Computers & Education最新文献

{"title":"AI-assisted design communication in ceramic-crafts education: Investigating image generation tools for concept representation and pedagogical practice","authors":"Woojin Kang ,&nbsp;Hyun-Soo Lee ,&nbsp;Jin-Hyuk Hong","doi":"10.1016/j.compedu.2025.105419","DOIUrl":"10.1016/j.compedu.2025.105419","url":null,"abstract":"<div><div>This study examines the implementation and effectiveness of AI-assisted visualization tools in ceramic-crafts education, with a specific focus on improving design communication and feedback exchange between instructors and students. Through empirical investigation, we developed and evaluated an AI-assisted visualization tool that leverages state-of-the-art image-generation models to enhance concept articulation in ceramic design practice. Our investigation, involving 12 first-year ceramic-crafts students and nine instructors, revealed significant improvements in three key areas: design communication clarity, feedback quality, and technical vocabulary acquisition. The findings demonstrate how AI tools can effectively augment specific aspects of ceramic-crafts education, particularly in bridging the gap between conceptual design and physical implementation. We analyze the tool's impact on student learning processes, instructor feedback mechanisms, and the preservation of traditional craft practices. The study contributes to the understanding of technology integration in craft-based education by providing empirical evidence of how AI tools can enhance specific pedagogical challenges while maintaining the essential tactile and experiential aspects of ceramic crafts. Additionally, we address critical considerations for implementing AI tools within traditional craft education, including the maintenance of hands-on learning experiences and artistic authenticity. Our research provides practical insights for ceramic-crafts educators seeking to integrate technological support while preserving fundamental craft-based teaching methodologies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105419"},"PeriodicalIF":10.5,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144867364","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A generative AI educational game framework with multi-scaffolding supports workplace competency development","authors":"Pei-Ching Ngu,&nbsp;Chih-Chung Chien,&nbsp;Yen-Ting Ho,&nbsp;Huei-Tse Hou","doi":"10.1016/j.compedu.2025.105421","DOIUrl":"10.1016/j.compedu.2025.105421","url":null,"abstract":"<div><div>This study proposes a game design framework using generative artificial intelligence based non-player character for providing simulated interactions and instant feedback as a metacognitive scaffolding to help learners develop workplace communication skills and stress resistance through situational experience learning. This study investigates learning effectiveness and psychological responses, including flow, perceived fidelity, cognitive load, and qualitative feedback, and specifically analyzes the behavioral patterns of learners interacting with generative artificial intelligence.</div><div>A total of 91 participants were enrolled in this study and divided into three groups: experimental group 1 (generative artificial intelligence interactive metacognitive scaffolding), experimental group 2 (video metacognitive scaffolding), and control group (text metacognitive scaffolding). The results showed that students in the generative artificial intelligence group responded with higher perceived fidelity and were significantly better than the control group with text-based metacognitive scaffolding in terms of learning effectiveness, flow, and germane cognitive load. Behavioral pattern analysis reveals that learners can effectively obtain a lot of positive help in solving tasks through positive interactions with non-player character chatbot.</div><div>This framework and the findings of the study can be used as a reference for related studies in the field of game-based learning in the use of metacognitive scaffolding, contextual learning, and generative AI. Due to the short experimental period, the results may only reflect the short-term learning effects, and the novelty of Gen AI may also cause bias in affecting the learning outcomes, future studies can increase the duration or number of experiences, and explore the effectiveness in other professional domains.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105421"},"PeriodicalIF":10.5,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829608","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":"From ‘Feel-Good’ to ‘Fits-Me’: Task relevance as the key driver in older adults' video-based learning","authors":"Yang Wang, Heng Zhao, Huamao Peng","doi":"10.1016/j.compedu.2025.105420","DOIUrl":"https://doi.org/10.1016/j.compedu.2025.105420","url":null,"abstract":"As internet access expands, more older adults engage in online non-formal learning, and video-based learning has become one of their primary avenues to continue their education. Because participation is voluntary, understanding what sustains their willingness to continue is critical for lifelong-learning initiatives. This article aims both to clarify how task relevance and learning-related emotion shape older adults' continuance intention of video-based learning and to offer evidence-based guidance for educators and platform designers seeking to enhance lifelong learning engagement. To address this aim, Experiment 1 examined the causal impact of task relevance and emotional factors and compared age differences. 77 young adults and 80 older adults viewed both high and low-relevance video lectures after induction into positive, negative, or neutral emotional states in a laboratory setting. Experiment 2 tested whether task relevance remains decisive for older learners in everyday contexts, tracking 44 older adults for six days in their usual environments while they followed either high or low-relevance lectures. Alongside continuance intention, we recorded learning performance and mental effort—the latter assessed both subjectively and objectively through eye-tracking data. Results showed that high task relevance markedly increased older adults' continuance intention of learning, learning performance and mental effort, yet scarcely affected young adults. Positive emotion enhanced continuance intention only when relevance was low. Task relevance therefore outweighs emotional factors in sustaining older adults’ engagement. These findings provide clear, relevance-focused guidance for designing effective video-based lectures and platforms that support lifelong learning in later life.","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"31 1","pages":""},"PeriodicalIF":12.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144900486","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":"Internet usage inequality among high school students: Patterns, motivational predictors, and educational outcomes","authors":"Xiaofei Li ,&nbsp;Fu Chen ,&nbsp;Chang Lu","doi":"10.1016/j.compedu.2025.105417","DOIUrl":"10.1016/j.compedu.2025.105417","url":null,"abstract":"<div><div>Concerns over Internet usage inequality, particularly excessive usage patterns among adolescents, have intensified due to their potential to widen educational disparities and reinforce existing social inequalities. Many countries have implemented school-wide mobile phone bans to curb inappropriate use during school hours. However, little is known about how such policies influence students' Internet use in out-of-school contexts, or how different cultural and motivational factors help shape these usage patterns. This cross-sectional study examined heterogeneous Internet use patterns within and outside school across school types, under a national mobile phone ban policy, using data from 5160 Chinese high school students (51 % girls, <em>M</em>_age = 15.64, <em>SD</em> = 0.57). Latent profile analyses revealed three usage profiles in elite schools (minimal users, moderate users, and all-time heavy users) and four profiles in non-elite schools, including a distinct group termed “after-school heavy users”. Multinomial logistic regression showed that in non-elite schools, high ICT-related interest and perceived autonomy in ICT use were associated with higher odds of belonging to the all-time heavy users and after-school heavy users, while perceived ICT competence and ICT as a topic in social interaction predicted more balanced profiles. Notably, after-school heavy users exhibited significantly lower academic performance and ICT competencies, identifying them as a potential risk group in the context of digital inequality. These findings extend our understanding of digital inequality by highlighting the importance of usage patterns beyond mere usage time, and offer practical insights for refining ICT policies and interventions aimed at promoting responsible and equitable Internet use.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105417"},"PeriodicalIF":10.5,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144763978","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":"Neural correlates of media multitasking influencing switching but not sustained attention among college students: Evidence from a hierarchical Bayesian perspective","authors":"Mei-Ru Wang ,&nbsp;Peng-Xing Ying ,&nbsp;Fan-Chang Kong","doi":"10.1016/j.compedu.2025.105418","DOIUrl":"10.1016/j.compedu.2025.105418","url":null,"abstract":"<div><div>Media multitasking, the concurrent engagement with multiple media tasks, has become increasingly prevalent among students, raising concerns about its impact on attentional control. Within the framework of self-regulated learning (MASRL theory), this study establishes the relationship between person-level media multitasking experience and monitoring and control, along with regulation of effort at the task-person level. Using ERPs measurements combined with Bayesian computational modeling, we compared behavioral and neurocognitive differences between heavy media multitaskers (HMMs) and light media multitaskers (LMMs) during sustained attention and attention-switching tasks. Results revealed that HMMs exhibited faster response times in the attention-switching task (but not sustained attention task) compared to LMMs. ERP analysis showed enhanced neural responses in HMMs during the attention-switching task, suggesting a processing advantage in cognitive flexibility. Bayesian modeling of attentional parameter α further demonstrated that HMMs more efficiently allocated attentional resources during task-switching. These findings challenge the notion that media multitasking uniformly impairs attention, proposing instead that it may foster adaptable cognitive switching strategies. This perspective highlights the potential to rethink educational approaches given the demonstrated cognitive flexibility of HMMs, suggesting that instruction could be enhanced by incorporating structured opportunities for productive task-switching alongside traditional sustained attention activities. Digital learning environments might be optimized by adapting to students' individual attentional profiles, while targeted metacognitive interventions could help students harness the benefits of media multitasking while mitigating its potential drawbacks. By bridging cognitive neuroscience with pedagogical practice, this research provides a neurocognitive foundation for developing more effective learning strategies in technology-rich educational settings.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105418"},"PeriodicalIF":10.5,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using ChatGPT to bring non-player characters to life: Effects on students’ storyline-driven game-based writing learning","authors":"Ya Xiao ,&nbsp;Danling Li ,&nbsp;Kai Guo","doi":"10.1016/j.compedu.2025.105414","DOIUrl":"10.1016/j.compedu.2025.105414","url":null,"abstract":"<div><div>This study introduces a novel design approach to game-based learning by integrating ChatGPT into the development of non-player characters (NPCs) within storylines. This integration seeks to enhance interactivity with student players and foster an immersive, dynamic learning environment. We applied this approach in English as a Foreign Language (EFL) writing classrooms to examine its impact on both the affective and cognitive aspects of student writing learning, as well as their writing performance. Utilizing a quasi-experimental design, the study involved two classes of Chinese undergraduate students. One class (n = 42) engaged with ChatGPT-powered NPCs, while the other class (n = 43) interacted with conventional NPCs in a storyline-based game designed to enhance argumentative writing skills. Quantitative data were collected through questionnaires assessing students' intrinsic motivation, situational interest, cognitive load, and effort regulation. Additionally, student essays were evaluated to compare writing performance across the two conditions. Qualitative data, including students' chat histories with ChatGPT-powered NPCs, were gathered to investigate their interactions. The results indicated that engaging with ChatGPT-enhanced NPCs positively influenced students' intrinsic motivation and situational interest, leading them to invest greater effort in completing learning tasks. Notably, interactions with ChatGPT-enhanced NPCs did not increase students’ cognitive load during the learning process. Moreover, students who interacted with ChatGPT-powered NPCs exhibited superior writing performance, producing essays that were significantly clearer, more elaborated, and more persuasive, while also more effectively addressing opposing viewpoints. Additionally, students employed various conversational strategies while interacting with these NPCs. This study not only advances our understanding of the role of generative artificial intelligence in educational contexts but also provides valuable insights for educators seeking to enhance student engagement and learning outcomes through innovative instructional strategies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105414"},"PeriodicalIF":10.5,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144720865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes","authors":"Lei Cai ,&nbsp;Zixun Wang ,&nbsp;Chenghao Wang ,&nbsp;Bin Zou ,&nbsp;Xusheng Zhang","doi":"10.1016/j.compedu.2025.105412","DOIUrl":"10.1016/j.compedu.2025.105412","url":null,"abstract":"<div><div>Immersive Virtual Reality (IVR) is used in education due to its high level of immersion, interactivity, and engaging learning experience, particularly in situated learning scenarios such as foreign language acquisition. While IVR has been widely used in situated learning, its effectiveness, particularly in second language learning through interactivity and signaling, remains underexplored. According to the Cognitive Theory of Multimedia Learning (CTML) and the Cognitive-Affective Model of Immersive Learning (CAMIL), this study investigates how different signaling types (Traditional vs. Anti-Signaling) and levels of interactivity affect learners’ effectiveness in IVR environments. To explore their interrelationship, we conducted a mixed-factor experiment in which both factors served as independent variables, and the dependent variables included learning outcomes, cognitive load, and intrinsic motivation, among others. The results indicate that medium interactivity yields the most favorable learning outcomes, followed by high interactivity, with low interactivity performing worst across all measures. The proposed approach (Anti-Signaling) has been shown to be effective in mitigating the negative effects associated with increased interactivity. With Anti-Signaling, high interactivity can achieve similar learning outcomes to medium interactivity. However, no significant differences were observed between signaling types at medium or low levels of interactivity. These findings point to an interaction between interactivity and signaling, in which the benefits of signaling become more pronounced as interactivity increases. Besides, no significant negative effects were observed when applying Anti-Signaling, suggesting that it serves as a harmless strategy. Our findings offer valuable insights into the effects of varying interactivity and highlight the use of anti-signals in IVR learning, particularly in relation to learning efficiency and user experience.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105412"},"PeriodicalIF":8.9,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mobile learning significantly enhances student learning gains: A meta-analysis and research synthesis","authors":"Juan Garzón ,&nbsp;Daniel Burgos ,&nbsp;Kinshuk ,&nbsp;Ahmed Tlili","doi":"10.1016/j.compedu.2025.105415","DOIUrl":"10.1016/j.compedu.2025.105415","url":null,"abstract":"<div><div>Mobile learning has emerged as a strategy with multiple benefits to promote quality education. However, its overall impact on student learning gains and the factors influencing this effect remain unclear. To address this, we conducted a comprehensive meta-analysis of 253 empirical studies evaluating the effects of mobile learning on student learning gains. Additionally, we performed a meta-regression to examine whether substantive features (education field, education level, learning environment, pedagogical approach), methodological characteristics (control treatment, mobile device, sample size), or study quality moderated the effect size. The results showed a large effect of mobile learning on student learning gains <span><math><mrow><mrow><mo>(</mo><mrow><mi>g</mi><mo>=</mo><mn>0.90</mn><mo>,</mo><mi>p</mi><mo>&lt;</mo><mo>.</mo><mn>001</mn></mrow><mo>)</mo></mrow><mtext>.</mtext></mrow></math></span> No significant moderating effects were identified, indicating that mobile learning consistently benefits students across different educational settings. This challenges the belief that mobile learning success depends on context. Instead, the findings underscore its broad potential to enhance learning outcomes in varied environments. This study contributes to theoretical understanding by establishing mobile learning as an effective and adaptable educational strategy and offers practical guidance for educators and policymakers seeking to maximize its benefits.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105415"},"PeriodicalIF":8.9,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695458","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":"Inoculating students against misleading data visualizations with perceptual training and informative feedback","authors":"Jihyun Rho ,&nbsp;Martina Angela Rau ,&nbsp;Xiaojin Zhu","doi":"10.1016/j.compedu.2025.105413","DOIUrl":"10.1016/j.compedu.2025.105413","url":null,"abstract":"<div><div>Misleading visualizations are a form of misinformation that distort data interpretation, leading to misunderstandings and poor decision-making. Despite their prevalence in both traditional and digital media, there is limited research on effective educational interventions that help students recognize and resist such deceptive visualization techniques. In this study, we developed a perceptual training intervention specifically designed to inoculate students against misleading visualizations. Unlike traditional perceptual trainings that typically involve only correct visuals, trainings for misleading visualizations require the inclusion of erroneous visual examples. While the informative feedback can help students to efficiently recognize such misleading visualizations and extract correct information, it may also disrupt the inductive learning during training, potentially reducing its overall effectiveness. To shed light into these possibilities, we investigated the role of informative feedback in a perceptual training designed for misleading visualizations. We conducted two experiments with large samples of undergraduate students (Experiment 1: N = 252, Experiment 2: N = 244). Experiment 1 tested the short-term effects of different informative feedback types during perceptual training, while Experiment 2 examined both the long-term retention (after one month) and near transfer to novel misleading visualizations. Results showed that informative feedback significantly improved students’ accuracy and efficiency in detecting misleading features within visualizations. Students also transferred these skills to novel misleading visualization types, and critically the benefits of informative feedback were sustained over a month. These results highlight the potential of perceptual trainings with informative feedback to inoculate students against misleading visualizations, offering valuable guidance for the development of educational interventions aimed at mitigating the effects of visual misinformation.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105413"},"PeriodicalIF":8.9,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665029","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":"Why this app: How user ratings and app store rankings impact parents’ choice of educational apps","authors":"Emma Liptrot,&nbsp;Armaghan Montazami,&nbsp;Heather Ann Pearson,&nbsp;Adam Kenneth Dubé","doi":"10.1016/j.compedu.2025.105410","DOIUrl":"10.1016/j.compedu.2025.105410","url":null,"abstract":"<div><div>Parents should look for benchmarks of educational quality (curriculum, feedback, scaffolding, learning theory, and development team) to distinguish good apps from the abundance of poor-quality apps available in mobile app stores. If parents instead base their choices on user ratings or the app's ranking in the top charts of the education category, they risk selecting apps that do not offer quality educational experiences for their children. Thus, the present study investigates how ratings, rankings, and educational benchmarks impact parents' choices of educational apps. One-hundred and forty-nine parents of children in kindergarten to grade 6 viewed and evaluated 18 researcher-created educational math app pages. Results from a repeated-measures MANOVA and non-parametric tests revealed that parents were more likely to download, pay more for, and rate apps higher when they had positive user ratings, with a large effect, and parents generally preferred apps with bottom rankings, with a medium effect. Yet, the effect of educational benchmarks on parents' decisions was unclear. This study demonstrates an important problem in parents' app selection: when user ratings are available in app stores, parents rely heavily on this poor source of evidence of educational quality to choose apps for their kids. To address this, researchers should develop trainings and guidelines to help parents evaluate educational quality, and app stores should improve their rating and ranking systems to facilitate the selection of high-quality educational apps.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"238 ","pages":"Article 105410"},"PeriodicalIF":8.9,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144665030","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}