Computers & Education最新文献

{"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,&nbsp;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}

{"title":"Online homework time, time management, and procrastination: A person-centered approach","authors":"Jianzhong Xu","doi":"10.1016/j.compedu.2025.105341","DOIUrl":"10.1016/j.compedu.2025.105341","url":null,"abstract":"<div><div>This study employed a person-centered perspective to uncover latent profiles defined by online homework time, time management, and procrastination. Involving 232 undergraduates, we identified five distinct profiles: <em>Minimalists</em>, <em>Efficient Learners</em>, <em>Chaotic Overworking Learners</em>, <em>Moderate Learners</em>, and <em>Hardworking Learners</em>. The results showed that gender was unrelated to profile membership. Profile membership, however, was significantly related to both online homework completion and online homework disaffection. <em>Efficient Learners</em> and <em>Chaotic Overworking Learners</em> reported significantly higher online homework completion compared to <em>Moderate Learners</em>, <em>Hardworking Learners</em>, and <em>Minimalists</em>. Moreover, <em>Efficient learners</em> reported the lowest levels of online homework disaffection among all profiles. Educational and research implications are discussed based on these findings.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105341"},"PeriodicalIF":8.9,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876779","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 virtual reality for enhancing neuroanatomy learning by optimizing cognitive load and intrinsic motivation","authors":"M. Poupard ,&nbsp;F. Larrue ,&nbsp;M. Bertrand ,&nbsp;D. Liguoro ,&nbsp;A. Tricot ,&nbsp;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}

{"title":"Enhancing teacher collaboration for technology integration: the impact of transformational leadership","authors":"Maria-Luisa Schmitz ,&nbsp;Chiara Antonietti ,&nbsp;Tessa Consoli ,&nbsp;Philipp Gonon ,&nbsp;Alberto Cattaneo ,&nbsp;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}

{"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 ,&nbsp;Qiyang Lin ,&nbsp;Chaeyun Lim ,&nbsp;Rinseo Park ,&nbsp;Alex Lover ,&nbsp;Eugy Han ,&nbsp;Dayeoun Jang ,&nbsp;Alex P. Leith ,&nbsp;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}

{"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}

{"title":"Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation","authors":"Chenyu Hou ,&nbsp;Gaoxia Zhu ,&nbsp;Vidya Sudarshan ,&nbsp;Fun Siong Lim ,&nbsp;Yew Soon Ong","doi":"10.1016/j.compedu.2025.105329","DOIUrl":"10.1016/j.compedu.2025.105329","url":null,"abstract":"<div><div>Reliance on AI describes the behavioral patterns of when and how individuals depend on AI suggestions, and appropriate reliance patterns are necessary to achieve effective human-AI collaboration. Traditional measures often link reliance to decision-making outcomes, which may not be suitable for complex problem-solving tasks where outcomes are not binary (i.e., correct or incorrect) or immediately clear. Therefore, this study aims to develop a scale to measure undergraduate students' behaviors of using Generative AI during problem-solving tasks without directly linking them to specific outcomes. We conducted an exploratory factor analysis on 800 responses collected after students finished one problem-solving activity, which revealed four distinct factors: reflective use, cautious use, thoughtless use, and collaborative use. The overall scale has reached sufficient internal reliability (Cronbach's alpha = .84). Two confirmatory factor analyses (CFAs) were conducted to validate the factors using the remaining 730 responses from this activity and 1173 responses from another problem-solving activity. CFA indices showed adequate model fit for data from both problem-solving tasks, suggesting that the scale can be applied to various human-AI problem-solving tasks. This study offers a validated scale to measure students' reliance behaviors in different human-AI problem-solving activities and provides implications for educators to responsively integrate Generative AI in higher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105329"},"PeriodicalIF":8.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870388","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":"Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences","authors":"Robin Wagner ,&nbsp;Georg Pardi ,&nbsp;Jennifer Müller ,&nbsp;Birgit Brucker ,&nbsp;Stefan Schwarzer ,&nbsp;Peter Gerjets","doi":"10.1016/j.compedu.2025.105326","DOIUrl":"10.1016/j.compedu.2025.105326","url":null,"abstract":"<div><div>Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impact on user experience and learning. This lab study investigates how the reception of scientific learning videos is influenced by the level of immersion (LOI) using an HMD (conventional 2D video versus stereoscopic 360° video) and the point of view (POV) from which the presenting scientist is filmed (frontal versus lateral view). Participants (<em>N</em> = 78 university students) reported higher immersion, social and spatial presence, user engagement, parasocial interactions, situational interest, and more positive epistemically-related emotions after viewing the 360° videos. A frontal perspective on the presenting scientist led to higher experienced immersion, social and spatial presence, parasocial interactions, and situational interest than a lateral perspective. Additionally, when controlling for participants’ self-concept, a frontal perspective yielded better performances on learning retention tasks. Moreover, the eye-tracking analysis demonstrated that participants fixated longer on the presenting scientist when viewing her from a frontal rather than a lateral perspective. Regarding the perceived trustworthiness of the scientist, no differences were found between the conditions. These results imply that immersive learning videos presented in 360° and with a frontal perspective toward a lecturer can promote the reception of scientific content.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105326"},"PeriodicalIF":8.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874854","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 learning effectiveness of integrating mixed reality in educational settings: A systematic review and meta-analysis","authors":"Tien-Chi Huang ,&nbsp;Cheng-Huan Chen ,&nbsp;Ching-Yun Tseng","doi":"10.1016/j.compedu.2025.105327","DOIUrl":"10.1016/j.compedu.2025.105327","url":null,"abstract":"<div><div>This study employed a systematic review and meta-analysis approach to retrospectively analyze the literature related to the application of mixed reality (MR) technology in education from 2009 to 2025. The goal of this study was to ascertain the developmental trends, advantages, and challenges of applying MR technology in current educational practice. It scrutinized the current status of MR technology in relation to education, explored factors influencing the learning effectiveness of students, and calculated the effect size of the impact of MR on learning effectiveness within educational settings. The criteria for inclusion and exclusion were established prior to the analysis, culminating in a comprehensive study and discussion of 124 selected papers. The selected literature was then systematically analyzed. To further clarify the key variables affecting the efficacy of MR in educational applications, thirty-two papers with complete and eligible experimental data were entered for the final meta-analysis. The results showed that the overall average weighted effect size <span><math><mrow><msub><mi>g</mi><mo>+</mo></msub></mrow></math></span> was 0.56 using a random-effects model, achieving a medium effect size standard. This encompassed 72 comparisons and involved 2251 students, with a 95 % confidence interval ranging from 0.28 to 0.85. This result indicates that educational contexts using MR technology were associated with higher learning outcomes compared to those using traditional teaching methods. Furthermore, an analysis of the moderating variables within the study revealed that the integration of MR technology in education is affected by three distinct variables: course learning duration, frequency of MR equipment usage, and presence or absence of teacher assistance during the research process. These variables exhibited significant differences that influenced the learning effectiveness. The study concludes with specific recommendations for the development of MR technology in educational contexts, in hopes that the findings will contribute valuable insights to the field.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105327"},"PeriodicalIF":8.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887510","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 role of teachable agents’ personality traits on student-AI interactions and math learning","authors":"Bailing Lyu ,&nbsp;Chenglu Li ,&nbsp;Hai Li ,&nbsp;Hyunju Oh ,&nbsp;Yukyeong Song ,&nbsp;Wangda Zhu ,&nbsp;Wanli Xing","doi":"10.1016/j.compedu.2025.105314","DOIUrl":"10.1016/j.compedu.2025.105314","url":null,"abstract":"<div><div>This study explores how the personality traits of pedagogical agents, particularly teachable agents, influence students' math learning experiences. Grounded in the Big Five personality traits framework, students were randomly assigned to tutor a teachable agent that either emphasized one of the five personality traits or did not emphasize a specific trait for mathematics problem-solving. Students interacted with agents of varying personalities across different problems, with each program featuring a single, designated personality for the teachable agent. Results indicate that openness-emphasis agents elicited more student explanations (i.e., cognitive engagement) than extraversion (<em>b</em> = 0.32, <em>p</em> &lt; .001) and agreeableness-emphasis agents (<em>b</em> = 0.28, <em>p</em> &lt; .001) during the teaching process. In contrast, extraversion-emphasis agents facilitated polite expressions (i.e., affective expressions) compared to conscientiousness-emphasis (<em>b</em> = 0.31, <em>p</em> = .002) and openness-emphasis agents (<em>b</em> = 0.29, <em>p</em> = .003). Similarly, students interacting with agreeableness-emphasis agents exhibited significantly more polite expressions than those engaging with conscientiousness-emphasis (<em>b</em> = 0.31, <em>p</em> = .002) and openness-emphasis agents (<em>b</em> = 0.29, <em>p</em> = .004). Additionally, non-personality-emphasis agents were more effective in fostering cognitive engagement, such as providing explanations, compared to agents emphasizing agreeableness (<em>b</em> = 0.29, <em>p</em> &lt; .001) and extraversion (<em>b</em> = 0.25, <em>p</em> &lt; .001). Furthermore, these non-personality-emphasis agents enhanced students' conceptual knowledge application more effectively than agreeableness-emphasis agents (<em>β</em> = −0.09, <em>p</em> = .04). These findings suggest that pedagogical agents do not necessarily need to rigidly embody a single personality trait to be effective. Instead, non-personality-emphasis agents that adapt their responses dynamically based on student interactions may better support learning in problem-solving contexts than emphasizing certain personalities. To optimize instructional effectiveness, pedagogical AI agents should be designed to align with diverse learning goals and adjust their responses flexibily to meet students’ needs. Future research should explore how adaptive pedagogical agents facilitate student engagement and learning across different educational contexts.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105314"},"PeriodicalIF":8.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890572","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}