Computers & Education最新文献_第2页

In search of adequate models of pedagogy 寻找合适的教学模式

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-30 DOI: 10.1016/j.compedu.2025.105345

Miguel Nussbaum , Zvi Bekerman , Leanna Archambault , Maria Rainieri , Ramazan Yilmaz , Di Zou , Johan van Braak , Chin-Chung Tsai

引用次数: 0

Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums 超越过程：一个检视MOOC论坛知识建构的新分析模型

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-30 DOI: 10.1016/j.compedu.2025.105342

Dennis A. Rivera , Mariane Frenay , Magali Paquot , Pauline de Montpellier , Valérie Swaen

{"title":"Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums","authors":"Dennis A. Rivera , Mariane Frenay , Magali Paquot , Pauline de Montpellier , 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}

引用次数: 0

The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics 生成式人工智能代理和脚手架对提高学生对视觉学习分析的理解的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-26 DOI: 10.1016/j.compedu.2025.105322

Lixiang Yan , Roberto Martinez-Maldonado , Yueqiao Jin , Vanessa Echeverria , Mikaela Milesi , Jie Fan , Linxuan Zhao , Riordan Alfredo , Xinyu Li , Dragan Gašević

{"title":"The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics","authors":"Lixiang Yan , Roberto Martinez-Maldonado , Yueqiao Jin , Vanessa Echeverria , Mikaela Milesi , Jie Fan , Linxuan Zhao , Riordan Alfredo , Xinyu Li , 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}

引用次数: 0

Virtual reality based executive function training in schools: The impact of adaptivity on executive function and motivation 基于虚拟现实的学校执行功能训练：适应性对执行功能和动机的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-26 DOI: 10.1016/j.compedu.2025.105344

Susan Hindman, Rachel King, Antonina Pereira

{"title":"Virtual reality based executive function training in schools: The impact of adaptivity on executive function and motivation","authors":"Susan Hindman, Rachel King, Antonina Pereira","doi":"10.1016/j.compedu.2025.105344","DOIUrl":"10.1016/j.compedu.2025.105344","url":null,"abstract":"<div><div>Executive function (EF) is a skill that is essential in many aspects of daily functioning and as such is a pertinent target for cognitive training protocols. With current findings about EF training being inconsistent, work is now needed to understand the core components that ensure successful training. A key component that is often cited as essential, but which lacks solid empirical justification is training adaptivity, which is thought to improve participant motivation and support engagement. Therefore, the present study aimed to explore the relationship between adaptivity and motivation, in virtual reality (VR) based EF training with primary school-aged children. Sixty participants were allocated to one of three conditions: VR adaptive training, VR non-adaptive training, and a passive control group. Training in VR conditions consisted of 12 15-min sessions, delivered over 4 weeks and was delivered using the cognitive training game Koji's Quest, developed by NeuroReality. All participants completed EF tests at pre- and post-time points. Participants in the VR conditions also completed motivation measures after the training. Results suggest that the adaptive training might influence the switching response over time, but further analyses did not confirm significant differences, possibly due to the small sample size and the high scores variability. Although no differences were observed on the quantitate measures of motivation, qualitative feedback did indicate that perhaps motivation may have been a contributing factor. Results provide initial evidence that short term VR cognitive training may be effective in improving cognitive flexibility in primary aged children, however due to the small sample size and high variability, results are tentative, and further research is necessary. Findings are discussed in terms of the implications for educational application.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105344"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881926","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

L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience 通过COTS冒险游戏学习第二语言词汇：个体与配对游戏以及单词暴露频率、单词水平和单词显著性的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-25 DOI: 10.1016/j.compedu.2025.105343

Kuo-Wei Kyle Lai, Hao-Jan Howard Chen

{"title":"L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience","authors":"Kuo-Wei Kyle Lai, Hao-Jan Howard Chen","doi":"10.1016/j.compedu.2025.105343","DOIUrl":"10.1016/j.compedu.2025.105343","url":null,"abstract":"<div><div>Digital game-based language learning (DGBLL) has demonstrated potential in enhancing language acquisition. This study examines the effectiveness of the commercial off-the-shelf (COTS) game Return to Monkey Island in improving vocabulary learning among Taiwanese EFL learners, with a focus on the effects of individual versus paired gameplay. Addressing a gap in existing research, this study evaluates the impact of individual versus paired gameplay on vocabulary learning, with a focus on word exposure frequency, distribution of occurrence, word level, and word salience. Seventy-nine university freshmen participated in this mixed-methods study, which employed vocabulary pretests, immediate and delayed posttests, including both vocabulary translation tests and Productive Vocabulary Levels Tests (PVLT) to assess receptive and productive vocabulary knowledge. Participants’ attitudes were evaluated using a modified Technology Acceptance Model (TAM) questionnaire, and semi-structured interviews provided qualitative insights.</div><div>Both gameplay groups showed significant vocabulary improvement, with the paired group outperforming the individual group in both immediate and delayed tests. Word frequency and salience were key predictors of vocabulary learning in the individual group, while salience was the main predictor in the paired group. Positive attitudes towards collaborative gameplay were noted, with interviews highlighting the added value of peer interaction in enhancing vocabulary learning. These findings suggest that integrating COTS games with a mix of individual and collaborative activities can optimize language learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105343"},"PeriodicalIF":8.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878601","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

Online homework time, time management, and procrastination: A person-centered approach 在线作业时间，时间管理和拖延：以人为本的方法

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-23 DOI: 10.1016/j.compedu.2025.105341

Jianzhong Xu

引用次数: 0

Using virtual reality for enhancing neuroanatomy learning by optimizing cognitive load and intrinsic motivation 通过优化认知负荷和内在动机，利用虚拟现实增强神经解剖学学习

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-22 DOI: 10.1016/j.compedu.2025.105332

M. Poupard , F. Larrue , M. Bertrand , D. Liguoro , A. Tricot , H. Sauzéon

{"title":"Using virtual reality for enhancing neuroanatomy learning by optimizing cognitive load and intrinsic motivation","authors":"M. Poupard , F. Larrue , M. Bertrand , D. Liguoro , A. Tricot , H. Sauzéon","doi":"10.1016/j.compedu.2025.105332","DOIUrl":"10.1016/j.compedu.2025.105332","url":null,"abstract":"<div><div>This research investigates the effectiveness of virtual reality (VR) in enhancing neuroanatomy learning among medical students, focusing on optimizing cognitive load, intrinsic motivation, and user experience. A total of 77 s-year medical students participated in the study, which compared traditional video-based instruction with three VR conditions: active, guided, and passive.</div><div>The results demonstrate that VR significantly improved anatomical learning performance compared to traditional methods, particularly in the passive and active conditions. VR also enhanced intrinsic motivation, reduced extraneous cognitive load, and increased germane cognitive load. Interestingly, the guided VR condition yielded the poorest learning performance, although differences between the VR conditions were not statistically significant. These findings suggest that higher interactivity is not inherently linked to better learning outcomes in VR-based education.</div><div>The study highlights the importance of balancing interactivity and cognitive load in the design of effective VR learning environments. Overall, VR holds strong potential as an educational tool, but its instructional design must be carefully tailored to support both motivation and cognitive efficiency. Future research should further examine the role of interaction modes and learner expertise in shaping the instructional effectiveness of VR.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105332"},"PeriodicalIF":8.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911876","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 teacher collaboration for technology integration: the impact of transformational leadership 加强教师协作促进技术整合：变革型领导的影响

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-21 DOI: 10.1016/j.compedu.2025.105331

Maria-Luisa Schmitz , Chiara Antonietti , Tessa Consoli , Philipp Gonon , Alberto Cattaneo , Dominik Petko

{"title":"Enhancing teacher collaboration for technology integration: the impact of transformational leadership","authors":"Maria-Luisa Schmitz , Chiara Antonietti , Tessa Consoli , Philipp Gonon , Alberto Cattaneo , Dominik Petko","doi":"10.1016/j.compedu.2025.105331","DOIUrl":"10.1016/j.compedu.2025.105331","url":null,"abstract":"<div><div>The study explored how school principals' transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that principals’ transformational leadership is significantly and positively correlated with both formal and informal teacher collaboration, goal clarity, and strategic importance of technology integration. Further, SEM analysis revealed that transformational leadership has a significant, positive, and direct effect on formal collaboration but has only a significant indirect effect on informal collaboration. Moreover, the strategic importance of technology integration mediates the relationship between transformational leadership and formal collaboration as well as informal collaboration. However, goal clarity was only a significant mediator for the relationship between transformational leadership and informal collaboration. These findings suggest that for effective technology integration, school principals should prioritize transformational leadership to ensure a high strategic importance and goal clarity regarding technology integration which in turn have a positive impact on formal and informal collaboration.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105331"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870389","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

Time matters in VR: Students benefit from longer VR class duration, but certain outcomes decline after 45 minutes, with large individual variance 在VR中，时间很重要：学生从较长的VR课时中受益，但在45分钟后，某些结果会下降，个体差异很大

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-21 DOI: 10.1016/j.compedu.2025.105328

Rabindra Ratan , Qiyang Lin , Chaeyun Lim , Rinseo Park , Alex Lover , Eugy Han , Dayeoun Jang , Alex P. Leith , Jeremy N. Bailenson

{"title":"Time matters in VR: Students benefit from longer VR class duration, but certain outcomes decline after 45 minutes, with large individual variance","authors":"Rabindra Ratan , Qiyang Lin , Chaeyun Lim , Rinseo Park , Alex Lover , Eugy Han , Dayeoun Jang , Alex P. Leith , Jeremy N. Bailenson","doi":"10.1016/j.compedu.2025.105328","DOIUrl":"10.1016/j.compedu.2025.105328","url":null,"abstract":"<div><div>Virtual reality (VR) is becoming increasingly feasible to replace or complement videoconferencing in remote education, but there is a gap in knowledge about how to structure these pedagogical experiences, especially in consideration of relevant theoretical factors, such as social presence and virtual meeting fatigue. The present research addresses this overarching question: How does integrating VR technology into remote education enhance student outcomes and what are the optimal pedagogical approaches to determining duration in VR? We conducted a longitudinal 15-week study with 30 students who completed 377 surveys across 22 meetings of a university class taught via a combination of videoconferencing and VR. Compared to videoconferencing, VR duration provided more social presence with instructors and peers, both of which were associated with subjective benefits of the class (e.g., perceived learning, competence, enjoyment). However, the benefits for peer social presence and perceived competence began to decline after about 45 min of VR duration (with large variability between students), potentially because VR duration increased meeting fatigue. Further, peer social presence was related more strongly to VR duration than instructor social presence, while instructor social presence was related more strongly to perceived learning than peer social presence. These findings suggest a nuanced theoretical and pedagogical understanding of how to integrate VR technology into remote education. Class time spent in VR likely leads to a net benefit despite meeting fatigue, but instructors should keep VR duration low (∼45 min) until students gain familiarity, offer alternative modes of access to classes in virtual worlds, and utilize socially engaging pedagogies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105328"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935432","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

Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis 教育工作者应该担心吗？短视频对理性思维和学习的影响：比较分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-04-21 DOI: 10.1016/j.compedu.2025.105330

Thorsten Otto

{"title":"Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis","authors":"Thorsten Otto","doi":"10.1016/j.compedu.2025.105330","DOIUrl":"10.1016/j.compedu.2025.105330","url":null,"abstract":"<div><div>Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (<em>n</em> = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (<em>n</em> = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105330"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870387","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