Computers & Education最新文献

{"title":"A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities","authors":"Rogers Kaliisa ,&nbsp;Sonsoles López-Pernas ,&nbsp;Kamila Misiejuk ,&nbsp;Crina Damşa ,&nbsp;Márta Sobocinski ,&nbsp;Sanna Järvelä ,&nbsp;Mohammed Saqr","doi":"10.1016/j.compedu.2025.105246","DOIUrl":"10.1016/j.compedu.2025.105246","url":null,"abstract":"<div><div>This study maps the evolution and state of Computer-Supported Collaborative Learning (CSCL) research, analyzing 6388 documents published between 1990 and 2022. The findings highlight the sustained engagement of a core group of scholars and the field's geographic concentration in Western countries, particularly the USA and Europe. While the field remains productive and diverse, recent trends reflect a growing emphasis on integrating emerging technologies such as learning analytics, augmented and virtual reality, and artificial intelligence (AI) into collaborative learning contexts. The study uncovers a tension within CSCL between its epistemological and methodological diversity and the need for theoretical coherence. This diversity has allowed the field to adapt and innovate but raises concerns about fragmentation and the risk of losing a unified identity. For example, while scripting remains a foundational topic, debates persist on balancing instructional guidance with learner agency to foster productive collaboration. Looking ahead, the study underscores the need for CSCL to develop integrative theoretical frameworks that bridge its rich historical foundations with the challenges posed by large-scale, distributed, and technology-mediated collaboration. Addressing these challenges, such as aligning AI innovations with existing theories and ensuring cumulative knowledge-building, will be critical for the field's ability to sustain its relevance and influence in understanding collaborative learning in complex educational environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105246"},"PeriodicalIF":8.9,"publicationDate":"2025-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142988417","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":"Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis","authors":"Fitore Morina ,&nbsp;Tim Fütterer ,&nbsp;Nicolas Hübner ,&nbsp;Steffen Zitzmann ,&nbsp;Christian Fischer","doi":"10.1016/j.compedu.2025.105247","DOIUrl":"10.1016/j.compedu.2025.105247","url":null,"abstract":"<div><div>Teachers' professional development is crucial for effective classroom practice. Due to its advantages, many teachers have participated in online professional development (OPD) in recent years. Numerous studies have investigated the participation and effect of first to 12th grade in-service teachers' OPD participation on the teacher, classroom practice, or student level. However, a comprehensive meta-analysis of these studies is missing. This meta-analysis summarizes findings from 102 quantitative studies with a pre-posttest design. The results indicate medium effects of OPD participation on the teacher level (Hedges' <em>g</em> = 0.71) and on the classroom level (Hedges' <em>g</em> = 0.55) and a small effect on the student level (Hedges' <em>g</em> = 0.19). We included Desimones' (2009) core features of effective PD participation as moderators. We found that the core feature of collective participation positively influenced the effect size of the classroom level. Furthermore, we found that studies that employed a control-group design reported significantly lower effect sizes on teacher-level outcomes than studies that used a within-subject design. On the student's level, studies with asynchronous OPD reported significantly smaller effect sizes than studies with a synchronous OPD format. Our results aim to provide research, policymakers, educational stakeholders, and teachers with the clarity that OPD is effective on several levels and should, therefore, be encouraged.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105247"},"PeriodicalIF":8.9,"publicationDate":"2025-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143027369","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":"A systematic review of the use of log-based process data in computer-based assessments","authors":"Surina He ,&nbsp;Ying Cui","doi":"10.1016/j.compedu.2025.105245","DOIUrl":"10.1016/j.compedu.2025.105245","url":null,"abstract":"<div><div>In recent decades, log-based process data has been increasingly used in computer-based assessments to examine test-takers' response patterns and latent traits. This study provides a systematic review of the use of log-based process data in computer-based assessments. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guideline, we identified 2548 publications, of which 330 were finally included in this study after careful screening and full-text review. The results of this study can assist researchers in better understanding: (1) what are the trends in using log-based process data in computer-based assessments, (2) which process indicators have been constructed from raw log files, (3) what latent constructs have been inferred from process indicators and at what inferential levels, and (4) what are the benefits, challenges, and future recommendations for using log-based process data. By examining these questions, we conclude that the use of log-based process data in computer-based assessment shows many potentials for enhancing the assessment. Therefore, more study using log-based process data in various fields is encouraged to better understand test-takers’ underlying response processes during assessments. Additionally, there is also a considerable demand for validating process indicators and the generalizability of findings.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105245"},"PeriodicalIF":8.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987974","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":"Dynamics of self-regulated learning: The effectiveness of students’ strategies across course periods","authors":"T.S. Cristea ,&nbsp;S. Heikkinen ,&nbsp;C. Snijders ,&nbsp;M. Saqr ,&nbsp;U. Matzat ,&nbsp;R. Conijn ,&nbsp;A. Kleingeld","doi":"10.1016/j.compedu.2025.105233","DOIUrl":"10.1016/j.compedu.2025.105233","url":null,"abstract":"<div><div>Proper self-regulating skills are essential in the new reality of digital learning in higher education. Research has shown that the trace data of students’ learning management system activity can identify various online learning tactics and strategies, but also their transitional dynamics, which are linked to academic performance. This study builds on this work by examining how learning tactics and strategies change within individual courses and how this relates to academic performance. A substantial dataset of 41 courses over two academic years at one university is analyzed. Employing Markov models on trace data, we identify prevalent tactics and strategies students use throughout courses. Our study examines shifts in strategy usage, comparing patterns between the initial and latter stages of the courses. The results reveal distinct clusters of learning strategies and their impact on academic achievement. Notably, deep learning strategies show significantly superior performance to surface approaches, especially when maintained over time. Moreover, students who consistently apply the same strategy score higher than those who are inconsistent. However, consistent surface learners score significantly lower than inconsistent learners. Underscoring such longitudinal trends could help interventions, aiding educators in targeting students with weaker strategies at specific times to boost their effectiveness and efficiency. This research contributes to a nuanced understanding of self-regulated learning behaviors in online educational contexts by showing the importance of dynamic transition of learning strategies for educators, instructional designers, and policymakers to enhance student learning experiences and outcomes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"228 ","pages":"Article 105233"},"PeriodicalIF":8.9,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142987975","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":"Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners","authors":"Natercia Valle ,&nbsp;Pavlo Antonenko ,&nbsp;Denis Valle ,&nbsp;Benjamin Baiser","doi":"10.1016/j.compedu.2025.105242","DOIUrl":"10.1016/j.compedu.2025.105242","url":null,"abstract":"<div><div>Despite the ubiquitous use of learning analytics dashboards in computer-mediated learning environments, there is still a knowledge gap on how these tools can support learners’ academic performance and motivation. This article describes an experimental study that investigated the influence of motivational prompts (task-value scaffolding) in a descriptive learning analytics dashboard on learners’ motivation, statistics anxiety, and learning performance in an authentic semester-long online statistics course. The study was based on a two-group experimental design during two semesters (Fall 2020 and Spring 2021). A total of 122 graduate students completed the study. The results showed that despite learners’ mostly positive perceptions of the dashboard, the use of motivational prompts did not influence learners’ cognitive outcomes. Test anxiety was the only affective outcome influenced by the intervention, with motivational prompts having a negative effect on learners who started the course with a higher level of test anxiety. This study provides needed empirical evidence on how the design of these tools can influence learners’ affective outcomes, with implications for theory and practice. However, additional experimental studies that account for sources of heterogeneity (e.g., intrapersonal characteristics, contextual factors) are necessary to uncover theoretical gaps and opportunities in the design of effective learning analytics dashboards.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"229 ","pages":"Article 105242"},"PeriodicalIF":8.9,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143148756","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":"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}