Computers & Education最新文献

{"title":"A generative AI educational game framework with multi-scaffolding supports workplace competency development","authors":"Pei-Ching Ngu,&nbsp;Chih-Chung Chien,&nbsp;Yen-Ting Ho,&nbsp;Huei-Tse Hou","doi":"10.1016/j.compedu.2025.105421","DOIUrl":"10.1016/j.compedu.2025.105421","url":null,"abstract":"<div><div>This study proposes a game design framework using generative artificial intelligence based non-player character for providing simulated interactions and instant feedback as a metacognitive scaffolding to help learners develop workplace communication skills and stress resistance through situational experience learning. This study investigates learning effectiveness and psychological responses, including flow, perceived fidelity, cognitive load, and qualitative feedback, and specifically analyzes the behavioral patterns of learners interacting with generative artificial intelligence.</div><div>A total of 91 participants were enrolled in this study and divided into three groups: experimental group 1 (generative artificial intelligence interactive metacognitive scaffolding), experimental group 2 (video metacognitive scaffolding), and control group (text metacognitive scaffolding). The results showed that students in the generative artificial intelligence group responded with higher perceived fidelity and were significantly better than the control group with text-based metacognitive scaffolding in terms of learning effectiveness, flow, and germane cognitive load. Behavioral pattern analysis reveals that learners can effectively obtain a lot of positive help in solving tasks through positive interactions with non-player character chatbot.</div><div>This framework and the findings of the study can be used as a reference for related studies in the field of game-based learning in the use of metacognitive scaffolding, contextual learning, and generative AI. Due to the short experimental period, the results may only reflect the short-term learning effects, and the novelty of Gen AI may also cause bias in affecting the learning outcomes, future studies can increase the duration or number of experiences, and explore the effectiveness in other professional domains.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105421"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829608","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":"Internet usage inequality among high school students: Patterns, motivational predictors, and educational outcomes","authors":"Xiaofei Li ,&nbsp;Fu Chen ,&nbsp;Chang Lu","doi":"10.1016/j.compedu.2025.105417","DOIUrl":"10.1016/j.compedu.2025.105417","url":null,"abstract":"<div><div>Concerns over Internet usage inequality, particularly excessive usage patterns among adolescents, have intensified due to their potential to widen educational disparities and reinforce existing social inequalities. Many countries have implemented school-wide mobile phone bans to curb inappropriate use during school hours. However, little is known about how such policies influence students' Internet use in out-of-school contexts, or how different cultural and motivational factors help shape these usage patterns. This cross-sectional study examined heterogeneous Internet use patterns within and outside school across school types, under a national mobile phone ban policy, using data from 5160 Chinese high school students (51 % girls, <em>M</em>_age = 15.64, <em>SD</em> = 0.57). Latent profile analyses revealed three usage profiles in elite schools (minimal users, moderate users, and all-time heavy users) and four profiles in non-elite schools, including a distinct group termed “after-school heavy users”. Multinomial logistic regression showed that in non-elite schools, high ICT-related interest and perceived autonomy in ICT use were associated with higher odds of belonging to the all-time heavy users and after-school heavy users, while perceived ICT competence and ICT as a topic in social interaction predicted more balanced profiles. Notably, after-school heavy users exhibited significantly lower academic performance and ICT competencies, identifying them as a potential risk group in the context of digital inequality. These findings extend our understanding of digital inequality by highlighting the importance of usage patterns beyond mere usage time, and offer practical insights for refining ICT policies and interventions aimed at promoting responsible and equitable Internet use.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105417"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763978","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":"From touch to transformation: Value and applications of TUI technology in early childhood development","authors":"Shuang Liang ,&nbsp;Ning Zou","doi":"10.1016/j.compedu.2025.105437","DOIUrl":"10.1016/j.compedu.2025.105437","url":null,"abstract":"<div><div>Tangible User Interface (TUI) technology, by integrating digital information with physical objects, offers a perceptual-based interaction method for children, providing unique advantages in their interaction with computers. This paper reviews the application of TUI technology in early childhood development, focusing particularly on children aged 2–7 years. The research method divides early development into three parts: motor skills, brain and cognitive skills, and social behavior skills. By analyzing the literature, this paper classifies TUI design into three dimensions: embodied interaction, interactive media, and spatial domains. The study finds that TUI design has significant advantages in promoting children's development, especially stimulating initiative, fostering creative thinking, and enhancing communication and collaboration in the real world. The paper also discusses skill development in different types of embodied interaction in TUI design, including sensory traction, movement traction, and social traction. Additionally, it explores the application of various types of interactive media in children's TUIs, such as screen displays, headsets, multimodal sensors, and robots. Finally, the article proposes future research directions, including developing embodied interaction models, multidisciplinary integration and technological innovation, and hybrid-guided design across various domains.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105437"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144887144","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":"Mobile learning significantly enhances student learning gains: A meta-analysis and research synthesis","authors":"Juan Garzón ,&nbsp;Daniel Burgos ,&nbsp;Kinshuk ,&nbsp;Ahmed Tlili","doi":"10.1016/j.compedu.2025.105415","DOIUrl":"10.1016/j.compedu.2025.105415","url":null,"abstract":"<div><div>Mobile learning has emerged as a strategy with multiple benefits to promote quality education. However, its overall impact on student learning gains and the factors influencing this effect remain unclear. To address this, we conducted a comprehensive meta-analysis of 253 empirical studies evaluating the effects of mobile learning on student learning gains. Additionally, we performed a meta-regression to examine whether substantive features (education field, education level, learning environment, pedagogical approach), methodological characteristics (control treatment, mobile device, sample size), or study quality moderated the effect size. The results showed a large effect of mobile learning on student learning gains <span><math><mrow><mrow><mo>(</mo><mrow><mi>g</mi><mo>=</mo><mn>0.90</mn><mo>,</mo><mi>p</mi><mo>&lt;</mo><mo>.</mo><mn>001</mn></mrow><mo>)</mo></mrow><mtext>.</mtext></mrow></math></span> No significant moderating effects were identified, indicating that mobile learning consistently benefits students across different educational settings. This challenges the belief that mobile learning success depends on context. Instead, the findings underscore its broad potential to enhance learning outcomes in varied environments. This study contributes to theoretical understanding by establishing mobile learning as an effective and adaptable educational strategy and offers practical guidance for educators and policymakers seeking to maximize its benefits.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105415"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695458","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":"K-12 teachers’ ethical competencies for AI literacy: Insights from a systematic literature review","authors":"Deepti Tagare ,&nbsp;Tirtha Karki ,&nbsp;Wonjin Yu","doi":"10.1016/j.compedu.2025.105435","DOIUrl":"10.1016/j.compedu.2025.105435","url":null,"abstract":"<div><div>Artificial Intelligence (AI) technology is now an integral part of our daily life and society. AI offers numerous affordances with potential positive and negative impact on society. K-12 educators are responsible to prepare the future generations to harness the benefits of AI ethically, responsibly, safely, and critically. Teachers need sound knowledge, skills, and dispositions to implement ethics-driven AI literacy education. To achieve this goal, there is a pressing need to identify and operationalize the competencies that teachers need to foster AI literacy. We conducted a larger systematic literature review (SLR), which reviewed empirical studies focused on AI literacy published in the last ten years (2014–2024) to explore and consolidate all competencies for K-12 teachers. This paper reports on teachers’ ethical competencies identified from this SLR. The review of 76 papers included in the final dataset unveils that the ethical AI competencies are interdependent and co-occur in a given context such that teachers may need a combination of knowledge, skills, and dispositions to successfully implement AI literacy education. The findings revealed that teachers need (1) the knowledge competencies of AI ethics issues, limitations of AI, socio-political awareness, and human in the loop, (2) skills of AI transparency and explainability, critical analysis of AI, and culturally responsive and inclusive pedagogy, and (3) the dispositions of AI ethics sensitivity, critical attitude towards AI, and being inclusive and culturally responsive. These ethical competencies can inform teacher preparation and professional development programs for teachers to leverage AI technologies ethically in education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105435"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861287","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":"Digital media use and availability can mitigate the digital divide: Meta-analytic insights from PISA 2022","authors":"Tamara Kastorff,&nbsp;Maren Müller,&nbsp;Samuel Greiff","doi":"10.1016/j.compedu.2025.105409","DOIUrl":"10.1016/j.compedu.2025.105409","url":null,"abstract":"<div><div>The digital divide, commonly described as the relationship between socioeconomic status (SES) and digital competence, has garnered significant attention in educational research, particularly since the onset of the COVID-19 pandemic. However, despite ongoing efforts to promote digitalization across countries and schools, there has been limited research into the extent to which school-level or country-level factors can moderate the relationship between socioeconomic status (SES) and digital competence—an association commonly referred to in the literature as the second-level digital divide. This study addressed these gaps by examining the association between SES and digital competence using data from the Programme for International Student Assessment (PISA) 2022, encompassing 52 countries (<em>N</em> = 393607) and employing an integrative meta-analytical approach. We found positive associations between SES and two measures of digital competencies; self-efficacies, and practices related to online information (<em>β</em>_{summary effect} = 0.15, 95 % CI [0.14, 0.16]. <em>β</em>_{summary effect} = 0.11, 95 % CI [0.10, 0.12]). Furthermore, moderator analyses showed that the adequate availability and high-quality use of digital media, such as inquiry-based learning methods, can mitigate the positive relationship between SES and digital competence, an effect that holds promise for reducing digital inequalities. This study contributes to the existing body of research by providing a more nuanced understanding country-level factors that may mitigate the digital divide. Furthermore, it highlights potential approaches for targeted interventions aimed at addressing SES-related disparities that perpetuate digital inequalities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105409"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613368","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":"Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy","authors":"Yu Song ,&nbsp;Jingying Wang ,&nbsp;Yuqing Chen ,&nbsp;Jiao Zhang ,&nbsp;Changliang Xu","doi":"10.1016/j.compedu.2025.105390","DOIUrl":"10.1016/j.compedu.2025.105390","url":null,"abstract":"<div><div>This study examines how adopting an interactive mixed-reality tool (IMRT) in teacher professional development affects teachers' self-efficacy and practical competencies of dialogic pedagogy. As a widely used method for teaching, dialogic pedagogy is important for orchestrating productive educational achievement. However, it is challenging to manipulate such pedagogy and thus there is the need for scalable professional development. This study initially incorporated a customised IMRT, which supports teachers to communicate with a virtual administrator, to generate comments and refinements for classroom dialogue in an immersive and tangible way. A quasi-experiment was conducted with 60 primary school teachers to test its effectiveness. This study discovered that teachers participating in the IMRT-based training tended to exhibit greater self-efficacy in enhancing dialogic pedagogy compared to those who engaged in traditional training methods. Furthermore, these teachers' practical competencies concerning dialogic pedagogy increased dramatically. Specifically, they gained greater proficiency in managing elaborated, coordinated, and speculative talk. Under their skilful initiation of dialogue, students were more inclined to justify ideas, seek connections, explore possibilities, and engage in constructive conversations. Moreover, findings indicated that more positive correlations between teachers’ self-efficacy and their actual practice in the IMRT-based training group, especially with regard to dialogues involving complex ways of thinking. This study offers valuable insights for technological integration and pedagogical improvement. It contributes to the viability of scalable teacher training and to helping in-service teachers with their professional growth.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105390"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144613374","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 complexities of digital media use in adolescents’ learning and academic performance: An experience sampling study","authors":"Sophie Mayen ,&nbsp;Anne Reinhardt ,&nbsp;Claudia Wilhelm","doi":"10.1016/j.compedu.2025.105411","DOIUrl":"10.1016/j.compedu.2025.105411","url":null,"abstract":"<div><div>The increasing amount of time adolescents spend engaged with digital media has raised concerns about its impact on academic performance. This study investigates the relationship between adolescents’ digital media use and academic performance, considering the mediating role of time spent on schoolwork. Between September and November 2022, 3087 responses were collected from 343 Austrian students using the experience sampling method. The data captured the use of social media, gaming, surfing the Internet, video streaming, and audio streaming, as well as time dedicated to schoolwork and the frequency of educational digital media use. Multilevel structural equation modeling revealed that social media use, gaming, and video streaming were negatively associated with school-related obligations. In contrast, Internet use positively correlated with time spent on schoolwork. Additionally, gaming showed a direct negative association with academic performance. These findings suggest that while certain digital activities are likely to displace time spent on schoolwork, their use does not necessarily lead to poorer academic outcomes, except for gaming. Other digital activities can provide educational benefits, such as surfing the Internet. Recognizing the risks and opportunities of digital media use is key to guiding effective educational strategies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105411"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665031","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":"AI-assisted design communication in ceramic-crafts education: Investigating image generation tools for concept representation and pedagogical practice","authors":"Woojin Kang ,&nbsp;Hyun-Soo Lee ,&nbsp;Jin-Hyuk Hong","doi":"10.1016/j.compedu.2025.105419","DOIUrl":"10.1016/j.compedu.2025.105419","url":null,"abstract":"<div><div>This study examines the implementation and effectiveness of AI-assisted visualization tools in ceramic-crafts education, with a specific focus on improving design communication and feedback exchange between instructors and students. Through empirical investigation, we developed and evaluated an AI-assisted visualization tool that leverages state-of-the-art image-generation models to enhance concept articulation in ceramic design practice. Our investigation, involving 12 first-year ceramic-crafts students and nine instructors, revealed significant improvements in three key areas: design communication clarity, feedback quality, and technical vocabulary acquisition. The findings demonstrate how AI tools can effectively augment specific aspects of ceramic-crafts education, particularly in bridging the gap between conceptual design and physical implementation. We analyze the tool's impact on student learning processes, instructor feedback mechanisms, and the preservation of traditional craft practices. The study contributes to the understanding of technology integration in craft-based education by providing empirical evidence of how AI tools can enhance specific pedagogical challenges while maintaining the essential tactile and experiential aspects of ceramic crafts. Additionally, we address critical considerations for implementing AI tools within traditional craft education, including the maintenance of hands-on learning experiences and artistic authenticity. Our research provides practical insights for ceramic-crafts educators seeking to integrate technological support while preserving fundamental craft-based teaching methodologies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105419"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144867364","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":"Using ChatGPT to bring non-player characters to life: Effects on students’ storyline-driven game-based writing learning","authors":"Ya Xiao ,&nbsp;Danling Li ,&nbsp;Kai Guo","doi":"10.1016/j.compedu.2025.105414","DOIUrl":"10.1016/j.compedu.2025.105414","url":null,"abstract":"<div><div>This study introduces a novel design approach to game-based learning by integrating ChatGPT into the development of non-player characters (NPCs) within storylines. This integration seeks to enhance interactivity with student players and foster an immersive, dynamic learning environment. We applied this approach in English as a Foreign Language (EFL) writing classrooms to examine its impact on both the affective and cognitive aspects of student writing learning, as well as their writing performance. Utilizing a quasi-experimental design, the study involved two classes of Chinese undergraduate students. One class (n = 42) engaged with ChatGPT-powered NPCs, while the other class (n = 43) interacted with conventional NPCs in a storyline-based game designed to enhance argumentative writing skills. Quantitative data were collected through questionnaires assessing students' intrinsic motivation, situational interest, cognitive load, and effort regulation. Additionally, student essays were evaluated to compare writing performance across the two conditions. Qualitative data, including students' chat histories with ChatGPT-powered NPCs, were gathered to investigate their interactions. The results indicated that engaging with ChatGPT-enhanced NPCs positively influenced students' intrinsic motivation and situational interest, leading them to invest greater effort in completing learning tasks. Notably, interactions with ChatGPT-enhanced NPCs did not increase students’ cognitive load during the learning process. Moreover, students who interacted with ChatGPT-powered NPCs exhibited superior writing performance, producing essays that were significantly clearer, more elaborated, and more persuasive, while also more effectively addressing opposing viewpoints. Additionally, students employed various conversational strategies while interacting with these NPCs. This study not only advances our understanding of the role of generative artificial intelligence in educational contexts but also provides valuable insights for educators seeking to enhance student engagement and learning outcomes through innovative instructional strategies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105414"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144720865","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}