Computers & Education最新文献

{"title":"Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance","authors":"Ning Ren ,&nbsp;Barry Lee Reynolds ,&nbsp;Brian V. Rusk","doi":"10.1016/j.compedu.2025.105243","DOIUrl":"10.1016/j.compedu.2025.105243","url":null,"abstract":"<div><div>Study-with-me (SWM) videos offer virtual companionship for learning. Users claim that SWM videos simulate physical companionship, motivate their learning with manageable pressure, and enhance their performance with minimal cost. Despite burgeoning search interests and millions of accumulated views, the effects of SWM videos on learning lack rigorous examination. The comparative advantages of SWM videos over other learning environments, based on different theories and related evidence, are contradictory. Addressing these gaps, we used the Basic Psychological Needs Theory (BPNT) to explain SWM video users' intrinsic motivation, perceived pressure, and performance with perceived autonomy, competence, and relatedness (RQ1). We also compared users’ learning with the SWM video to two learning environments: learning with a physical companion or alone (RQ2). We employed a within-subject design with 60 university students, inviting each to speed-read five English articles in all three learning environments. For RQ1, results showed that when learning with an SWM video, autonomy was positively associated with intrinsic motivation and negatively associated with perceived pressure. Competence had a negative relationship with reading time. Thus, we advise SWM video creators to support autonomy and competence, and users to select videos that fulfill these needs. For RQ2, participants perceived significantly lower pressure and had higher task accuracy with an SWM video than a physical companion despite preference or prior use of SWM videos. No statistical advantage was found over learning alone. Our findings support SWM videos as viable alternatives to physical companions but not superior to learning alone.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105243"},"PeriodicalIF":8.9,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987976","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":"AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment","authors":"Huang-Yao Hong ,&nbsp;Mei-Ju Chen ,&nbsp;Chih-Hsuan Chang ,&nbsp;Li-Ting Tseng ,&nbsp;Ching Sing Chai","doi":"10.1016/j.compedu.2025.105241","DOIUrl":"10.1016/j.compedu.2025.105241","url":null,"abstract":"<div><div>This study employed design-based research, comprising two design cycles to empower teachers' agency when they are engaged in STEAM lesson design. Cycle-1 focused on the application of a principle of “sustained idea-developing discourse” (SIDD) in an online knowledge building environment to foster teachers' “professional agency within teacher communities” (PATC). In cycle-2, generative artificial intelligence (GAI) was additionally integrated into the SIDD processes within the teacher community. The findings in cycle-1 indicated a general lack of interdisciplinary knowledge among the teachers for effective STEAM lesson design. The online collaborative discourse mainly focused on shallow idea-sharing and the PATC was not significantly enhanced. Nevertheless, with GAI integrated in the SIDD process in cycle-2, participants exhibited more elaborated, synthesis-oriented discourse actions, with significant enhancements in PATC. Overall, these findings emphasize the significance of <span>GAI</span> support in fostering SIDD for empowering professional teacher agency during their STEAM lesson design. The findings offer educators a more profound understanding of how to constructively use GAI for professional development in teacher communities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105241"},"PeriodicalIF":8.9,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143199102","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":"Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders","authors":"Junjun Chen,&nbsp;Masoumeh Kouhsari","doi":"10.1016/j.compedu.2024.105232","DOIUrl":"10.1016/j.compedu.2024.105232","url":null,"abstract":"<div><div>This paper explores the forces driving digital transformation in schools, focusing on the role of digital leadership, social intelligence, digital self-efficacy, digital anxiety, digital social support, and social digital pressure perceived by school leaders. The study applies the Job Demands-Resources (JD-R) theory as a theoretical framework to examine how the personal and social dynamics of school leaders influence this digital transformation. By surveying a sample of 427 school leaders, we found that digital self-efficacy had a significant positive effect on school digital transformation (β = 0.241; CR = 6.437), while digital anxiety had a negative impact (β = −0.033; CR = −5.341). Additionally, perceived digital social support was positively related (β = 0.153; CR = 6.919), while social digital pressure negatively affected the transformation process (β = −0.234; CR = −7.015). The results also highlight the moderating role of digital leadership and social intelligence in this relationship. Practitioners could benefit from targeted professional development programmes to enhance digital self-efficacy, reduce digital anxiety, and foster digital leadership, facilitating effective digital transformation in schools. However, this study acknowledges limitations related to the use of snowball sampling and the potential for self-report bias.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105232"},"PeriodicalIF":8.9,"publicationDate":"2024-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142939695","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":"Evaluating AI literacy of secondary students: Framework and scale development","authors":"Baichang Zhong,&nbsp;Xiaofan Liu","doi":"10.1016/j.compedu.2024.105230","DOIUrl":"10.1016/j.compedu.2024.105230","url":null,"abstract":"<div><div>K-12 AI education not only equips students with AI literacy but also encourages underrepresented groups to pursue further studies or careers in this field. Secondary students were particularly well-suited for comprehensive AI education due to their cognitive characteristics and developmental readiness. While most studies have focused on developing pedagogy, curriculum, and tools for secondary AI education, they have prioritized measuring students' learning outcomes over literacy development. Referring to the empirical research on secondary AI education as well as Piaget's Epistemology and Bloom's Taxonomy, this study figured out a KAT framework that constitutes AI literacy: (1) AI Knowledge (AI fundamentals, elements of AI technology, application of AI technology), (2) AI Affectivity (AI and human, AI and society), and (3) AI Thinking (engineering design thinking, computational thinking). Based on this, a 57-item AI literacy scale (AILS) was developed, and 56 items were retained after expert judgement. Then, a large sample of Chinese secondary students was surveyed, resulting in 1392 valid samples, which were randomly divided into two sub-samples: 720 samples were used for item reduction through Rasch Analysis and Exploratory Factor Analysis; 672 samples were used for model validation and comparison through Confirmatory Factor Analysis. Results indicated the AILS with three-factor structure of 48 items has a good reliability and validity. Moreover, gender differences in AI literacy among secondary students were examined. Results indicated that boys had significantly higher AI Knowledge than girls, whereas girls had significantly higher AI Affectivity than boys. The implications, limitations and future research were also discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105230"},"PeriodicalIF":8.9,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888339","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":"Improving hybrid brainstorming outcomes with computer-supported scaffolds: Prompts and cognitive group awareness","authors":"Mohammadreza Farrokhnia ,&nbsp;Omid Noroozi ,&nbsp;Yvette Baggen ,&nbsp;Harm Biemans ,&nbsp;Armin Weinberger","doi":"10.1016/j.compedu.2024.105229","DOIUrl":"10.1016/j.compedu.2024.105229","url":null,"abstract":"<div><div>Guided by the dual pathways to creativity model (DPCM), this study explores how two computer-supported scaffolds—prompts and cognitive group awareness—can enhance the quality of ideas generated in hybrid brainstorming sessions that combine individual and group brainstorming. While prior research has employed these scaffolds to improve group work focusing on convergent thinking in CSCL settings, their application to stimulate divergent thinking in brainstorming sessions remains unexplored. To address this gap, 94 higher education students were randomly assigned into triads and tasked with generating business ideas addressing sustainability issues under three different conditions. In control condition, students generated ideas in a hybrid brainstorming session following an individual-group-individual sequence without any additional support. In experimental 1 condition (prompts), students followed the same sequence but received prompts during the first individual phase, encouraging the use of SCAMPER principles to enhance cognitive persistence. In experimental 2 condition (prompts + cognitive group awareness), students received the same prompts during the individual phases and additional support during the group phase, aimed at enhancing cognitive group awareness through the sharing of individually generated ideas to increase cognitive flexibility. To evaluate the impact of providing prompts, the outcomes of the first individual phase across all three conditions were compared, revealing that students in both experimental conditions generated ideas with significantly higher originality compared to those in control condition. To assess the influence of fostering cognitive group awareness, the outcomes of experimental 1 and 2 conditions were compared. Students in experimental 2 condition showed superior idea quality in both the group and final individual phases, as evidenced by higher originality, outperforming experimental 1 condition. Furthermore, the findings revealed that flexibility mediated the relationship between cognitive group awareness and idea originality, while also suggesting that originality can emerge through alternative pathways beyond those proposed by the DPCM.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105229"},"PeriodicalIF":8.9,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888326","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}

{"title":"Validating a collaborative problem-solving assessment tool across educational stages","authors":"Matias Rojas ,&nbsp;Miguel Nussbaum ,&nbsp;César Moreno","doi":"10.1016/j.compedu.2024.105228","DOIUrl":"10.1016/j.compedu.2024.105228","url":null,"abstract":"<div><div>Despite the recognised importance of collaborative problem-solving (CPS) skills for success, there is a lack of standardised curricula and widely adopted frameworks for assessing these skills, leading to difficulties in comparing them across different educational settings. This study aims to validate the use of a CPS skills assessment instrument based on the PISA Framework that focuses on measuring problem-solving skills among students of varying ages. A previously validated tool was used to analyse its invariance across grades and the trends between CPS skills and educational stages. A sample of 1024 students aged between 10 and 18 years, from Grades 5 to 12, from eight schools in Santiago, Chile, were assessed online during the COVID-19 pandemic. The data obtained demonstrated the reliability of assessing problem-solving dimension within CPS skills across educational grades. Measurement of invariance revealed a good fit and similarity across groups, with variations in mean scores suggesting the development of CPS skills with age. In particular, the monitoring dimension showed substantial growth from middle to high school. Statistical analyses confirmed significant differences in problem-solving dimension within CPS skills across grades, reinforcing the need for age-tailored educational strategies to enhance competency. This study contributes significantly to the discourse on problem-solving skill development within collaborative settings across primary and secondary education by emphasising the importance of accurate and reliable assessment tools in capturing these complex competencies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105228"},"PeriodicalIF":8.9,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888214","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":"Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment","authors":"Shuowen An ,&nbsp;Si Zhang ,&nbsp;Tongyu Guo ,&nbsp;Shuang Lu ,&nbsp;Wenying Zhang ,&nbsp;Zhihui Cai","doi":"10.1016/j.compedu.2024.105227","DOIUrl":"10.1016/j.compedu.2024.105227","url":null,"abstract":"<div><div>Collaboration has long been recognized as an efficacious pedagogical strategy. With the visual pedagogical scaffold, for instance, mind maps, learners can externalize their comprehension and engage in meaning negotiation. However, given the limitations posed by the conventional collaborative environment such as the difficulty for groups to achieve deep discussions and generate group intelligence, the generative artificial intelligence (GAI) tool was introduced. The efficacy of the GAI tool in boosting task performance is still contested and its influence on collaborative knowledge construction remains unclear. Therefore, this study was conducted in an elective course at a university. A total of 30 student teachers were the participants, including 10 groups of 3 students. In the subsequent quasi-experimental study, 5 experimental groups employed the GAI tool and mind mapping based collaborative environment (GMMCE) and 5 control groups employed the conventional mind mapping based collaborative environment (MMCE). The results showed that the experimental groups outperformed the control groups on both collaborative tasks in the course. According to Ordered Network Analysis (ONA), the experimental groups developed a collaborative knowledge construction process in cognitive dimension, i.e., progressive interaction from individual to peer to group. On the contrary, the control groups were mainly reflected in the transition between learners' individual expression and peer interaction since they were more centered on the regulative dimension. We also supplemented students’ perception of using the GAI tool from the interview data. Finally, we highlighted the implications for pedagogy and described the research limitations as well as future directions.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105227"},"PeriodicalIF":8.9,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888327","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":"Mediating learning with mobile devices through pedagogical innovation: Teachers' perceptions of K-12 students’ learning experiences","authors":"Paul F. Burke ,&nbsp;Sandy Schuck ,&nbsp;Kevin Burden ,&nbsp;Matthew Kearney","doi":"10.1016/j.compedu.2024.105226","DOIUrl":"10.1016/j.compedu.2024.105226","url":null,"abstract":"<div><div>This article presents a quantitative study demonstrating that digital pedagogy using mobile devices (e.g., laptops, mobile phones, tablets) impacts teachers' perceptions of pedagogical innovation. We further find that innovative mobile pedagogy adoption positively impacts teachers' perceptions of improved student learning in K-12 settings. Examining teachers' perceptions of pedagogical innovation in digital practice is important as researchers have questioned whether the use of digital devices constitutes an innovative break with traditional pedagogical practice or serves merely as a digital replica of non-digital practices. Further, providing a link between pedagogical innovation and perceived improvements in student learning provides further support for removing barriers to innovation adoption. The study uses the validated iPAC Framework (referring to Personalisation, Authenticity and Collaboration in mobile teaching pedagogies) as the basis of an international survey. The survey measured teachers' perceptions of their adopted pedagogies using mobile technologies during students' completion of a digital task, whether they viewed these practices as innovative, and how such approaches impacted teachers' perceptions of their students' learning experiences. Results from a Structural Equation Model (SEM) demonstrate that when teachers adopt innovative pedagogical tasks into their teaching with digital technologies, they perceive an improvement in student learning experiences. This is the first study that considers both the contribution of digital pedagogies and the contribution of innovation as direct and indirect effects on teachers’ perceptions of student learning experiences.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105226"},"PeriodicalIF":8.9,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142918038","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}

{"title":"Examining the dynamics of knowledge convergence in online learning context: A network perspective","authors":"Mengtong Xiang ,&nbsp;Jingjing Zhang ,&nbsp;Yue Li","doi":"10.1016/j.compedu.2024.105222","DOIUrl":"10.1016/j.compedu.2024.105222","url":null,"abstract":"<div><div>Knowledge convergence, originating from computer-supported collaborative learning (CSCL), is often defined as building a shared cognitive understanding through social interactions. With an increasing focus on large-scale collaboration and online learning in CSCL, it is crucial to examine how knowledge convergence occurs in online settings. This study investigates how learners develop cognitive consensus in online discussions and assess how social interactions and learners' role influence these dynamics in a MOOC using video-based social annotation. Mixed-methods, including Epistemic Network Analysis (ENA), Simulation Investigation for Empirical Network Analysis (SIENA), and role trajectory clustering were employed. The findings suggest that cognitive consensus in discussions originates from sharing similar experiences and evolves into more advanced levels over time. Reciprocity and transitivity are crucial for establishing network cohesion while achieving cognitive consensus. Learners with similar role trajectories tend to interact together. This study expands the traditional CSCL paradigm by examining how social interactions shape discussion network dynamics and how learners’ role trajectories influence these dynamics. We argue that network cohesiveness should be included in the framework of online knowledge convergence, alongside cognitive consensus. Dynamic network analysis is essential for understanding the complex mechanisms driving online knowledge convergence occurring, where the cognitive and social attributes of learning are interwoven.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105222"},"PeriodicalIF":8.9,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888345","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":"“Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”","authors":"Chiara Antonietti ,&nbsp;Tessa Consoli ,&nbsp;Maria-Luisa Schmitz ,&nbsp;Alberto Cattaneo ,&nbsp;Philipp Gonon ,&nbsp;Dominik Petko","doi":"10.1016/j.compedu.2024.105225","DOIUrl":"10.1016/j.compedu.2024.105225","url":null,"abstract":"<div><div>This study explores patterns of technology integration in upper secondary school learning activities. Data were collected via an online survey in Switzerland. Through latent profile analysis, three distinct teacher profiles emerged. Teachers in Profile 1 (<em>digital presenters</em>; N = 896) mainly integrated technology to present content; Profile 2 (<em>digital activators</em>; N = 979) used technology for presentation and allowed students to interact with materials; Profile 3 (<em>digital constructivists</em>; N = 213) emphasized student interaction with technology to generate new knowledge over presenting content. Additionally, we investigated how teachers’ technological pedagogical content knowledge (TPCK) and positive beliefs about technology predict profile membership. The results showed that TPCK and positive beliefs are associated with belonging to a profile. This study outlines distinct technology integration profiles among teachers and highlights the role of TPCK and beliefs in shaping these practices.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"227 ","pages":"Article 105225"},"PeriodicalIF":8.9,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142867647","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}