Computers & Education最新文献_第6页

Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion 通过数字设备进行解释学习：口头解释的情态和外向性的作用

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-30 DOI: 10.1016/j.compedu.2025.105394

Julia Waldeyer , Vincent Hoogerheide , Julian Roelle

{"title":"Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion","authors":"Julia Waldeyer , Vincent Hoogerheide , Julian Roelle","doi":"10.1016/j.compedu.2025.105394","DOIUrl":"10.1016/j.compedu.2025.105394","url":null,"abstract":"<div><div>Recent meta-analytical evidence shows that learning by explaining through digital devices (e.g., computers or tablets) is effective, but also reveals substantial heterogeneity in effect sizes. The present study was designed to shed light on two theoretically plausible moderators of such learning by digital explaining: the modality of (oral) explaining (audio + visual vs. audio only) and learners' level of the personality trait of extraversion. We conducted two experiments with university students (<em>N</em><sub>Exp1</sub> = 114; <em>N</em><sub>Exp2</sub> = 247). All students first watched a lecture video about the topic “social norms” and were then randomly assigned either to (a) explain the content of the lecture to fictitious peer students in a video message (i.e., audio + video), (b) to explain the content of the lecture to fictitious peer students in a voice message (i.e., audio), or (c) to restudy the slides of the lecture video. No substantial differences were found between learning by digital explaining in a video or voice message, but learners’ level of extraversion significantly moderated the benefits of learning by digital explaining regarding deep-level knowledge. Learners with low levels of extraversion benefitted more from learning by digital explaining, whereas learners with higher levels of extraversion benefitted more from restudy. Surprisingly, we furthermore found that restudy fostered surface-level knowledge compared to learning by digital explaining, whereas learning by digital explaining was superior (Experiment 1) or at least equivalent (Experiment 2) concerning deep-level knowledge. We conclude that the modality of oral explaining does not matter for the effects of digital explaining and that the personality trait of extraversion, at least under certain circumstances, can be a source for heterogeneous effects in learning by digital explaining.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105394"},"PeriodicalIF":8.9,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Social opportunities, learning practices, and performance in metaverse and virtual world: A comparative scoping review in higher education 社会机会，学习实践和表现在虚拟世界和虚拟世界：高等教育的比较范围审查

IF 10.5 1区教育学

Computers & Education Pub Date : 2025-06-30 DOI: 10.1016/j.compedu.2025.105391

Lynn Hanyuning Lin , Mathew Robert Pryor , Nadin Beckmann

{"title":"Social opportunities, learning practices, and performance in metaverse and virtual world: A comparative scoping review in higher education","authors":"Lynn Hanyuning Lin , Mathew Robert Pryor , Nadin Beckmann","doi":"10.1016/j.compedu.2025.105391","DOIUrl":"10.1016/j.compedu.2025.105391","url":null,"abstract":"<div><div>Educators recognise the social benefits of metaverse and virtual world, two similar but different immersive online environments, and are increasingly using them to foster social interaction in the learning process. Although a few systematic reviews have summarised their general applications in education, they vary considerably in the objectives and standards of search and screening processes. To date, no comprehensive comparison has been undertaken between metaverse and virtual world, in terms of their features and boundaries, the social opportunities and learning practices they facilitate, and the associated effects on learner performance in higher education. Addressing this gap, this scoping review examined 10 metaverse studies and 41 virtual world studies. It reveals that (1) metaverse integrates various advanced technologies such as cloud computing and xReality, while virtual world relies more on traditional technological architectures; (2) both environments extend social learning beyond the classroom, but virtual world studies provide more detailed guidance for educators; (3) familiarising students with the operation within both environments is considered useful to reduce cognitive load when undertaking complex learning tasks; (4) educators often conflate learning theories and instructional strategies in relation to practices within both environments; and (5) having social learning activities in both environments generally has positive effects on student performance, though the results are mixed and context-dependent. This review offers valuable insights for educators, researchers, learning designers, product designers, investors, and policymakers seeking to leverage these immersive environments for educational purposes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"239 ","pages":"Article 105391"},"PeriodicalIF":10.5,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thinking fast, slow, and ahead: Enhancing in-service teacher contingent responsiveness in science discussion with mixed-reality simulation 思考快、慢和超前：用混合现实模拟增强在职教师在科学讨论中的应变反应

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-28 DOI: 10.1016/j.compedu.2025.105389

Lydia Cao , Sara Hennessy , Rupert Wegerif

{"title":"Thinking fast, slow, and ahead: Enhancing in-service teacher contingent responsiveness in science discussion with mixed-reality simulation","authors":"Lydia Cao , Sara Hennessy , Rupert Wegerif","doi":"10.1016/j.compedu.2025.105389","DOIUrl":"10.1016/j.compedu.2025.105389","url":null,"abstract":"<div><div>Teacher contingent responsiveness, defined as teachers' adaptive expertise to respond to the dynamic flow of student ideas in the moment, is crucial for fostering student sense-making in science classrooms. This study investigates the mechanisms through which a professional development program enhanced by mixed-reality simulation supported in-service teachers to enhance their contingent responsiveness during whole-class science discussions. Using a design-based research approach, researchers and teachers of students aged 6–16 years co-designed a remote professional development program at a private school in Islamabad, Pakistan, during the COVID-19 pandemic. Using conjecture mapping, this study uncovered a mechanism through which mixed-reality simulation fostered teacher contingent responsiveness when nested within a carefully designed professional development ecosystem. We found that interleaved practice in mixed-reality simulation with varied discussion framings, combined with case studies and guided collaborative inquiry, supported teachers in changing their discussion framings, which influenced their contingent responsiveness. Our findings reinforced the crucial role of teachers’ intentional framing of the discussion in shaping their responsiveness. This finding extends the theorization of teacher contingent responsiveness beyond fast thinking (thinking in the moment) and slow thinking (knowledge-based reasoning) to additionally include prospective thinking (thinking ahead). Our study also addressed a research gap in in-service teachers' transfer of learning from simulations. We found that teachers applied their learning from the simulation to their real-life classrooms after the professional development program. This study was also one of the first studies of mixed-reality simulation in the Global South context that directly engaged local practitioners in co-designing the technology-enhanced professional development.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105389"},"PeriodicalIF":8.9,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Real-world implementation of an AI learning tool-MetaGP-Edu in medical education: A multi-center cohort study AI学习工具metagp - edu在医学教育中的实际应用：一项多中心队列研究

IF 8.9 1区教育学

Computers & Education Pub Date : 2025-06-24 DOI: 10.1016/j.compedu.2025.105388

Yili Sun , Fei Liu

{"title":"Real-world implementation of an AI learning tool-MetaGP-Edu in medical education: A multi-center cohort study","authors":"Yili Sun , Fei Liu","doi":"10.1016/j.compedu.2025.105388","DOIUrl":"10.1016/j.compedu.2025.105388","url":null,"abstract":"<div><div>This study aimed to evaluate the real-world educational impact associated with the implementation of MetaGP-Edu, a bespoke generative artificial intelligence tool fine-tuned for medical learning, within the undergraduate Internal Medicine curriculum. We conducted a large-scale, multi-center retrospective cohort study utilizing historical academic records from six major medical schools in China (N = 1632). We evaluated student performance across multiple dimensions, including final scores that assessed both foundational knowledge recall and clinical reasoning—defined as the cognitive process of analyzing patient data to formulate a diagnosis and management plan. Formative in-tool skill metrics were also included. These outcomes were then compared between pre- and post-implementation cohorts (Pre-MetaGP-Edu vs. Post-MetaGP-Edu) using adjusted multivariable regression models. Analysis also included usage patterns and embedded competency test scores for the post-implementation cohort. Results indicated that students with access to MetaGP-Edu achieved significantly higher overall Internal Medicine scores (Adjusted Mean Difference: +8.2 points, P < 0.001). This improvement was primarily associated with significantly higher scores in clinical reasoning assessments (P < 0.001), with no significant difference observed in knowledge recall scores (P > 0.05). The positive association also varied across clinical topics, being more pronounced in complex system modules. Furthermore, within the post-implementation cohort, significant skill development was observed over time, and higher total usage time significantly predicted greater skill gains (Adjusted OR = 2.42, P < 0.001). In conclusion, supplementary integration of a domain-specific AI educational tool like MetaGP-Edu shows a positive association with enhanced medical student performance, particularly for higher-order reasoning skills, although student engagement appears critical to realizing these benefits.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"237 ","pages":"Article 105388"},"PeriodicalIF":8.9,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144504625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

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