Computers & Education最新文献

{"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":"Digital innovations in teacher recruitment: An experimental study","authors":"Robert M. Klassen ,&nbsp;Hui Wang ,&nbsp;Joe Cutting ,&nbsp;Sophie Thompson-Lee ,&nbsp;Rebecca J.S. Snell ,&nbsp;Beng Huat See ,&nbsp;Michael Saiger","doi":"10.1016/j.compedu.2025.105450","DOIUrl":"10.1016/j.compedu.2025.105450","url":null,"abstract":"<div><div>Teacher shortages are a serious challenge in many countries, made worse by declining enrolments in initial teacher education (ITE) programs and growing competition for talented young people making career decisions. To address this challenge, we developed and tested two digital interventions—a persuasive game (TeachQuest) and a realistic job preview (RJP)—designed to enhance undergraduate students' teaching interest, teaching self-efficacy, and perceptions of fit with the profession. In a two-phase experimental study (<em>N</em> = 957), undergraduate participants were randomly assigned to TeachQuest, the RJP, or a control condition. Results from Phase 1 showed that both interventions increased participants' interest and perceived fit with teaching, with the RJP also improving teaching self-efficacy. In Phase 2, results from a delayed post-test (six weeks later; <em>N</em> = 572) indicated that while motivation-related outcomes remained higher than pre-test levels, changes were non-linear, with TeachQuest sustaining interest through participants’ immersion experiences and the RJP maintaining self-efficacy through mastery experiences. Our findings suggest that immersive game-based recruitment interventions may be particularly effective in informing and engaging potential applicants, whereas RJPs may be useful in reinforcing confidence in teaching. The study provides new insights informing the design of scalable, evidence-based teacher recruitment tools that align with the interests and digital-focused lives of prospective applicants for ITE programs.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105450"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996720","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}

{"title":"Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes","authors":"Lei Cai ,&nbsp;Zixun Wang ,&nbsp;Chenghao Wang ,&nbsp;Bin Zou ,&nbsp;Xusheng Zhang","doi":"10.1016/j.compedu.2025.105412","DOIUrl":"10.1016/j.compedu.2025.105412","url":null,"abstract":"<div><div>Immersive Virtual Reality (IVR) is used in education due to its high level of immersion, interactivity, and engaging learning experience, particularly in situated learning scenarios such as foreign language acquisition. While IVR has been widely used in situated learning, its effectiveness, particularly in second language learning through interactivity and signaling, remains underexplored. According to the Cognitive Theory of Multimedia Learning (CTML) and the Cognitive-Affective Model of Immersive Learning (CAMIL), this study investigates how different signaling types (Traditional vs. Anti-Signaling) and levels of interactivity affect learners’ effectiveness in IVR environments. To explore their interrelationship, we conducted a mixed-factor experiment in which both factors served as independent variables, and the dependent variables included learning outcomes, cognitive load, and intrinsic motivation, among others. The results indicate that medium interactivity yields the most favorable learning outcomes, followed by high interactivity, with low interactivity performing worst across all measures. The proposed approach (Anti-Signaling) has been shown to be effective in mitigating the negative effects associated with increased interactivity. With Anti-Signaling, high interactivity can achieve similar learning outcomes to medium interactivity. However, no significant differences were observed between signaling types at medium or low levels of interactivity. These findings point to an interaction between interactivity and signaling, in which the benefits of signaling become more pronounced as interactivity increases. Besides, no significant negative effects were observed when applying Anti-Signaling, suggesting that it serves as a harmless strategy. Our findings offer valuable insights into the effects of varying interactivity and highlight the use of anti-signals in IVR learning, particularly in relation to learning efficiency and user experience.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105412"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704612","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":"Interactions between cognitive disequilibrium, interactivity with instructional videos, and learning","authors":"Aaron Weinberg ,&nbsp;Douglas Lyman Corey ,&nbsp;Michael A. Tallman ,&nbsp;Jason Martin ,&nbsp;Meagan Rains Bolton","doi":"10.1016/j.compedu.2025.105392","DOIUrl":"10.1016/j.compedu.2025.105392","url":null,"abstract":"<div><div>The use of videos as instructional tools has increased dramatically in recent years. However, most research on student learning from videos has been conducted in clinical settings and has not explored the mechanisms that underlie connections between students' interaction with videos and their learning. This study explores the relationship between students' experiences of cognitive disequilibrium–operationalized in terms of Harel's (2013) theory of <em>intellectual need</em>–their use of video playback controls, and their learning from instructional videos in introductory calculus classes at the undergraduate level. The data reveal that students who paused or skipped backward in the video were more likely to demonstrate learning, and that this effect was stronger for students who exhibited lower background knowledge. Similarly, students who experienced cognitive disequilibrium were more likely to improve their performance. However, when we controlled for temporal interactions, cognitive disequilibrium was no longer a significant predictor of enhanced learning, which suggests that the experience of disequilibrium could underlie students' interaction with and promote their learning from mathematics instructional videos.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105392"},"PeriodicalIF":8.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595755","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":"How block-based programming supports novice learners’ coding comprehension: Evidence from eye-tracking lag-sequential analysis","authors":"Meng-Jung Tsai ,&nbsp;Francis Pingfan Chien ,&nbsp;Wan-Ting Sun ,&nbsp;Nitesh Kumar Jha","doi":"10.1016/j.compedu.2025.105430","DOIUrl":"10.1016/j.compedu.2025.105430","url":null,"abstract":"<div><div>Understanding how novice programmers interact with block-based and text-based programming languages can help optimize instructional approaches and facilitate the transition between the two. This study investigated the coding comprehension and visual behavior patterns of 70 novice college students as they engaged in Scratch (block-based) and Python (text-based) programming tasks. Tobii 4C eye-trackers, the Real Gaze software, and the WEDA platform were utilized to record eye movements, compute eye-tracking metrics, generate heat maps, and conduct lag sequential analyses (LSA). The results revealed that students in the Scratch group demonstrated better comprehension performance, with shorter response times, shorter average fixation duration, and longer average saccade lengths. The findings suggest that block-based environments reduce cognitive load and enhance code readability. In contrast, students in the Python group paid more attention to irrelevant information and reprocessed procedural code more frequently, indicating a higher mental load and greater cognitive demands associated with text-based programming. Furthermore, the LSA results indicated that students in the Scratch group exhibited meaningful shifts in visual attention, moving from irrelevant information to relevant variable recalls during the coding comprehension tasks. The findings confirm the effectiveness of block-based programming in terms of enhancing novice learners' coding comprehension, and underline the importance of providing visual scaffolding in text-based programming to facilitate the transition from block-based environments. Through the application of advanced eye-tracking methodology, this study makes a substantial contribution to programming education by uncovering critical insights into learners’ cognitive processes and offering evidence to guide future research and pedagogical innovation.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105430"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827978","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":"A systematic reexamination of field experiences in PK-12 online environments in the United States","authors":"Lauren J. Woo ,&nbsp;Leanna Archambault ,&nbsp;Jered Borup ,&nbsp;Ray R. Buss ,&nbsp;Danah Henriksen","doi":"10.1016/j.compedu.2025.105447","DOIUrl":"10.1016/j.compedu.2025.105447","url":null,"abstract":"","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105447"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918877","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":"Promoting students’ motivation in language education with gamified pedagogical conversational agents","authors":"Bijan Khosrawi-Rad ,&nbsp;Paul Felix Keller ,&nbsp;Dennis Benner ,&nbsp;Linda Grogorick ,&nbsp;Arne Borchers ,&nbsp;Andreas Janson ,&nbsp;Jan Marco Leimeister ,&nbsp;Susanne Robra-Bissantz","doi":"10.1016/j.compedu.2025.105374","DOIUrl":"10.1016/j.compedu.2025.105374","url":null,"abstract":"<div><div>Pedagogical conversational agents (PCAs) like chatbots are a novel approach to technology-mediated language learning with artificial intelligence. They convey learning content interactively and accompany students in their education. However, many users find conversations with PCAs unmotivating. Gamification is a suitable solution to these motivational hurdles due to its playful nature. Given the difficulty of selecting the appropriate game elements and the scarcity of design recommendations for gamified PCAs, we propose the GNPL framework including a cohesive set of four design principles: goal-setting and reflection, novice-expert relationship, performance-related motivation, and learning story narration. In two design cycles, the article shows the application of the design principles in English learning – a domain commonly associated with motivational challenges – by implementing and evaluating a gamified PCA. The results show that the design principles significantly foster learners' motivation and that learners perceive a solid language learning experience, expressed by higher perceived value and social factors. They highlight the relevance of aligning the PCA's social role, the motivational impact of gamification, and the educational goals of the learning context. The design principles guide educators and developers in gamified PCA design. The paper contributes to the theory stream of PCAs by investigating learners' motivation enhancement when using PCAs. In addition, the paper provides new knowledge on meaningful gamification in an unexplored context and practical insights to solve the design challenges of selecting game elements in this context. Furthermore, it shows how language education can be supported by educational technology.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105374"},"PeriodicalIF":10.5,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724380","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}