Computers & Education最新文献

{"title":"The effects of group awareness support combined with collaboration scripts on adaptive social regulation in promoting students' challenge awareness and social regulation strategies","authors":"Xiaoran Li ,&nbsp;Yanyan Li ,&nbsp;Ziqi Mao ,&nbsp;Rushi Gong","doi":"10.1016/j.compedu.2025.105324","DOIUrl":"10.1016/j.compedu.2025.105324","url":null,"abstract":"<div><div>Adaptive social regulation refers to students' strategic adaptation of social regulatory actions in response to challenges. If group members enact social regulation strategies to cope with encountered challenges, adaptive social regulation occurs; if not, maladaptive behavior may arise. Adaptive social regulation contributes to effective collaboration, but two obstacles may hinder this process: (a) a lack of challenge awareness and (b) insufficient social regulation strategies. Research indicates that the combination of group awareness support and collaboration scripts could be a promising approach to foster adaptive social regulation. A current limitation is that previous studies have mainly focused on fostering the regulation of just a very limited set of specific challenges, neglecting the promotion of students' awareness and regulation of multiple challenges during collaborative learning. Therefore, this study proposes a combined group awareness support and collaboration scripts tool, referred to as CACS. The research was conducted in a semester-long authentic English academic writing course. Thirty-two postgraduates were randomly assigned to five groups using the CACS tool (experimental condition) and five groups without it (control condition). This study not only quantitatively validates the effectiveness of combining group awareness support with collaboration scripts in enhancing adaptive social regulation, but also qualitatively explores the underlying mechanisms through interviews. The quantitative findings demonstrate that the groups in the experimental condition showed improvements in challenge awareness, adaptive social regulation, and the overall adoption of social regulation strategies. The qualitative analysis identifies key features of group awareness support and collaboration scripts that contribute to adaptive social regulation, including increasing students’ knowledge of challenges, facilitating a shared understanding of challenging situations, and encouraging the adoption of social regulation strategies through effective reflection.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105324"},"PeriodicalIF":8.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918518","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":"In search of adequate models of pedagogy","authors":"Miguel Nussbaum ,&nbsp;Zvi Bekerman ,&nbsp;Leanna Archambault ,&nbsp;Maria Rainieri ,&nbsp;Ramazan Yilmaz ,&nbsp;Di Zou ,&nbsp;Johan van Braak ,&nbsp;Chin-Chung Tsai","doi":"10.1016/j.compedu.2025.105345","DOIUrl":"10.1016/j.compedu.2025.105345","url":null,"abstract":"","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105345"},"PeriodicalIF":8.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067228","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":"Beyond the process: A novel analytical model to examine knowledge construction in MOOC forums","authors":"Dennis A. Rivera ,&nbsp;Mariane Frenay ,&nbsp;Magali Paquot ,&nbsp;Pauline de Montpellier ,&nbsp;Valérie Swaen","doi":"10.1016/j.compedu.2025.105342","DOIUrl":"10.1016/j.compedu.2025.105342","url":null,"abstract":"<div><div>The analysis of learners' discussions in the forums of massive open online courses (MOOCs) often prioritises the socio-cognitive processes that learners mobilise to construct knowledge. This study goes beyond the analysis of process to study the knowledge constructed. We examine learners' MOOC forum discussions (<em>N</em> = 300) to uncover the potential dialogues that emerge and identify the key features of the concepts discussed. All discussions centre on essentially contested concepts (ECCs). To analyse learners' discussions, we introduce and evaluate a novel analytical model. Using a case-study approach, we applied our Learners' Online Discussions Analysis Model (LODAM) to analyse learners’ discussions across two MOOCs. Discussions are analysed in relation to the pedagogical design of the forums. In addition, we employ a corpus linguistic technique to study the key features of the ECCs discussed. Results show that learners do not engage in competition when discussing the key contested features of ECCs. Instead, discussions are characterised by collaboration and explanation. Furthermore, specific features are regularly discussed whereas others are largely ignored. To some extent, the design of the forums can help learners engage in collaboration. This study offers new insights into the construction of conceptual knowledge in MOOC forums. This study also illustrates how computational tools and frameworks like LODAM can help to enhance the pedagogical design of technology-enhanced learning environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105342"},"PeriodicalIF":8.9,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947150","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":"The effects of generative AI agents and scaffolding on enhancing students’ comprehension of visual learning analytics","authors":"Lixiang Yan ,&nbsp;Roberto Martinez-Maldonado ,&nbsp;Yueqiao Jin ,&nbsp;Vanessa Echeverria ,&nbsp;Mikaela Milesi ,&nbsp;Jie Fan ,&nbsp;Linxuan Zhao ,&nbsp;Riordan Alfredo ,&nbsp;Xinyu Li ,&nbsp;Dragan Gašević","doi":"10.1016/j.compedu.2025.105322","DOIUrl":"10.1016/j.compedu.2025.105322","url":null,"abstract":"<div><div>Visual learning analytics (VLA) is becoming increasingly adopted in educational technologies and learning analytics dashboards to convey critical insights to students and educators. Yet many students experienced difficulties in comprehending complex VLA due to their limited data visualisation literacy. While conventional scaffolding approaches like data storytelling have shown effectiveness in enhancing students’ comprehension of VLA, these approaches remain difficult to scale and adapt to individual learning needs. Generative AI (GenAI) technologies, especially conversational agents, offer potential solutions by providing personalised and dynamic support to enhance students’ comprehension of VLA. This controlled lab study investigates the effectiveness of GenAI agents, particularly when integrated with scaffolding techniques, in improving students’ comprehension of VLA. A randomised controlled trial was conducted with 117 higher education students to compare the effects of two types of GenAI agents: <em>passive agents</em>, which respond to student queries, and <em>proactive agents</em>, which utilise scaffolding questions, against standalone scaffolding in a VLA comprehension task. The results show that passive agents yield comparable improvements to standalone scaffolding both during and after the intervention. Notably, proactive GenAI agents significantly enhance students’ VLA comprehension compared to both passive agents and standalone scaffolding, with these benefits persisting beyond the intervention. These findings suggest that integrating GenAI agents with scaffolding can have lasting positive effects on students’ comprehension skills and support genuine learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105322"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881733","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 reality based executive function training in schools: The impact of adaptivity on executive function and motivation","authors":"Susan Hindman,&nbsp;Rachel King,&nbsp;Antonina Pereira","doi":"10.1016/j.compedu.2025.105344","DOIUrl":"10.1016/j.compedu.2025.105344","url":null,"abstract":"<div><div>Executive function (EF) is a skill that is essential in many aspects of daily functioning and as such is a pertinent target for cognitive training protocols. With current findings about EF training being inconsistent, work is now needed to understand the core components that ensure successful training. A key component that is often cited as essential, but which lacks solid empirical justification is training adaptivity, which is thought to improve participant motivation and support engagement. Therefore, the present study aimed to explore the relationship between adaptivity and motivation, in virtual reality (VR) based EF training with primary school-aged children. Sixty participants were allocated to one of three conditions: VR adaptive training, VR non-adaptive training, and a passive control group. Training in VR conditions consisted of 12 15-min sessions, delivered over 4 weeks and was delivered using the cognitive training game Koji's Quest, developed by NeuroReality. All participants completed EF tests at pre- and post-time points. Participants in the VR conditions also completed motivation measures after the training. Results suggest that the adaptive training might influence the switching response over time, but further analyses did not confirm significant differences, possibly due to the small sample size and the high scores variability. Although no differences were observed on the quantitate measures of motivation, qualitative feedback did indicate that perhaps motivation may have been a contributing factor. Results provide initial evidence that short term VR cognitive training may be effective in improving cognitive flexibility in primary aged children, however due to the small sample size and high variability, results are tentative, and further research is necessary. Findings are discussed in terms of the implications for educational application.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105344"},"PeriodicalIF":8.9,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143881926","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":"L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience","authors":"Kuo-Wei Kyle Lai,&nbsp;Hao-Jan Howard Chen","doi":"10.1016/j.compedu.2025.105343","DOIUrl":"10.1016/j.compedu.2025.105343","url":null,"abstract":"<div><div>Digital game-based language learning (DGBLL) has demonstrated potential in enhancing language acquisition. This study examines the effectiveness of the commercial off-the-shelf (COTS) game Return to Monkey Island in improving vocabulary learning among Taiwanese EFL learners, with a focus on the effects of individual versus paired gameplay. Addressing a gap in existing research, this study evaluates the impact of individual versus paired gameplay on vocabulary learning, with a focus on word exposure frequency, distribution of occurrence, word level, and word salience. Seventy-nine university freshmen participated in this mixed-methods study, which employed vocabulary pretests, immediate and delayed posttests, including both vocabulary translation tests and Productive Vocabulary Levels Tests (PVLT) to assess receptive and productive vocabulary knowledge. Participants’ attitudes were evaluated using a modified Technology Acceptance Model (TAM) questionnaire, and semi-structured interviews provided qualitative insights.</div><div>Both gameplay groups showed significant vocabulary improvement, with the paired group outperforming the individual group in both immediate and delayed tests. Word frequency and salience were key predictors of vocabulary learning in the individual group, while salience was the main predictor in the paired group. Positive attitudes towards collaborative gameplay were noted, with interviews highlighting the added value of peer interaction in enhancing vocabulary learning. These findings suggest that integrating COTS games with a mix of individual and collaborative activities can optimize language learning.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105343"},"PeriodicalIF":8.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878601","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":"Online homework time, time management, and procrastination: A person-centered approach","authors":"Jianzhong Xu","doi":"10.1016/j.compedu.2025.105341","DOIUrl":"10.1016/j.compedu.2025.105341","url":null,"abstract":"<div><div>This study employed a person-centered perspective to uncover latent profiles defined by online homework time, time management, and procrastination. Involving 232 undergraduates, we identified five distinct profiles: <em>Minimalists</em>, <em>Efficient Learners</em>, <em>Chaotic Overworking Learners</em>, <em>Moderate Learners</em>, and <em>Hardworking Learners</em>. The results showed that gender was unrelated to profile membership. Profile membership, however, was significantly related to both online homework completion and online homework disaffection. <em>Efficient Learners</em> and <em>Chaotic Overworking Learners</em> reported significantly higher online homework completion compared to <em>Moderate Learners</em>, <em>Hardworking Learners</em>, and <em>Minimalists</em>. Moreover, <em>Efficient learners</em> reported the lowest levels of online homework disaffection among all profiles. Educational and research implications are discussed based on these findings.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105341"},"PeriodicalIF":8.9,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using virtual reality for enhancing neuroanatomy learning by optimizing cognitive load and intrinsic motivation","authors":"M. Poupard ,&nbsp;F. Larrue ,&nbsp;M. Bertrand ,&nbsp;D. Liguoro ,&nbsp;A. Tricot ,&nbsp;H. Sauzéon","doi":"10.1016/j.compedu.2025.105332","DOIUrl":"10.1016/j.compedu.2025.105332","url":null,"abstract":"<div><div>This research investigates the effectiveness of virtual reality (VR) in enhancing neuroanatomy learning among medical students, focusing on optimizing cognitive load, intrinsic motivation, and user experience. A total of 77 s-year medical students participated in the study, which compared traditional video-based instruction with three VR conditions: active, guided, and passive.</div><div>The results demonstrate that VR significantly improved anatomical learning performance compared to traditional methods, particularly in the passive and active conditions. VR also enhanced intrinsic motivation, reduced extraneous cognitive load, and increased germane cognitive load. Interestingly, the guided VR condition yielded the poorest learning performance, although differences between the VR conditions were not statistically significant. These findings suggest that higher interactivity is not inherently linked to better learning outcomes in VR-based education.</div><div>The study highlights the importance of balancing interactivity and cognitive load in the design of effective VR learning environments. Overall, VR holds strong potential as an educational tool, but its instructional design must be carefully tailored to support both motivation and cognitive efficiency. Future research should further examine the role of interaction modes and learner expertise in shaping the instructional effectiveness of VR.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105332"},"PeriodicalIF":8.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911876","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":"Enhancing teacher collaboration for technology integration: the impact of transformational leadership","authors":"Maria-Luisa Schmitz ,&nbsp;Chiara Antonietti ,&nbsp;Tessa Consoli ,&nbsp;Philipp Gonon ,&nbsp;Alberto Cattaneo ,&nbsp;Dominik Petko","doi":"10.1016/j.compedu.2025.105331","DOIUrl":"10.1016/j.compedu.2025.105331","url":null,"abstract":"<div><div>The study explored how school principals' transformational leadership impacts formal and informal teacher collaboration for technology integration. Goal clarity and the strategic importance of technology integration in Swiss upper-secondary schools were considered as mediators. Analyzing data from a survey of 2247 teachers using multilevel correlation and structural equation modeling (SEM) with cluster-robust standard errors, we found that principals’ transformational leadership is significantly and positively correlated with both formal and informal teacher collaboration, goal clarity, and strategic importance of technology integration. Further, SEM analysis revealed that transformational leadership has a significant, positive, and direct effect on formal collaboration but has only a significant indirect effect on informal collaboration. Moreover, the strategic importance of technology integration mediates the relationship between transformational leadership and formal collaboration as well as informal collaboration. However, goal clarity was only a significant mediator for the relationship between transformational leadership and informal collaboration. These findings suggest that for effective technology integration, school principals should prioritize transformational leadership to ensure a high strategic importance and goal clarity regarding technology integration which in turn have a positive impact on formal and informal collaboration.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105331"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870389","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":"Time matters in VR: Students benefit from longer VR class duration, but certain outcomes decline after 45 minutes, with large individual variance","authors":"Rabindra Ratan ,&nbsp;Qiyang Lin ,&nbsp;Chaeyun Lim ,&nbsp;Rinseo Park ,&nbsp;Alex Lover ,&nbsp;Eugy Han ,&nbsp;Dayeoun Jang ,&nbsp;Alex P. Leith ,&nbsp;Jeremy N. Bailenson","doi":"10.1016/j.compedu.2025.105328","DOIUrl":"10.1016/j.compedu.2025.105328","url":null,"abstract":"<div><div>Virtual reality (VR) is becoming increasingly feasible to replace or complement videoconferencing in remote education, but there is a gap in knowledge about how to structure these pedagogical experiences, especially in consideration of relevant theoretical factors, such as social presence and virtual meeting fatigue. The present research addresses this overarching question: How does integrating VR technology into remote education enhance student outcomes and what are the optimal pedagogical approaches to determining duration in VR? We conducted a longitudinal 15-week study with 30 students who completed 377 surveys across 22 meetings of a university class taught via a combination of videoconferencing and VR. Compared to videoconferencing, VR duration provided more social presence with instructors and peers, both of which were associated with subjective benefits of the class (e.g., perceived learning, competence, enjoyment). However, the benefits for peer social presence and perceived competence began to decline after about 45 min of VR duration (with large variability between students), potentially because VR duration increased meeting fatigue. Further, peer social presence was related more strongly to VR duration than instructor social presence, while instructor social presence was related more strongly to perceived learning than peer social presence. These findings suggest a nuanced theoretical and pedagogical understanding of how to integrate VR technology into remote education. Class time spent in VR likely leads to a net benefit despite meeting fatigue, but instructors should keep VR duration low (∼45 min) until students gain familiarity, offer alternative modes of access to classes in virtual worlds, and utilize socially engaging pedagogies.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"235 ","pages":"Article 105328"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935432","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}