Computers & Education最新文献_第3页

On the role of engagement in automated feedback effectiveness: Insights from keystroke logging 关于参与在自动反馈有效性中的作用：来自击键记录的见解

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-23 DOI: 10.1016/j.compedu.2025.105386

Ronja Schiller , Johanna Fleckenstein , Lars Höft , Andrea Horbach , Jennifer Meyer

{"title":"On the role of engagement in automated feedback effectiveness: Insights from keystroke logging","authors":"Ronja Schiller , Johanna Fleckenstein , Lars Höft , Andrea Horbach , 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><sub>age</sub> = 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}

引用次数: 0

Prescriptive analytics for student success in an online university: Drawing learning profiles from trace observations for tailored support 在线大学学生成功的规范分析：从跟踪观察中绘制学习概况，以获得量身定制的支持

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-21 DOI: 10.1016/j.compedu.2025.105384

Eui-Yeong Seo , Jaemo Yang , Ji-Eun Lee , Geunju So

{"title":"Prescriptive analytics for student success in an online university: Drawing learning profiles from trace observations for tailored support","authors":"Eui-Yeong Seo , Jaemo Yang , Ji-Eun Lee , Geunju So","doi":"10.1016/j.compedu.2025.105384","DOIUrl":"10.1016/j.compedu.2025.105384","url":null,"abstract":"<div><div>To provide effective learning support in online universities, it is essential to offer personalized assistance tailored to each learner's characteristics and needs. Achieving this requires an understanding of the learner's subjective state. While prior efforts have combined objective and subjective data to model learner characteristics, proactive and prescriptive support demands the ability to infer subjective states solely from objective data. This study focuses on developing a model that derives students' learning profiles from observational data alone and on designing tailored support strategies based on these inferred profiles. By leveraging large-scale, real-world data, the study constructs an interpretive model of behavioral traces to inform personalized support prescriptions. Although the explanatory power of the regression models was moderate, key observed indicators were significantly associated with various aspects of learners' profiles. These findings were used to design scalable, personalized supports, such as tailored learning tips and analytics dashboards, to effectively enhance student engagement and success.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105384"},"PeriodicalIF":8.9,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335504","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 promise of mastery-based testing for promoting student engagement, self-regulated learning, and performance in gateway STEM courses 以掌握为基础的测试有望促进学生参与、自主学习和STEM门户课程的表现

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-19 DOI: 10.1016/j.compedu.2025.105387

Michael W. Asher , Joshua D. Hartman , Mark Blaser , Jack F. Eichler , Paulo F. Carvalho

{"title":"The promise of mastery-based testing for promoting student engagement, self-regulated learning, and performance in gateway STEM courses","authors":"Michael W. Asher , Joshua D. Hartman , Mark Blaser , Jack F. Eichler , Paulo F. Carvalho","doi":"10.1016/j.compedu.2025.105387","DOIUrl":"10.1016/j.compedu.2025.105387","url":null,"abstract":"<div><div>Decades of research show that tests, beyond assessing student knowledge, are powerful tools for promoting learning. However, high-stakes tests can also cause stress and disengagement. To utilize tests to encourage and motivate students, we implemented a mastery-based testing system in a large-enrollment general chemistry course (N = 234). This system allowed students to take three versions of each unit test, studying digital course resources in between to increase their mastery of the content. Students chose to take advantage of the mastery testing system when they struggled with unit tests, averaging six total repeated attempts. This level of repeated testing was associated with a 60 % increase in students' use of online study resources over the duration of the course, and a five-point overall increase in final exam scores (11 points for first-generation college students). Critically, student engagement with digital learning materials mediated these performance gains, suggesting that the benefits of mastery-based testing systems were not only due to students responding to the tests themselves. Instead, the findings suggest that mastery-based testing systems can enhance performance in introductory STEM courses by providing motivation and structure to support students’ self-regulated learning, helping them invest more time in effective, distributed study strategies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105387"},"PeriodicalIF":8.9,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330946","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

Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback 人工智能时代的自我评估准确性：法学硕士产生的反馈的差异效应

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-19 DOI: 10.1016/j.compedu.2025.105385

Lucas W. Liebenow , Fabian T.C. Schmidt , Jennifer Meyer , Johanna Fleckenstein

{"title":"Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback","authors":"Lucas W. Liebenow , Fabian T.C. Schmidt , Jennifer Meyer , Johanna Fleckenstein","doi":"10.1016/j.compedu.2025.105385","DOIUrl":"10.1016/j.compedu.2025.105385","url":null,"abstract":"<div><div>Feedback is a promising intervention to foster students' self-assessment accuracy (SAA), but the effect can vary depending on students' initial skill levels or prior performance. In particular, lower-performing students who are less accurate might benefit more from feedback in terms of SAA. To deepen our understanding, the present study investigated the mechanism and dependencies of feedback effects on SAA in the realm of large language models (LLMs). Within a randomized control experiment, we examined the effect of LLM-generated feedback on SAA by considering students' initial performance and initial SAA as potential moderators. A sample of <em>N</em> = 459 upper secondary students wrote an argumentative essay in English as a foreign language and revised their text. After finishing their first draft (pretest) and revision (posttest) of the draft, students self-assessed their writing performance. Students in the experimental group received GPT-3.5-turbo-generated feedback on their first draft during their revision. In the control group, students could revise their text without feedback. Our results indicated no significant main effect of LLM-generated feedback on students’ SAA. Furthermore, we found a significant interaction effect between feedback and students' pretest SAA on SAA changes, indicating that lower-calibrated students improved their SAA with feedback more than students with similar pretest SAA and without feedback. Exploratory analyses revealed that students with higher pretest SAA did not improve their SAA with feedback and decreased their SAA. We discuss this nuanced evidence and draw implications for research and practice using LLM-generated feedback in education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105385"},"PeriodicalIF":8.9,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335505","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

Unlocking success: Key features of college online pedagogical practices that predict better performance 打开成功之门：预测更好表现的大学在线教学实践的关键特征

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-07 DOI: 10.1016/j.compedu.2025.105376

Qiujie Li , Xuehan Zhou , Di Xu

{"title":"Unlocking success: Key features of college online pedagogical practices that predict better performance","authors":"Qiujie Li , Xuehan Zhou , Di Xu","doi":"10.1016/j.compedu.2025.105376","DOIUrl":"10.1016/j.compedu.2025.105376","url":null,"abstract":"<div><div>The rapid growth of online learning brings unique challenges that require well-designed and thoughtfully implemented courses to support student success. This study aims to examine the associations between a comprehensive array of online pedagogical practices and student outcomes. Using a previously established rubric, which is grounded in online learning theories and specifically developed to address the unique challenges and affordances of online education, we coded the pedagogical practices of 100 randomly selected online courses from a large community college. The courses were further linked to student transcript data that included 3660 student enrollment records. We then used a multilevel regression model to examine the relationship between observed pedagogical practices and student performance outcomes. Our findings highlight several key practices that are associated with better student performance, including the articulation of learning objectives, diversified content delivery media, regular announcements and reminders, and non-content-related social interaction opportunities. These findings contribute to the knowledge of effective online pedagogical practices, providing actionable guidance for practitioners in selecting and implementing strategies to enhance online learning outcomes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105376"},"PeriodicalIF":8.9,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144712856","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

Leveling the computational playing field: Inquiring about factors predicting computational thinking in constructionist game-based learning 平衡计算游戏环境：探讨建构主义游戏学习中预测计算思维的因素

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-07 DOI: 10.1016/j.compedu.2025.105347

Giovanni M. Troiano , Amir Abdollahi , Michael Cassidy , Gillian Puttick , Tiago Machado , Casper Harteveld

引用次数: 0

Promoting students’ motivation in language education with gamified pedagogical conversational agents 用游戏化的教学会话代理促进学生在语言教育中的动机

IF 10.5 1区教育学

Computers & Education Pub Date : 2025-06-05 DOI: 10.1016/j.compedu.2025.105374

Bijan Khosrawi-Rad , Paul Felix Keller , Dennis Benner , Linda Grogorick , Arne Borchers , Andreas Janson , Jan Marco Leimeister , Susanne Robra-Bissantz

{"title":"Promoting students’ motivation in language education with gamified pedagogical conversational agents","authors":"Bijan Khosrawi-Rad , Paul Felix Keller , Dennis Benner , Linda Grogorick , Arne Borchers , Andreas Janson , Jan Marco Leimeister , 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":"2025-06-05","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}

引用次数: 0

Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system 利用基于知识集成的脚手架式ChatGPT移动即时通讯系统增强混合式学习讨论

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-05-31 DOI: 10.1016/j.compedu.2025.105375

Hsin-Yu Lee, Ting-Ting Wu

{"title":"Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system","authors":"Hsin-Yu Lee, Ting-Ting Wu","doi":"10.1016/j.compedu.2025.105375","DOIUrl":"10.1016/j.compedu.2025.105375","url":null,"abstract":"<div><div>Recent expansions in the use of ChatGPT within mobile instant messaging (MIM) platforms have garnered attention for their potential to enrich blended learning discussions. However, existing implementations often prioritize quick answers rather than pedagogically structured scaffolds, potentially limiting deeper learning. In this study, we introduce SKIMIM (Scaffolded Knowledge Integration–Based ChatGPT Mobile Instant Messaging), a system designed to systematically incorporate Scaffolded Knowledge Integration framework into AI-supported discussions. SKIMIM prompts learners to elicit their initial ideas, add new concepts, distinguish among different points of view, and reflect to refine their understanding. A 15-week randomized controlled trial (RCT) was conducted with 87 master's students assigned to three groups: SKIMIM, standard ChatGPT-MIM, and traditional MIM. Data were collected through engagement questionnaires, discussion logs, and semi-structured interviews, and analyzed via a mixed-methods approach covering behavioral, cognitive, and emotional dimensions of engagement, as well as user perceptions grounded in an extended Technology Acceptance Model. The results revealed that while standard ChatGPT-MIM provided higher behavioral participation and emotional comfort through rapid AI assistance, SKIMIM significantly enhanced cognitive engagement—particularly by fostering sense-making and innovation-level thinking. Although students experienced an initial adjustment period with SKIMIM's structured prompts, they ultimately reported comparable behavioral intention to use, along with notably higher perceived learning effectiveness and discussion quality. These findings underscore the importance of integrating AI with deliberate scaffolding strategies to achieve both active engagement and deeper cognitive outcomes in blended learning discussions.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105375"},"PeriodicalIF":8.9,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144195706","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

Analytics of Learner-Centered Feedback: A Large-Scale Case Study in Higher Education 以学习者为中心的反馈分析：高等教育的大规模案例研究

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-05-26 DOI: 10.1016/j.compedu.2025.105360

Ahmad Ari Aldino , Yi-Shan Tsai , Siddarth Gupte , Michael Henderson , Debarshi Nath , Dragan Gašević , Guanliang Chen

{"title":"Analytics of Learner-Centered Feedback: A Large-Scale Case Study in Higher Education","authors":"Ahmad Ari Aldino , Yi-Shan Tsai , Siddarth Gupte , Michael Henderson , Debarshi Nath , Dragan Gašević , Guanliang Chen","doi":"10.1016/j.compedu.2025.105360","DOIUrl":"10.1016/j.compedu.2025.105360","url":null,"abstract":"<div><div>Feedback plays a crucial role in guiding students towards achieving their learning goals. The conceptualization of feedback has shifted from <em>teacher-centered</em> to <em>learner-centered</em> approaches, underscoring the evolving role of educators and students in educational settings. Despite the growing emphasis on learner-centered feedback frameworks, there remains a gap in understanding how these frameworks are implemented in actual teaching practices. This case study addresses this gap by examining the alignment of current feedback practices with learner-centered feedback principles in the Computer Science School at an Australian higher education. We gathered feedback data from the Master of Data Science and Bachelor of Computer Science program that were communicated through the Learning Management System. The dataset included feedback from 4959 students, provided by approximately 200 instructors across 95 courses. To ensure a representative sample, 10% of feedback entries from each course were analyzed, resulting in 16,408 feedback sentences. The findings reveal a pronounced emphasis on the sensemaking dimension, particularly in evaluating students’ strengths and weaknesses to help them understand their performance. Feedback patterns varied by student performance, with high achievers receiving affirmations, medium achievers receiving actionable suggestions, and low achievers receiving comprehensive evaluations. Feedback in the Master’s program prioritized future impact by offering actionable guidance for advanced tasks, while the Bachelor’s program emphasized fostering agency through active student engagement and participation.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105360"},"PeriodicalIF":8.9,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144212750","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

High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom 一个不熟悉的策略的高框架提高了概念性学习，但与低框架和策略自由相比，降低了乐趣

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-05-21 DOI: 10.1016/j.compedu.2025.105364

Conrad Borchers , Hendrik Fleischer , Sascha Schanze , Katharina Scheiter , Vincent Aleven

{"title":"High scaffolding of an unfamiliar strategy improves conceptual learning but reduces enjoyment compared to low scaffolding and strategy freedom","authors":"Conrad Borchers , Hendrik Fleischer , Sascha Schanze , Katharina Scheiter , Vincent Aleven","doi":"10.1016/j.compedu.2025.105364","DOIUrl":"10.1016/j.compedu.2025.105364","url":null,"abstract":"<div><div>Adaptive learning systems support students in acquiring complex skills, provided they deliver appropriate instructional support, such as scaffolding. Few studies have examined whether the optimal level of scaffolding depends on the system's support for strategies familiar to the learner—a situation that often arises when students use software developed abroad or aligned with a different curriculum. The present study experimentally compared learning outcomes from two American tutoring systems, StoichTutor and ORCCA, which provide differing levels of scaffolding, in a German population. Prior research predicts that learners would benefit more from a system with flexible support of their native problem-solving approach but provides less scaffolding. To test this prediction, we conducted a crossover experiment involving 61 German undergraduates enrolled in remedial first-year university chemistry preparatory courses. Procedural and conceptual learning were evaluated alongside self-efficacy and usability perceptions. Both tutoring systems significantly promoted procedural learning. However, only the highly scaffolded tutoring system yielded significant conceptual learning gains. Log data analysis revealed that the highly scaffolded system provided more opportunities for students to practice and receive feedback on unit analysis and substance operations. These opportunities corresponded to condition-specific learning gain differences in the underlying conceptual skills. Students significantly preferred working with the highly scaffolded system. These findings suggest that highly scaffolded systems can improve conceptual understanding, even when learners are unfamiliar with the scaffolded strategy. The practical significance of this finding is that, adapting tutoring systems outside of the United States, language translation may suffice to benefit novice learners through scaffolded, adaptive instruction.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"236 ","pages":"Article 105364"},"PeriodicalIF":8.9,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144139167","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