Computers & Education最新文献_第6页

Eye tracking technology for examining cognitive processes in education: A systematic review 眼动追踪技术用于检查教育中的认知过程：系统回顾

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-10 DOI: 10.1016/j.compedu.2025.105263

Xiaoxiao Liu , Ying Cui

{"title":"Eye tracking technology for examining cognitive processes in education: A systematic review","authors":"Xiaoxiao Liu , Ying Cui","doi":"10.1016/j.compedu.2025.105263","DOIUrl":"10.1016/j.compedu.2025.105263","url":null,"abstract":"<div><div>Eye-tracking studies have been increasingly used to investigate student cognitive processes. While some existing literature has reviewed commonly used eye-tracking measures and analytical methods across different contexts, there remains a gap in clarifying the educational themes, cognitive theories, and specific cognitive processes most frequently examined in recent eye-tracking studies. To address this, this review synthesizes recent educational eye-tracking research analyzing student cognitive processes from January 2012 to November 2024. In total, 313 articles were reviewed, and several main findings emerged: (1) The majority of eye-tracking studies examined the themes of multimedia learning, reading performance, and problem-solving, while fewer focused on second language learning, computer-based tests, and individual differences. (2) About half of the studies were conducted under one or more theories, with Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML), and Dual-coding Theory (DCT) being the most frequently applied. (3) Eye-tracking data were primarily collected from college students, and temporal and count measures were typically used to investigate the cognitive process of information organization rather than those of information selection and integration. (4) Basic statistical methods and linear mixed models were widely used to analyze student attention differences. The results of this review provide theoretical and practical insights into the strengths and challenges of using eye-tracking technology to assess the impact of pedagogical interventions in computer-based learning environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105263"},"PeriodicalIF":8.9,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143421543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies 准备职前教师用数字技术教学：有效sqd策略的更新

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-07 DOI: 10.1016/j.compedu.2025.105262

Jo Tondeur , Ottavia Trevisan , Sarah K. Howard , Johan van Braak

{"title":"Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies","authors":"Jo Tondeur , Ottavia Trevisan , Sarah K. Howard , Johan van Braak","doi":"10.1016/j.compedu.2025.105262","DOIUrl":"10.1016/j.compedu.2025.105262","url":null,"abstract":"<div><div>This systematic review responds to the critical need to equip preservice teachers with the competencies to use technologies within an increasingly digital educational landscape. Given the fact that new ways to learn digitally are constantly emerging, new strategies are needed to support future teachers' digital practices in a different context. This replication study builds upon the Synthesis of Qualitative Data (SQD) model, offering an updated synthesis of effective strategies. Using the PRISMA-methodology, the study critically analyses qualitative evidence from the past 12 years, identifying both persisting and emerging strategies for preservice teacher preparation in the digital age. Findings from the updated SQD-model (SQD2) introduce new themes, including “Digital Identity”, “Instructional Design Models”, and “Affective Dimensions.” These new themes complement the original SQD-model by addressing diverse experiences and technology-specific pedagogical approaches. The discussion section explores the implications and practical applications of these findings, highlighting pathways to enhance digital competency in preservice teacher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"232 ","pages":"Article 105262"},"PeriodicalIF":8.9,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143636894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “A meta-analysis of social network site use and social support” [Computers & Education, 127 (2018), pp. 201–213] “社交网站使用和社会支持的荟萃分析”的更正[计算机与教育，127 (2018),pp. 201-213]

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-06 DOI: 10.1016/j.compedu.2024.105231

Dong Liu , Kevin B. Wright , Baijing Hu

引用次数: 0

Understanding college students’ cross-device learning behavior in the wild: Device ecologies, physical configurations, usage patterns, and attention issues 了解大学生在野外的跨设备学习行为：设备生态、物理配置、使用模式和注意问题

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-02-04 DOI: 10.1016/j.compedu.2025.105259

Qingchuan Li, Zhao Xu, Yang Chen

{"title":"Understanding college students’ cross-device learning behavior in the wild: Device ecologies, physical configurations, usage patterns, and attention issues","authors":"Qingchuan Li, Zhao Xu, Yang Chen","doi":"10.1016/j.compedu.2025.105259","DOIUrl":"10.1016/j.compedu.2025.105259","url":null,"abstract":"<div><div>The use of multiple devices to access educational materials is becoming more prevalent, offering benefits for both formal and informal learning. However, research on college students' cross-device learning patterns and the challenges remains limited. This study employed a two-week diary study method and follow-up interviews with 36 college students. Comprehensive data were collected from 374 cross-device learning activities, including text, voice recordings, and photos, offering valuable insights into participants' cross-device learning behaviors in terms of the device ecologies, physical configurations, usage patterns, and attention issues. Regarding device ecology, students typically used two to three types of education devices, with laptops and desktops serving as primary tools, and smartphones, tablets and smartwatches as secondary aids. Physically, devices were often arranged vertically and positioned in ways that required body or head movement. The students’ usage patterns revealed a preference of completing tasks simultaneously rather than sequentially. Five key workflow patterns were identified, from most to least prevalent: integrated, partition, migrated, expanded and cloned. Common combinations of these workflows included the integrated-partition, integrated-expanded, and integrated-migrated patterns. Instant messaging applications were the most frequently used method for information and data transfer. In terms of attention issues, most participants prioritized their attention allocation. Endogenous attention shifts occurred slightly more frequently than exogenous shifts, though exogenous shifts were more disruptive to learning efficiency and motivation. These findings offer valuable insights for developing future cross-device learning platforms, particularly those focused on enhancing attention management and improving learning experiences.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105259"},"PeriodicalIF":8.9,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378905","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 synergistic effects in an AI-supported online scientific argumentation learning environment 人工智能支持的在线科学论证学习环境的协同效应

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-31 DOI: 10.1016/j.compedu.2025.105251

Yu-Ren Lin , Cheng-Yu Hung

{"title":"The synergistic effects in an AI-supported online scientific argumentation learning environment","authors":"Yu-Ren Lin , Cheng-Yu Hung","doi":"10.1016/j.compedu.2025.105251","DOIUrl":"10.1016/j.compedu.2025.105251","url":null,"abstract":"<div><div>This study combines scientific argumentation, gamified learning, and textual scaffolding to address the needs of cognitive, affective, and skill-based dimensions, designing an AI-interactive learning environment. Through the synergy created by these three dimensions, it aims to promote scientific argumentation learning. An online learning platform called AI web-based online learning in argumentation (AWOLA) was developed to support the study, featuring three distinct versions: gamified learning with textual scaffolding, gamified learning only, and textual scaffolding only. Four scientific argumentation topics, arranged from descriptive to theoretical, were incorporated into the platform. A total of 285 ninth-grade students participated in this quasi-experimental study, evenly distributed across three experimental groups and a control group based on prior knowledge. The experimental groups used three different versions of AWOLA, while the control group received primarily teacher-centered lecture instruction. Results revealed that differences among the three experimental groups were more pronounced for theoretical scientific argumentation topics compared to descriptive ones. Students in the group experiencing the most comprehensive synergy outperformed others in scientific knowledge understanding (including learning progress and retention), learning motivation, and the construction of multiple arguments. These students demonstrated precise use of scientific terminology and interacted with AI as a bridge connecting abstract concepts to everyday experiences. Even with AI-assisted learning, there is still considerable room for improvement in students' argumentation skills.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105251"},"PeriodicalIF":8.9,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148755","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

Explicit video-based instruction enhanced students’ online credibility evaluation skills: Did storifying instruction matter? 基于视频的显性教学提高了学生在线可信度评估技能：故事化教学重要吗？

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-27 DOI: 10.1016/j.compedu.2025.105252

Carita Kiili , Kristian Kiili , Eija Räikkönen , Julie Coiro

{"title":"Explicit video-based instruction enhanced students’ online credibility evaluation skills: Did storifying instruction matter?","authors":"Carita Kiili , Kristian Kiili , Eija Räikkönen , Julie Coiro","doi":"10.1016/j.compedu.2025.105252","DOIUrl":"10.1016/j.compedu.2025.105252","url":null,"abstract":"<div><div>This study tested the efficacy of explicit video-based instruction (4 x 45-min lessons) in promoting sixth graders' online credibility evaluation skills. It also investigated whether storified instruction enhanced learning more than non-storified instruction. Storified and non-storified interventions contained the same learning content, and the same components of explicit instruction informed their design. The only difference in the two formats was that storified instruction was framed as a detective school, and non-storified instruction did not include any storified elements. In storified instruction, students joined the detective school, taught by two fictitious detectives who appeared as human instructors in the videos. Storified elements were also integrated into other learning materials to provide students with a holistic learning experience. The study employed a quasi-experimental research design with three conditions: storified instruction (<em>n</em> = 115), non-storified instruction (<em>n</em> = 135), and control (<em>n</em> = 127) conditions. Learning of online credibility evaluation skills was assessed with a credibility evaluation task that measured students' skills to confirm more credible online texts, question less credible online texts, and justify their overall evaluations. In the post-test, both intervention conditions outperformed the control condition in questioning the less credible online texts and justifying their evaluations. Notably, storified and non-storified instructions similarly improved students’ online credibility evaluation skills. Examination of the intervention effects for each individual revealed that basic reading skills were not associated with the level of change in questioning less credible online texts and justifying credibility evaluations. This suggests that video-based explicit instruction has the potential to support different kinds of readers.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105252"},"PeriodicalIF":8.9,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143072445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can AI support human grading? Examining machine attention and confidence in short answer scoring 人工智能能支持人类评分吗？检查机器的注意力和信心在简短的回答评分

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-20 DOI: 10.1016/j.compedu.2025.105244

Yuheng Li , Mladen Raković , Namrata Srivastava , Xinyu Li , Quanlong Guan , Dragan Gašević , Guanliang Chen

{"title":"Can AI support human grading? Examining machine attention and confidence in short answer scoring","authors":"Yuheng Li , Mladen Raković , Namrata Srivastava , Xinyu Li , Quanlong Guan , Dragan Gašević , Guanliang Chen","doi":"10.1016/j.compedu.2025.105244","DOIUrl":"10.1016/j.compedu.2025.105244","url":null,"abstract":"<div><div>Large language models built upon artificial intelligence (AI) hold great promises to innovate automatic short answer scoring (ASAS) - significantly alleviating educators’ workload in assessing student answers. However, ASAS systems on such basis have seen limited adoption in authentic teaching environments due to the models’ inability to explain the predictions they generate. To address this, we recruited 32 human graders to comparatively analyse the decision-making processes of human graders and AI-driven graders. Specifically, we exploited two types of data to holistically unveil the decision-making processes of human graders throughout grading, namely manual annotation of important words and gaze data of the human graders. The decision-making processes of AI-driven graders were revealed by important words extracted though eXplainable Artificial Intelligence technique and grading confidence reflected by the prediction probability distributions. We measured the alignment in their decision-making regarding their (i) estimated scoring difficulty, (ii) important text segments and (iii) crucial grammatical categories to enhance the transparency and trustworthiness of AI-driven graders. Subsequently, we conducted randomised control studies, presenting machine-extracted insights like important words and estimated scoring difficulty to scrutinise how they affected human grading. Our findings contribute new knowledge regarding the consistency between human and machine scoring and validates machine-extracted insights, such as important words and scoring difficulty, to be valuable in facilitating human grading, encouraging the adoption of ASAS systems and urging the potential collaboration between machine and human grading in pedagogical practices. However, we emphasised the significance of grasping question context and intricacy before leveraging such machine-extracted insights.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105244"},"PeriodicalIF":8.9,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143027347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students 感知教师支持在学生程序设计学习态度和流畅体验中的作用：小学生多群体分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-14 DOI: 10.1016/j.compedu.2025.105249

Siu Cheung Kong , Ting Jun Lin , Yee Man Kayla Siu

{"title":"The role of perceived teacher support in students’ attitudes towards and flow experience in programming learning: A multi-group analysis of primary students","authors":"Siu Cheung Kong , Ting Jun Lin , Yee Man Kayla Siu","doi":"10.1016/j.compedu.2025.105249","DOIUrl":"10.1016/j.compedu.2025.105249","url":null,"abstract":"<div><div>Programming education has become essential in primary schools, yet students' perceptions vary significantly across different achievement levels. While teacher support is crucial for learning, little is known about how it influences students' attitudes and flow experience across different achievement groups in programming education. This study examined the interrelationships among perceived teacher support, students' attitudes, and flow experience in programming learning across different achievement levels. Data were collected through surveys from 549 students across 43 Hong Kong primary schools. Students were categorised into three groups based on their programming achievement levels: above-average, average, and below-average. A multi-group mediation analysis was conducted to examine the relationships between variables. The above-average group showed significantly more positive perceptions across all variables than other groups. Students’ attitudes mediated the relationship between perceived teacher support and flow experience differently across achievement groups. The findings highlight the importance of differentiated teacher support strategies across achievement tiers and suggest that fostering positive attitudes towards programming is crucial for all achievement levels, particularly through enhancing the perceived usefulness of programming.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105249"},"PeriodicalIF":8.9,"publicationDate":"2025-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987973","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 heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing 高跟鞋，指南针，蜘蛛侠，还是毒品？生成式人工智能在学术写作中的隐喻分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-13 DOI: 10.1016/j.compedu.2025.105248

Fangzhou Jin, Lanfang Sun, Yunqiu Pan, Chin-Hsi Lin

{"title":"High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing","authors":"Fangzhou Jin, Lanfang Sun, Yunqiu Pan, Chin-Hsi Lin","doi":"10.1016/j.compedu.2025.105248","DOIUrl":"10.1016/j.compedu.2025.105248","url":null,"abstract":"<div><div>This research employed metaphor analysis to explore 277 postgraduate students' perceptions of the role of generative artificial intelligence (GenAI) in academic writing. All participants were international students, from a total of 14 countries and regions, studying in the United Kingdom. Data collection was carried out in two phases. The first was a survey comprising demographic and metaphor-related questions, and the second involved metaphor checking, in which participants provided screenshots of their interactions with GenAI. The data, which were analyzed both qualitatively and quantitatively, yielded 53 unique metaphors for the concept of GenAI in academic writing. We divided these into four conceptual categories in what we term the 4T Pyramid Model: Technical Support (representative metaphor: high-heeled shoes), Text Development (compass), Transformative Potential (Spider-Man), and Threat (drug). The respondents' academic disciplines influenced their perceptions of GenAI, but overall, the results suggest that most viewed it as transformative, i.e., more than just a writing tool. This study's innovative methodology integrating metaphor analysis with real user interactions offers a framework, aligned with Bloom's Taxonomy, that reveals the multi-level benefits and potential risks of GenAI. It also provides actionable insights for AI literacy education, including strategies for effective prompt design.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105248"},"PeriodicalIF":8.9,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143027365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory 中国大学生如何在生成式人工智能学习中利用评价和情感的潜力？基于评价理论的多群体分析

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-01-13 DOI: 10.1016/j.compedu.2025.105250

Chan Wang, Hongbiao Yin

{"title":"How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory","authors":"Chan Wang, Hongbiao Yin","doi":"10.1016/j.compedu.2025.105250","DOIUrl":"10.1016/j.compedu.2025.105250","url":null,"abstract":"<div><div>The rapid development of generative AI (GenAI) has sparked increasing interest in its potential impact on student learning. Drawing on cognitive appraisal theory and AI device use acceptance (AIDUA) model, this study aims to investigate the complex dynamics of GenAI adoption among university undergraduates. Especially, our study examined how social, personal, and technological factors (social influence, hedonic motivation, and anthropomorphism) contributed to their cognitive appraisal and emotional experience with GenAI, analyzed how these cognitive-emotional responses affected their GenAI-powered learning productivity, and explored how this influential mechanism differs across various groups. We surveyed 2,026 Chinese undergraduates who had used GenAI in their studies. The findings indicated that the influence from others on using GenAI and hedonic motivation toward using GenAI were positively related to undergraduates’ appraisal of using GenAI as a challenge and negatively related to their view of it as a hindrance. Conversely, the anthropomorphic features of GenAI showed the opposite pattern. Undergraduates who viewed using GenAI as a challenge reported more positive emotions and demonstrated higher GenAI-powered learning productivity. Those who saw it as a hindrance experienced more negative emotions but showed no significant relationship with GenAI-powered learning productivity. Moreover, undergraduate students’ appraisal of using GenAI as a challenge or a hindrance and their emotional experiences played mediating roles in this influential process. Importantly, these relationships varied significantly across different student groups, highlighting the need for tailored approaches in GenAI integration. Our study provides insights for educators and policymakers on effectively integrating GenAI in higher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105250"},"PeriodicalIF":8.9,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143027361","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