Computers & Education最新文献

{"title":"Adoption of digital educational resources by early childhood education teachers: A fad or a conviction?","authors":"Juan José Sosa-Alonso,&nbsp;Víctor M. Hernández Rivero,&nbsp;Ana L. Sanabria Mesa,&nbsp;Anabel Bethencourt Aguilar","doi":"10.1016/j.compedu.2025.105396","DOIUrl":"10.1016/j.compedu.2025.105396","url":null,"abstract":"<div><div>This study explores the factors influencing the adoption of Digital Educational Resources (DER) among Early Childhood Education (ECE) teachers in Spain. Drawing on data from 2148 teachers across eleven autonomous communities, a structural equation model (CB-SEM) was developed and validated to examine the interplay between knowledge, value-based evaluations, expectations, and perceived usefulness and acceptability of DER. Findings reveal that, while teachers generally report positive attitudes towards DER, adoption is not uniform; four distinct evaluative profiles were identified, ranging from scepticism to full integration. Expectations about the future development and ubiquity of DER emerged as the strongest predictor of adoption, outweighing technical knowledge. The results suggest that, in post-pandemic educational contexts where structural barriers are largely overcome, intrinsic and dispositional factors are more decisive than access or infrastructure. The study highlights the influence of digital determinism and anticipatory beliefs, which can lead to uncritical integration. It calls for differentiated, critical professional development programmes that support reflective and pedagogically grounded use of digital resources. Limitations include sampling constraints, instrument validity, and the need to contextualise DER more precisely. These findings contribute to the broader debate on technology integration in ECE and offer a foundation for future research and policy development.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105396"},"PeriodicalIF":8.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581303","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 emotional dynamics between productive and improvable knowledge-building discourses","authors":"Chenyu Hou ,&nbsp;Gaoxia Zhu ,&nbsp;Yuqin Yang ,&nbsp;Seng-Chee Tan","doi":"10.1016/j.compedu.2025.105395","DOIUrl":"10.1016/j.compedu.2025.105395","url":null,"abstract":"<div><div>Knowledge Building (KB) is a pedagogical approach emphasizing students' collective responsibility to continuously improve their community knowledge. During KB activities, various emotions may arise due to students' diverse ideas, theory-building, as well as cognitive equilibrium and disequilibrium. Depending on the different development levels of the inquiry threads, the emotions may differ. An inquiry thread is a series of notes that address the same problem or topic. Despite increasing recognition of the importance of emotions in KB, or more generally, in computer-supported collaborative learning (CSCL), there is a lack of empirical studies systematically examining the dynamics of these emotions, particularly how they vary across different types of collaborative inquiry threads. Addressing this gap, this study analyzed 148 threads containing 6,240 notes from a learning science course at a public university over three years. Through clustering analysis, we identified productive and improvable KB inquiry threads recorded in the Knowledge Forum (KF) with productive threads, which are characterized by deeper cognitive efforts and more sustained discussion than improvable threads. Integrating three levels of analysis, namely frequency, lag-sequential analysis, and sequential pattern mining, we aim to comprehensively capture students’ emotional dynamics across different kinds of inquiry threads. Our study identified distinct emotional dynamics and constructed emotion evolution models for productive and improvable inquiry threads. Productive threads frequently exhibited transitions between negative emotions such as confusion, anxiety, and frustration, indicating their deeper cognitive engagement and suggesting that while students experienced challenges in reaching a consensus, they remained cognitively engaged in the inquiry. Conversely, improvable threads were characterized by sequences involving positive emotions like joy and curiosity, often appearing at the beginning of discussions or in threads that lacked depth, indicating that while initial interest was present, these discussions failed to evolve into meaningful inquiries. Emotional transitions from activating emotions (e.g., joy) to deactivating emotions (e.g., boredom) in improvable threads further suggest a disengagement from the discussion. These findings highlight the intricate emotional dynamics during learning activities and provide valuable insights for future research focused on enhancing productive discussions in CSCL environments through effective emotional regulation strategies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105395"},"PeriodicalIF":8.9,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144594928","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":"2025-07-03","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":"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":"2025-07-02","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":"Measuring teacher scaffolding in game-based learning: Emotional and responsibility scaffolds lead while resources and previous game experience shape practices","authors":"Gulsah Kacmaz ,&nbsp;Adam Kenneth Dubé","doi":"10.1016/j.compedu.2025.105393","DOIUrl":"10.1016/j.compedu.2025.105393","url":null,"abstract":"<div><div>Previous research shows that teacher characteristics, such as gender and teaching experience, and affective factors, including attitudes and beliefs, influence the integration of games into classrooms. However, there is little understanding of how teachers provide scaffolding to support students' learning during gameplay and address diverse learning needs. Thus, this study aimed to 1) develop and validate a Teacher Scaffolding Questionnaire for Game-Based Learning (TSQ-GBL), 2) identify the types of scaffolds teachers use most frequently, and 3) examine how the perceived availability of school resources and prior use of game-based pedagogies influence teachers' scaffolding practices. A cross-sectional sample of 180 K-12 in-service teachers participated to validate the instrument, assess scaffolding use, and analyze the relationships between variables. A confirmatory factor analysis validated a three-dimensional model of scaffolding, involving cognitive, responsibility, and emotional scaffolds. Teachers reported greater use of responsibility and emotional scaffolds compared to cognitive scaffolds. Path analysis showed that prior use of game-based pedagogies directly increased scaffold use, while the perceived availability of school resources indirectly influenced scaffolding practices. These findings emphasize the need to increase resource availability and teachers’ prior pedagogical experience with games to strengthen scaffolding practices during game-based learning. This study contributes to theoretical advancements by providing a validated instrument and uncovering the relationships between teacher scaffolding practices, the availability of school resources, and prior game-based pedagogy experiences, ultimately supporting the effective integration of games in education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105393"},"PeriodicalIF":8.9,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534636","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":"Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion","authors":"Julia Waldeyer ,&nbsp;Vincent Hoogerheide ,&nbsp;Julian Roelle","doi":"10.1016/j.compedu.2025.105394","DOIUrl":"10.1016/j.compedu.2025.105394","url":null,"abstract":"<div><div>Recent meta-analytical evidence shows that learning by explaining through digital devices (e.g., computers or tablets) is effective, but also reveals substantial heterogeneity in effect sizes. The present study was designed to shed light on two theoretically plausible moderators of such learning by digital explaining: the modality of (oral) explaining (audio + visual vs. audio only) and learners' level of the personality trait of extraversion. We conducted two experiments with university students (<em>N</em>_Exp1 = 114; <em>N</em>_Exp2 = 247). All students first watched a lecture video about the topic “social norms” and were then randomly assigned either to (a) explain the content of the lecture to fictitious peer students in a video message (i.e., audio + video), (b) to explain the content of the lecture to fictitious peer students in a voice message (i.e., audio), or (c) to restudy the slides of the lecture video. No substantial differences were found between learning by digital explaining in a video or voice message, but learners’ level of extraversion significantly moderated the benefits of learning by digital explaining regarding deep-level knowledge. Learners with low levels of extraversion benefitted more from learning by digital explaining, whereas learners with higher levels of extraversion benefitted more from restudy. Surprisingly, we furthermore found that restudy fostered surface-level knowledge compared to learning by digital explaining, whereas learning by digital explaining was superior (Experiment 1) or at least equivalent (Experiment 2) concerning deep-level knowledge. We conclude that the modality of oral explaining does not matter for the effects of digital explaining and that the personality trait of extraversion, at least under certain circumstances, can be a source for heterogeneous effects in learning by digital explaining.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105394"},"PeriodicalIF":8.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566064","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":"Social Opportunities, Learning Practices, and Performance in Metaverse and Virtual World: A Comparative Scoping Review in Higher Education","authors":"Lynn Hanyuning Lin, Mathew Robert Pryor, Nadin Beckmann","doi":"10.1016/j.compedu.2025.105391","DOIUrl":"https://doi.org/10.1016/j.compedu.2025.105391","url":null,"abstract":"Educators recognise the social benefits of metaverse and virtual world, two similar but different immersive online environments, and are increasingly using them to foster social interaction in the learning process. Although a few systematic reviews have summarised their general applications in education, they vary considerably in the objectives and standards of search and screening processes. To date, no comprehensive comparison has been undertaken between metaverse and virtual world, in terms of their features and boundaries, the social opportunities and learning practices they facilitate, and the associated effects on learner performance in higher education. Addressing this gap, this scoping review examined 10 metaverse studies and 41 virtual world studies. It reveals that (1) metaverse integrates various advanced technologies such as cloud computing and xReality, while virtual world relies more on traditional technological architectures; (2) both environments extend social learning beyond the classroom, but virtual world studies provide more detailed guidance for educators; (3) familiarising students with the operation within both environments is considered useful to reduce cognitive load when undertaking complex learning tasks; (4) educators often conflate learning theories and instructional strategies in relation to practices within both environments; and (5) having social learning activities in both environments generally has positive effects on student performance, though the results are mixed and context-dependent. This review offers valuable insights for educators, researchers, learning designers, product designers, investors, and policymakers seeking to leverage these immersive environments for educational purposes.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"48 1","pages":"105391"},"PeriodicalIF":12.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566066","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":"Thinking fast, slow, and ahead: Enhancing in-service teacher contingent responsiveness in science discussion with mixed-reality simulation","authors":"Lydia Cao ,&nbsp;Sara Hennessy ,&nbsp;Rupert Wegerif","doi":"10.1016/j.compedu.2025.105389","DOIUrl":"10.1016/j.compedu.2025.105389","url":null,"abstract":"<div><div>Teacher contingent responsiveness, defined as teachers' adaptive expertise to respond to the dynamic flow of student ideas in the moment, is crucial for fostering student sense-making in science classrooms. This study investigates the mechanisms through which a professional development program enhanced by mixed-reality simulation supported in-service teachers to enhance their contingent responsiveness during whole-class science discussions. Using a design-based research approach, researchers and teachers of students aged 6–16 years co-designed a remote professional development program at a private school in Islamabad, Pakistan, during the COVID-19 pandemic. Using conjecture mapping, this study uncovered a mechanism through which mixed-reality simulation fostered teacher contingent responsiveness when nested within a carefully designed professional development ecosystem. We found that interleaved practice in mixed-reality simulation with varied discussion framings, combined with case studies and guided collaborative inquiry, supported teachers in changing their discussion framings, which influenced their contingent responsiveness. Our findings reinforced the crucial role of teachers’ intentional framing of the discussion in shaping their responsiveness. This finding extends the theorization of teacher contingent responsiveness beyond fast thinking (thinking in the moment) and slow thinking (knowledge-based reasoning) to additionally include prospective thinking (thinking ahead). Our study also addressed a research gap in in-service teachers' transfer of learning from simulations. We found that teachers applied their learning from the simulation to their real-life classrooms after the professional development program. This study was also one of the first studies of mixed-reality simulation in the Global South context that directly engaged local practitioners in co-designing the technology-enhanced professional development.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105389"},"PeriodicalIF":8.9,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570954","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":"Real-world implementation of an AI learning tool-MetaGP-Edu in medical education: A multi-center cohort study","authors":"Yili Sun ,&nbsp;Fei Liu","doi":"10.1016/j.compedu.2025.105388","DOIUrl":"10.1016/j.compedu.2025.105388","url":null,"abstract":"<div><div>This study aimed to evaluate the real-world educational impact associated with the implementation of MetaGP-Edu, a bespoke generative artificial intelligence tool fine-tuned for medical learning, within the undergraduate Internal Medicine curriculum. We conducted a large-scale, multi-center retrospective cohort study utilizing historical academic records from six major medical schools in China (N = 1632). We evaluated student performance across multiple dimensions, including final scores that assessed both foundational knowledge recall and clinical reasoning—defined as the cognitive process of analyzing patient data to formulate a diagnosis and management plan. Formative in-tool skill metrics were also included. These outcomes were then compared between pre- and post-implementation cohorts (Pre-MetaGP-Edu vs. Post-MetaGP-Edu) using adjusted multivariable regression models. Analysis also included usage patterns and embedded competency test scores for the post-implementation cohort. Results indicated that students with access to MetaGP-Edu achieved significantly higher overall Internal Medicine scores (Adjusted Mean Difference: +8.2 points, P &lt; 0.001). This improvement was primarily associated with significantly higher scores in clinical reasoning assessments (P &lt; 0.001), with no significant difference observed in knowledge recall scores (P &gt; 0.05). The positive association also varied across clinical topics, being more pronounced in complex system modules. Furthermore, within the post-implementation cohort, significant skill development was observed over time, and higher total usage time significantly predicted greater skill gains (Adjusted OR = 2.42, P &lt; 0.001). In conclusion, supplementary integration of a domain-specific AI educational tool like MetaGP-Edu shows a positive association with enhanced medical student performance, particularly for higher-order reasoning skills, although student engagement appears critical to realizing these benefits.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105388"},"PeriodicalIF":8.9,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144504625","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":"On the role of engagement in automated feedback effectiveness: Insights from keystroke logging","authors":"Ronja Schiller ,&nbsp;Johanna Fleckenstein ,&nbsp;Lars Höft ,&nbsp;Andrea Horbach ,&nbsp;Jennifer Meyer","doi":"10.1016/j.compedu.2025.105386","DOIUrl":"10.1016/j.compedu.2025.105386","url":null,"abstract":"<div><div>Feedback research increasingly focuses on the role of learners’ engagement in the feedback process. Process measures from technology-based learning environments that reflect writing behavior can provide new insights into the mechanisms underlying feedback effectiveness by making engagement visible. Previous research has shown that log data and similarity measures mediate the effects of automated feedback on learners’ revision performance. In the present study, we aimed to replicate and extend previous research using measures obtained from keystroke logging that represent the revision process on a more fine-grained level. We considered behavioral engagement (i.e., number of keystrokes and typing time) and writing pauses as potential indicators of cognitive engagement. In a classroom experiment, <em>N</em> = 453 English-as-a-foreign-language (EFL) learners (<em>M</em>_age = 16.11) completed a writing task and revised their draft, receiving either feedback generated by a large language model (i.e., GPT 3.5 Turbo) or no feedback. A second writing task served as a transfer task. All texts were scored automatically to assess performance. The effect of automated feedback on learners’ revision and transfer performance was mediated through the different indicators of behavioral engagement during the text revision, although the direct effect of automated feedback on the transfer task was not significant. We found small effects of feedback on pause length and the number of pauses, but the indirect effects were not significant. The study provides further evidence on the role of learning engagement in feedback effectiveness and illustrates how online measures (i.e., keystroke logging) can be used to gain new insights into the effectiveness of automated feedback. The use of different process measures to assess learning engagement is discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105386"},"PeriodicalIF":8.9,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144504640","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}