Computers & Education最新文献

{"title":"Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis","authors":"Thorsten Otto","doi":"10.1016/j.compedu.2025.105330","DOIUrl":"10.1016/j.compedu.2025.105330","url":null,"abstract":"<div><div>Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (<em>n</em> = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (<em>n</em> = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105330"},"PeriodicalIF":8.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870387","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":"Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation","authors":"Chenyu Hou ,&nbsp;Gaoxia Zhu ,&nbsp;Vidya Sudarshan ,&nbsp;Fun Siong Lim ,&nbsp;Yew Soon Ong","doi":"10.1016/j.compedu.2025.105329","DOIUrl":"10.1016/j.compedu.2025.105329","url":null,"abstract":"<div><div>Reliance on AI describes the behavioral patterns of when and how individuals depend on AI suggestions, and appropriate reliance patterns are necessary to achieve effective human-AI collaboration. Traditional measures often link reliance to decision-making outcomes, which may not be suitable for complex problem-solving tasks where outcomes are not binary (i.e., correct or incorrect) or immediately clear. Therefore, this study aims to develop a scale to measure undergraduate students' behaviors of using Generative AI during problem-solving tasks without directly linking them to specific outcomes. We conducted an exploratory factor analysis on 800 responses collected after students finished one problem-solving activity, which revealed four distinct factors: reflective use, cautious use, thoughtless use, and collaborative use. The overall scale has reached sufficient internal reliability (Cronbach's alpha = .84). Two confirmatory factor analyses (CFAs) were conducted to validate the factors using the remaining 730 responses from this activity and 1173 responses from another problem-solving activity. CFA indices showed adequate model fit for data from both problem-solving tasks, suggesting that the scale can be applied to various human-AI problem-solving tasks. This study offers a validated scale to measure students' reliance behaviors in different human-AI problem-solving activities and provides implications for educators to responsively integrate Generative AI in higher education.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105329"},"PeriodicalIF":8.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870388","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":"Listening to scientists in immersive videos: How levels of immersion and points of view influence learning experiences","authors":"Robin Wagner ,&nbsp;Georg Pardi ,&nbsp;Jennifer Müller ,&nbsp;Birgit Brucker ,&nbsp;Stefan Schwarzer ,&nbsp;Peter Gerjets","doi":"10.1016/j.compedu.2025.105326","DOIUrl":"10.1016/j.compedu.2025.105326","url":null,"abstract":"<div><div>Viewing scientific learning videos with head-mounted displays (HMDs) can facilitate authentic experiences that may otherwise be impossible to access in the real world, thereby potentially improving the way science content can be learned and how science and scientists are perceived. The rise in popularity of these immersive learning videos has prompted a need for a more profound comprehension of their presentation and design concerning their impact on user experience and learning. This lab study investigates how the reception of scientific learning videos is influenced by the level of immersion (LOI) using an HMD (conventional 2D video versus stereoscopic 360° video) and the point of view (POV) from which the presenting scientist is filmed (frontal versus lateral view). Participants (<em>N</em> = 78 university students) reported higher immersion, social and spatial presence, user engagement, parasocial interactions, situational interest, and more positive epistemically-related emotions after viewing the 360° videos. A frontal perspective on the presenting scientist led to higher experienced immersion, social and spatial presence, parasocial interactions, and situational interest than a lateral perspective. Additionally, when controlling for participants’ self-concept, a frontal perspective yielded better performances on learning retention tasks. Moreover, the eye-tracking analysis demonstrated that participants fixated longer on the presenting scientist when viewing her from a frontal rather than a lateral perspective. Regarding the perceived trustworthiness of the scientist, no differences were found between the conditions. These results imply that immersive learning videos presented in 360° and with a frontal perspective toward a lecturer can promote the reception of scientific content.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105326"},"PeriodicalIF":8.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874854","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":"Exploring learning effectiveness of integrating mixed reality in educational settings: A systematic review and meta-analysis","authors":"Tien-Chi Huang ,&nbsp;Cheng-Huan Chen ,&nbsp;Ching-Yun Tseng","doi":"10.1016/j.compedu.2025.105327","DOIUrl":"10.1016/j.compedu.2025.105327","url":null,"abstract":"<div><div>This study employed a systematic review and meta-analysis approach to retrospectively analyze the literature related to the application of mixed reality (MR) technology in education from 2009 to 2025. The goal of this study was to ascertain the developmental trends, advantages, and challenges of applying MR technology in current educational practice. It scrutinized the current status of MR technology in relation to education, explored factors influencing the learning effectiveness of students, and calculated the effect size of the impact of MR on learning effectiveness within educational settings. The criteria for inclusion and exclusion were established prior to the analysis, culminating in a comprehensive study and discussion of 124 selected papers. The selected literature was then systematically analyzed. To further clarify the key variables affecting the efficacy of MR in educational applications, thirty-two papers with complete and eligible experimental data were entered for the final meta-analysis. The results showed that the overall average weighted effect size <span><math><mrow><msub><mi>g</mi><mo>+</mo></msub></mrow></math></span> was 0.56 using a random-effects model, achieving a medium effect size standard. This encompassed 72 comparisons and involved 2251 students, with a 95 % confidence interval ranging from 0.28 to 0.85. This result indicates that educational contexts using MR technology were associated with higher learning outcomes compared to those using traditional teaching methods. Furthermore, an analysis of the moderating variables within the study revealed that the integration of MR technology in education is affected by three distinct variables: course learning duration, frequency of MR equipment usage, and presence or absence of teacher assistance during the research process. These variables exhibited significant differences that influenced the learning effectiveness. The study concludes with specific recommendations for the development of MR technology in educational contexts, in hopes that the findings will contribute valuable insights to the field.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105327"},"PeriodicalIF":8.9,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887510","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 role of teachable agents’ personality traits on student-AI interactions and math learning","authors":"Bailing Lyu ,&nbsp;Chenglu Li ,&nbsp;Hai Li ,&nbsp;Hyunju Oh ,&nbsp;Yukyeong Song ,&nbsp;Wangda Zhu ,&nbsp;Wanli Xing","doi":"10.1016/j.compedu.2025.105314","DOIUrl":"10.1016/j.compedu.2025.105314","url":null,"abstract":"<div><div>This study explores how the personality traits of pedagogical agents, particularly teachable agents, influence students' math learning experiences. Grounded in the Big Five personality traits framework, students were randomly assigned to tutor a teachable agent that either emphasized one of the five personality traits or did not emphasize a specific trait for mathematics problem-solving. Students interacted with agents of varying personalities across different problems, with each program featuring a single, designated personality for the teachable agent. Results indicate that openness-emphasis agents elicited more student explanations (i.e., cognitive engagement) than extraversion (<em>b</em> = 0.32, <em>p</em> &lt; .001) and agreeableness-emphasis agents (<em>b</em> = 0.28, <em>p</em> &lt; .001) during the teaching process. In contrast, extraversion-emphasis agents facilitated polite expressions (i.e., affective expressions) compared to conscientiousness-emphasis (<em>b</em> = 0.31, <em>p</em> = .002) and openness-emphasis agents (<em>b</em> = 0.29, <em>p</em> = .003). Similarly, students interacting with agreeableness-emphasis agents exhibited significantly more polite expressions than those engaging with conscientiousness-emphasis (<em>b</em> = 0.31, <em>p</em> = .002) and openness-emphasis agents (<em>b</em> = 0.29, <em>p</em> = .004). Additionally, non-personality-emphasis agents were more effective in fostering cognitive engagement, such as providing explanations, compared to agents emphasizing agreeableness (<em>b</em> = 0.29, <em>p</em> &lt; .001) and extraversion (<em>b</em> = 0.25, <em>p</em> &lt; .001). Furthermore, these non-personality-emphasis agents enhanced students' conceptual knowledge application more effectively than agreeableness-emphasis agents (<em>β</em> = −0.09, <em>p</em> = .04). These findings suggest that pedagogical agents do not necessarily need to rigidly embody a single personality trait to be effective. Instead, non-personality-emphasis agents that adapt their responses dynamically based on student interactions may better support learning in problem-solving contexts than emphasizing certain personalities. To optimize instructional effectiveness, pedagogical AI agents should be designed to align with diverse learning goals and adjust their responses flexibily to meet students’ needs. Future research should explore how adaptive pedagogical agents facilitate student engagement and learning across different educational contexts.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105314"},"PeriodicalIF":8.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890572","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":"Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives","authors":"Tino Endres ,&nbsp;Charlotte Vössing ,&nbsp;K. Ann Renninger ,&nbsp;Alexander Eitel ,&nbsp;Alexander Renkl","doi":"10.1016/j.compedu.2025.105313","DOIUrl":"10.1016/j.compedu.2025.105313","url":null,"abstract":"<div><div>Learners increasingly use digital devices such as laptops or tablets for studying. While these devices offer advantages, they also pose challenges. They present attractive alternative opportunities for learners, such as communication or entertainment opportunities that may distract from learning. Such alternatives increase demand for self-control, particularly over time. We investigated the potential of emotional design in learning materials to support self-control by triggering and maintaining situational interest, thereby reducing the mental load required for self-control. We hypothesize that emotional design becomes especially effective in distraction-prone learning situations, such as during extended learning durations or when attractive alternative opportunities are present. We employed a 2 × 2 × 2 mixed design, varying video design (neutral vs. emotional) and opportunity presentation (no opportunity vs. opportunity presented) as between-subjects factors, and learning phase (beginning vs. end of the video) as a within-subjects factor. Our participants (<em>N</em> = 144) learned from a 16-min video on photography. We assessed triggered and maintained situational interest, mental load, and learning outcomes. Emotional design interacted with the learning phase, enhancing learning outcomes particularly at the end of the video. This learning benefit was mediated by the development of situational interest and a reduction in mental load. The positive impact of emotional design on learning at the end of the video was significantly stronger when an alternative opportunity was present (three-way interaction). Emotional design seems to be particularly helpful when self-control demands are high. Such conditions include extended learning sessions, the presence of attractive alternatives, or situations where multiple self-control demands come together.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"233 ","pages":"Article 105313"},"PeriodicalIF":8.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845284","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":"Increasing knowledge about plasma and plasma donation through a serious game: Evidence from a mixed-method study","authors":"Alexandra Ciausescu ,&nbsp;Eva-Maria Merz ,&nbsp;Rene Bekkers ,&nbsp;Arjen de Wit","doi":"10.1016/j.compedu.2025.105325","DOIUrl":"10.1016/j.compedu.2025.105325","url":null,"abstract":"<div><div>Many European countries are facing plasma shortages, with lack of awareness and knowledge about plasma donation being a potential explanation for low donor numbers. One approach to increasing knowledge and awareness about plasma is through informal educational methods, such as serious games. We developed a serious game focused on plasma and plasma donation for children and adolescents (8–17 years) in the Netherlands and tested it with 636 participants in collaboration with the science museum NEMO Amsterdam. The effectiveness of the game was assessed by measuring the change in knowledge about plasma and plasma donation from open-ended questions in a pen-and-paper questionnaire participants completed before and after playing the game. A Wilcoxon Signed-Rank Test revealed an increase in knowledge after playing the game, demonstrating that the game effectively educates players about plasma donation. No statistically significant relationship was found between knowledge increase and sociodemographic characteristics, nor with gameplay experiences. For educators and game designers, our game shows that even simple game designs and mechanics can be effective in imparting knowledge, while also preventing disparities in learning outcomes with respect to age, gender, and technical skills in playing games. For researchers, our study paves the way for a new line of research into the application of serious games in healthcare beyond clinical contexts, such as disease prevention or management. Importantly, our study highlights the potential of serious games to foster knowledge about health-related prosocial behaviours, possibly inspiring future research evaluating their potential as innovative teaching methods to address critical public health issues.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"233 ","pages":"Article 105325"},"PeriodicalIF":8.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829556","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":"Chatbots in education: A systematic review of objectives, underlying technology and theory, evaluation criteria, and impacts","authors":"Tim Debets ,&nbsp;Seyyed Kazem Banihashem ,&nbsp;Desirée Joosten-Ten Brinke ,&nbsp;Tanja E.J. Vos ,&nbsp;Gideon Maillette de Buy Wenniger ,&nbsp;Gino Camp","doi":"10.1016/j.compedu.2025.105323","DOIUrl":"10.1016/j.compedu.2025.105323","url":null,"abstract":"<div><div>There is a growing body of literature on the development and use of chatbots in education. However, insights into the objectives, underlying technologies, theories, and criteria for developing and evaluating chatbots in education are lacking. This study presents a systematic review of 71 papers, identified through a thorough search in Web of Science and Scopus in October 2023, to understand, compare, and create a comprehensive overview of these elements. Papers were selected through a step-by-step procedure based on the guidelines of the PRISMA framework. The main results indicate that most chatbots in education are teaching-oriented and have increasingly been developed using chatbot builder platforms. However, many of these chatbots are integrated into educational settings without a solid theoretical foundation. Despite this, they are primarily evaluated based on perceptual factors and, in most cases, prove effective for their intended objectives. This review also identified a few limitations of the included studies, such as heterogeneity, publication bias, and focus on short-term impact. Overall, this review enhances our understanding of chatbots in education and provides valuable insight and guidance for educators, practitioners, and researchers.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"234 ","pages":"Article 105323"},"PeriodicalIF":8.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878600","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":"Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes","authors":"Brody Hannan ,&nbsp;Rebecca Eynon","doi":"10.1016/j.compedu.2025.105312","DOIUrl":"10.1016/j.compedu.2025.105312","url":null,"abstract":"<div><div>This study examines how the effects of school socioeducational advantage and rurality upon mathematics learning outcomes, are impacted by students’ usage of the ITS platform AdaptiveMath. Activity log data from the AdaptiveMath platform was merged with school sociodemographic data from the public MySchool database. The final analytic sample comprised of 66,451 Australian high school students across 304 schools in Years 7–10, who used the AdaptiveMath ITS platform in 2023. Structural Equation Modelling was employed to examine both the direct and indirect effects of school socioeducational advantage and rurality on student usage of the AdaptiveMath platform, and the resulting student learning outcomes.</div><div>This study finds marginal, but statistically significant relationships between ITS usage and learning outcomes, and the socioeducational advantage and rurality of a student's school. Students who are from more affluent and urban schools use the ITS platform earlier in their school career, for more years, and have higher learning outcomes than their rural, less affluent peers. Further, ITS usage was found to mediate the relationship between socioeducational advantage and rurality, such that it amplified the positive effects of socioeducational advantage, and the negative effects of rurality, upon learning outcomes.</div><div>The results suggest that introducing ITS platforms into Australian mathematics teaching will not reduce achievement gaps between affluent and disadvantaged schools. Rather, a Matthew Effect may be observed, whereby students attending privileged schools use ITS platforms more effectively, thereby contributing to an even greater disparities in learning outcome.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"233 ","pages":"Article 105312"},"PeriodicalIF":8.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845218","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":"Rapid in-class assessment of handwriting using a digital tablet: Multidimensional analysis of gender and socioeconomic status","authors":"Denis Pasco ,&nbsp;Erik Gustafsson ,&nbsp;Lucas Burget ,&nbsp;Thibault Asselborn ,&nbsp;Pierre Dillenbourg ,&nbsp;Consortium LaMue ,&nbsp;Marie Mazerolle","doi":"10.1016/j.compedu.2025.105311","DOIUrl":"10.1016/j.compedu.2025.105311","url":null,"abstract":"","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"232 ","pages":"Article 105311"},"PeriodicalIF":8.9,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785577","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}