program significantly enhanced teachers' robotics and pedagogical knowledge, as well as their attitudes towards computational thinking, especially their interest in and their view of using computational thinking in classroom practice. Post-intervention interviews indicated that participation in CT4ECE helped educators gain a basic understanding of both coding robots and computational thinking suitable for young children due to a structured change process for teachers' professional learning. This study establishes a strong foundation for enhancing and expanding the CT4ECE program, ultimately equipping teachers and children with the necessary skillsets to thrive in the digital future.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"231 ","pages":"Article 105282"},"PeriodicalIF":8.9,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-26 DOI: 10.1016/j.compedu.2025.105278

Gulipari Maimaiti, Khe Foon Hew

{"title":"Gamification bolsters self-regulated learning, learning performance and reduces strategy decline in flipped classrooms: A longitudinal quasi-experiment","authors":"Gulipari Maimaiti, Khe Foon Hew","doi":"10.1016/j.compedu.2025.105278","DOIUrl":"10.1016/j.compedu.2025.105278","url":null,"abstract":"<div><div>Flipped classrooms, which foster active learning, are becoming more prevalent in higher education. Yet, many students struggle with self-regulated learning (SRL) skills and prefer traditional learning methods. The use of SRL relies on both students' motivation and skills but it is unclear how these skills evolve over time since many previous studies often overlook the temporal effects of interventions. To address these challenges, we introduced a gamified self-regulated flipped learning (GSRFL) approach. This approach integrates gamification elements and self-regulation supports, such as a learning analytics dashboard, to motivate and aid students' behaviors across three main SRL stages: planning, execution, and self-evaluation. We conducted a longitudinal quasi-experimental study with first-year university students to examine the impact on their SRL behaviors. The longitudinal study offers a considerable methodological advantage by providing detailed information about an intervention's impact over time. The experimental group (N = 76) utilized the GSRFL approach, while the control group (N = 75) employed the same self-regulated flipped learning approach but without gamification. Results showed that gamification significantly improved students' English learning achievement and overall SRL behaviors. Longitudinal observations revealed a positive main intervention effect on metacognitive monitoring behaviors, despite a natural decline in SRL behaviors over time. Gamification effectively moderated the decline of underutilized SRL strategies like goal setting and time management. These results underscore gamification's potential to enhance academic performance and promote SRL skills.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105278"},"PeriodicalIF":8.9,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143526849","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}

引用次数: 0

A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-24 DOI: 10.1016/j.compedu.2025.105279

Yingying Zhao , Yixun Li , Shuai Ma , Zhihong Xu , Bingsheng Zhang

{"title":"A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments","authors":"Yingying Zhao , Yixun Li , Shuai Ma , Zhihong Xu , Bingsheng Zhang","doi":"10.1016/j.compedu.2025.105279","DOIUrl":"10.1016/j.compedu.2025.105279","url":null,"abstract":"<div><div>The present meta-analysis examines the association between different self-regulated learning (SRL) strategies and academic performance in online and blended learning environments. A database search identified a total of 42 studies from 37 articles from 2011 to 2022, containing 115 effect sizes from 11,014 participants in K-12 and higher education. The overall effect size between SRL strategies and academic performance was .14. We did not detect any significant moderation effects except for educational level. To examine the differences in how SRL strategies are linked to academic performance, we compared the relationships between different SRL strategies with academic performance at two different levels: 16 specific SRL strategies (operational level) and four categories of SRL strategies (conceptual level). We found that, at the conceptual level, all four SRL strategies were significantly correlated with academic performance. On the operational level of SRL strategies, the results showed that rehearsal, organization, metacognitive strategy, time management, effort regulation, and general SRL strategies were effective strategies associated with academic performance. The present findings contribute to the future advancement of SRL research in online learning and guide the development of targeted SRL interventions.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105279"},"PeriodicalIF":8.9,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551404","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}

引用次数: 0

Relationships between critical thinking dispositions and evaluation of videos with variation in the level of expertise of the source among middle and high school students

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-20 DOI: 10.1016/j.compedu.2025.105274

Brivael Hémon , Kevin de Checchi , Amaël Arguel , Bastien Trémolière , Franck Amadieu

{"title":"Relationships between critical thinking dispositions and evaluation of videos with variation in the level of expertise of the source among middle and high school students","authors":"Brivael Hémon , Kevin de Checchi , Amaël Arguel , Bastien Trémolière , Franck Amadieu","doi":"10.1016/j.compedu.2025.105274","DOIUrl":"10.1016/j.compedu.2025.105274","url":null,"abstract":"<div><div>Adolescents massively use video-based applications for entertainment as well as for learning or informative purposes. However, videos present specific difficulties for processing information. Although adolescents may have the ability to critically analyze such content, they are not necessarily willing to engage in these cognitively costly processes. The purpose of this study is to investigate whether adolescents' critical thinking dispositions predict their evaluation of informational videos featuring experts or laypersons on complex topics. Middle and high school students (<em>N</em> = 363) evaluated the sources and information in four videos with different levels of expertise of the source (expert vs layperson), then answered questionnaires measuring self-efficacy, epistemic justification of claims, intellectual humility, and reasoning style. Videos featuring experts were favored over those featuring laypeople when students were older, more open to revising their viewpoint, and had a stronger belief that claims in videos should be justified by the authority of the source rather than by personal knowledge. Self-efficacy and respect for others’ viewpoints were associated with higher ratings of the credibility of videos, regardless of whether they featured laypeople or experts. We discuss prospects for research into adolescents' individual differences and evaluation of videos in learning contexts.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105274"},"PeriodicalIF":8.9,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519970","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}

引用次数: 0

Dyads composed of members with high prior knowledge are most conducive to digital game-based collaborative learning

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-18 DOI: 10.1016/j.compedu.2025.105266

Yang Gui , Zhihui Cai , Si Zhang , Xitao Fan

{"title":"Dyads composed of members with high prior knowledge are most conducive to digital game-based collaborative learning","authors":"Yang Gui , Zhihui Cai , Si Zhang , Xitao Fan","doi":"10.1016/j.compedu.2025.105266","DOIUrl":"10.1016/j.compedu.2025.105266","url":null,"abstract":"<div><div>To develop better understanding of the links among collaborative antecedents, processes, and outcomes, this study aims to investigate the effects of group composition on game-based collaborative learning and to explore the underlying interbrain dynamics between group members. A one-factor (group composition based on prior knowledge) between-subjects design experimental study was conducted. 106 students were assigned to one of the three conditions (<em>high-high</em>: both members with high level of prior knowledge; <em>high-low</em>: one member with high level, and the other with low level, of prior knowledge; <em>low-low</em>: both members with low level of prior knowledge) and performed digital game tasks while wearing near-infrared devices on their heads. The results showed that.</div><div>(1) Learners in the high-high composition condition showed advantages over those in high-low and low-low composition conditions (i.e., higher interpersonal neural synchronization, more positive learning performance, lower perceived intrinsic cognitive load, and higher perceived learning motivation).</div><div>(2) Learners in the high-low composition condition showed some advantages over those in the low-low composition condition (i.e., more positive learning performance).</div><div>(3) Interpersonal neural synchronization in the high-high composition condition was positively related to perceived interaction quality and learning retention; and</div><div>(4) The perceived interaction quality played a mediating role in interpersonal neural synchronization predicting learning retention.</div><div>Recent studies have revealed that the optimal learning effect was achieved when students possessing a high prior knowledge collaborate. These findings, while aligned with the principles of transaction cost hypothesis, provided pedagogical guidance on how to conduct collaborative learning in DGBL and enhanced our understanding about the underlying cognitive and neural mechanisms.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105266"},"PeriodicalIF":8.9,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487073","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}

引用次数: 0

Harmony in diversity: Digital literacy research in a multidisciplinary landscape

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-16 DOI: 10.1016/j.compedu.2025.105265

Feng Yang, Ruiyang Yao, Yunyue Ren, Luxuan Guo

{"title":"Harmony in diversity: Digital literacy research in a multidisciplinary landscape","authors":"Feng Yang, Ruiyang Yao, Yunyue Ren, Luxuan Guo","doi":"10.1016/j.compedu.2025.105265","DOIUrl":"10.1016/j.compedu.2025.105265","url":null,"abstract":"<div><div>The advent of the digital era has significantly heightened interest in digital literacy across multidisciplinary backgrounds and has endowed these fields with interdisciplinary and integrative characteristics. In this study, we employed VOSviewer and Bibliometrix for bibliometric and descriptive analyses of digital literacy, and we analyzed 3005 records from the Social Science Citation Index and Science Citation Index. We constructed keyword co-occurrence time networks across five distinct research areas and supplemented them with keyword co-occurrence frequencies to examine similarities and differences between research themes from diverse disciplinary perspectives. The findings of this study indicate that although various fields recognize the significance of digital literacy, different fields prioritize different aspects. As the main field of research, Education & Educational Research focus primarily on the pedagogical practices of cultivating digital literacy, whereas Communication emphasizes the cultivation of digital literacy to address challenges in information dissemination. Information Science & Library Science typically view libraries as central to digital literacy. Moreover, Computer Science research emphasizes the leveraging of technology, whereas Psychology explores the connection between digital literacy and cognitive processes. Analyzing the differences between different disciplines and drawing new ideas from them is of great significance for Education & Educational Research regarding how to deepen digital literacy education content, construct digital literacy education contexts, integrate digital literacy education resources, narrow the digital divide, and promote educational equity in the future.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105265"},"PeriodicalIF":8.9,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143436642","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}

引用次数: 0

Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-13 DOI: 10.1016/j.compedu.2025.105264

Guangbao Fang , Jiaxin Wang , Philip Wing Keung Chan , Penelope Kalogeropoulos

{"title":"Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression","authors":"Guangbao Fang , Jiaxin Wang , Philip Wing Keung Chan , Penelope Kalogeropoulos","doi":"10.1016/j.compedu.2025.105264","DOIUrl":"10.1016/j.compedu.2025.105264","url":null,"abstract":"<div><div>Digital literacy is crucial for adolescents’ future, yet significant gender divides persist, particularly in Computer and Information Literacy (CIL) and Computational Thinking (CT). This study examines the gender divide in CIL and CT among adolescents in four European countries, highlighting the gender-based disparities in digital literacy development.</div><div>Based on ICILS 2018 data, this research identifies factors contributing to gender divides in CIL and CT using regression and decomposition methods. Findings indicate that females outperform males in CIL, while males excel in CT. Gender divides decrease as the percentiles of students’ proficiency levels increase. The explained portion of the gender divide in CIL and CT is consistently smaller than the unexplained portion across countries, suggesting that gender divide or unobserved factors may drive these divides. A comparison of OLS regression results with decomposition approaches indicates that the factors influencing digital literacy development differ from those contributing to the gender divide. Variation in the factors contributing to gender divides is greater across countries than within countries for both CIL and CT.</div><div>These findings highlight the need to consider national digital environments and socio-cultural contexts in addressing gender divides in digital literacy. This study offers insights for policymakers and educators to address the gender divide in digital literacy.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105264"},"PeriodicalIF":8.9,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421688","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}

引用次数: 0

Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-10 DOI: 10.1016/j.compedu.2025.105260

Hatim Fareed Lahza , Gianluca Demartini , Omid Noroozi , Dragan Gašević , Shazia Sadiq , Hassan Khosravi

{"title":"Enhancing peer feedback provision through user interface scaffolding: A comparative examination of scripting and self-monitoring techniques","authors":"Hatim Fareed Lahza , Gianluca Demartini , Omid Noroozi , Dragan Gašević , Shazia Sadiq , Hassan Khosravi","doi":"10.1016/j.compedu.2025.105260","DOIUrl":"10.1016/j.compedu.2025.105260","url":null,"abstract":"<div><div>Despite its perceived benefits, peer feedback provision is often associated with challenges such as superficial comments, poor content quality, and students’ unwillingness to criticise their peers’ work. This study explores the effects of two well-established scaffolding strategies — scripting and self-monitoring on students’ engagement, quality of peer feedback, and evaluative judgement. A total of 149 higher education students from a course that utilises a peer feedback tool were randomly divided into two conditions: one leveraging an interface for peer feedback provision that incorporates scripted instruction and the other using an interface implemented to support self-monitoring. Results suggest a significant distinction between the two scaffolded strategies. Students in the scripted condition provided longer and superior-quality feedback and also exhibited a more critical perspective in their evaluations compared to the self-monitoring condition. This study unfolds two significant contributions. First, it enriches the growing body of empirical evidence on educational design principles in peer feedback provision by expanding our understanding of the individual scaffolding tool effects, specifically in the context of scripting and self-monitoring. This contribution is crucial as it lays the groundwork for more nuanced explorations into optimal strategies for their application in future research. Second, the study contributes to the burgeoning interest in developing theory-based digital learning environments. We discuss the implications of these findings, including highlighting potential long-term advantages associated with the employment of the self-monitoring approach despite its seemingly less effective performance in the short run.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"230 ","pages":"Article 105260"},"PeriodicalIF":8.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143428088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Eye tracking technology for examining cognitive processes in education: A systematic review

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-10 DOI: 10.1016/j.compedu.2025.105263

Xiaoxiao Liu , Ying Cui

{"title":"Eye tracking technology for examining cognitive processes in education: A systematic review","authors":"Xiaoxiao Liu , Ying Cui","doi":"10.1016/j.compedu.2025.105263","DOIUrl":"10.1016/j.compedu.2025.105263","url":null,"abstract":"<div><div>Eye-tracking studies have been increasingly used to investigate student cognitive processes. While some existing literature has reviewed commonly used eye-tracking measures and analytical methods across different contexts, there remains a gap in clarifying the educational themes, cognitive theories, and specific cognitive processes most frequently examined in recent eye-tracking studies. To address this, this review synthesizes recent educational eye-tracking research analyzing student cognitive processes from January 2012 to November 2024. In total, 313 articles were reviewed, and several main findings emerged: (1) The majority of eye-tracking studies examined the themes of multimedia learning, reading performance, and problem-solving, while fewer focused on second language learning, computer-based tests, and individual differences. (2) About half of the studies were conducted under one or more theories, with Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML), and Dual-coding Theory (DCT) being the most frequently applied. (3) Eye-tracking data were primarily collected from college students, and temporal and count measures were typically used to investigate the cognitive process of information organization rather than those of information selection and integration. (4) Basic statistical methods and linear mixed models were widely used to analyze student attention differences. The results of this review provide theoretical and practical insights into the strengths and challenges of using eye-tracking technology to assess the impact of pedagogical interventions in computer-based learning environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105263"},"PeriodicalIF":8.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “A meta-analysis of social network site use and social support” [Computers & Education, 127 (2018), pp. 201–213]

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-06 DOI: 10.1016/j.compedu.2024.105231

Dong Liu , Kevin B. Wright , Baijing Hu

引用次数: 0