Computers & Education最新文献_第9页

Comparing cognitive load during video versus traditional classroom instruction based on heart rate variability measures 基于心率变异性测量比较视频和传统课堂教学中的认知负荷

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-02-01 Epub Date: 2025-10-16 DOI: 10.1016/j.compedu.2025.105487

Enqi Fan , Matt Bower , Jens Siemon

{"title":"Comparing cognitive load during video versus traditional classroom instruction based on heart rate variability measures","authors":"Enqi Fan , Matt Bower , Jens Siemon","doi":"10.1016/j.compedu.2025.105487","DOIUrl":"10.1016/j.compedu.2025.105487","url":null,"abstract":"<div><div>This pilot study used heart rate variability (HRV) as an indicator of cognitive load to examine student engagement in the learning process. We investigated the dynamics of students' (N = 45, paired sample) cognitive load in classes with and without video tutorials and compared differences in cognitive load between development phases of lessons where students are acquiring new knowledge. The results of the study show that the average cognitive load of students is higher when using video tutorials than in classrooms without them. From the students' behavior, we can see that when using video tutorials, students frequently adjust their viewing strategies or take notes. In classrooms without videos, students are more easily distracted. This means that students mobilized more cognitive resources for effective learning while using video tutorials. In general, our results suggest that the use of video tutorials in the development phase of classroom can increase student effectiveness in learning new knowledge. This study provides new insights into the application of video tutorials as a form of computer-assisted instruction, highlighting the potential benefits of using dynamic cognitive load monitoring in real classroom environments.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105487"},"PeriodicalIF":10.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Co-constructing adaptive lesson plans with GenAI: Pre-service teachers' Intelligent-TPACK and prompt engineering strategies 与GenAI共同建构适应性教案：职前教师的智能tpack与即时工程策略

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-02-01 Epub Date: 2025-10-13 DOI: 10.1016/j.compedu.2025.105485

Ismail Celik , Sini Kontkanen , Jari Laru , Alanur Ahsen Dalyanci

{"title":"Co-constructing adaptive lesson plans with GenAI: Pre-service teachers' Intelligent-TPACK and prompt engineering strategies","authors":"Ismail Celik , Sini Kontkanen , Jari Laru , Alanur Ahsen Dalyanci","doi":"10.1016/j.compedu.2025.105485","DOIUrl":"10.1016/j.compedu.2025.105485","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) technologies present new opportunities for teachers to design adaptive and student-centered instruction. However, the educational value of GenAI depends not only on technical usage but also on teachers' ability to formulate pedagogically meaningful prompts. Prompting strategies are not isolated from teachers′ prior knowledge and skills. Less is known about how pre-service teachers′ AI-related knowledge influences prompt engineering strategies, in turn leading to meaningful adaptive lesson plans. Considering this gap, we design an instructional task for pre-service teachers to generate adaptive lesson plans with the help of GenAI. Prior to the task, we collected data about their AI-related skills, namely AI literacy and Intelligent-TPACK. The prompts were qualitatively analyzed based on the phases of the Knowledge Construction (KC) Framework. Then, we explored the pedagogical value of adaptive lesson plans through a rubric in terms of three indicators: student agency, adaptive strategies, and flexible tools. PLS-SEM analysis revealed that as long as pre-service teachers have AI-specific technological and pedagogical knowledge, they formulate higher phases of prompts based on the KC framework. Our analysis showed that prompts from higher phases generated more adaptive lesson plans in terms of student agency, adaptive strategies, and flexible tools. We also found an indirect effect of Intelligent-TPK on adaptive lesson plans. This study highlights that effective prompt engineering is a pedagogical act shaped by teachers’ knowledge, not merely a technical command. It also underscores the importance of embedding AI-specific pedagogical training in teacher education. By conceptualizing prompts as epistemic moves, we offer new insights into how teachers and GenAI can collaborate to produce responsive and inclusive learning experiences.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105485"},"PeriodicalIF":10.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Empowering bilingual teachers with dynamic GenAI: Adaptive design and implementation of multimodal instructional strategies 赋予双语教师动态基因：多模式教学策略的适应性设计与实施

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-02-01 Epub Date: 2025-10-24 DOI: 10.1016/j.compedu.2025.105490

Wen-Li Chang , Jerry Chih-Yuan Sun

{"title":"Empowering bilingual teachers with dynamic GenAI: Adaptive design and implementation of multimodal instructional strategies","authors":"Wen-Li Chang , Jerry Chih-Yuan Sun","doi":"10.1016/j.compedu.2025.105490","DOIUrl":"10.1016/j.compedu.2025.105490","url":null,"abstract":"<div><div>The study explores bilingual teachers' perceptions and applications of multimodal generative AI (GenAI)— including text generators, visual design tools, and feedback-driven writing assistants—within the context of adaptive instructional design aligned with the national bilingual policy. Within a design-based research framework, a one-semester teacher training course was structured into three stages: orientation, empowerment, and application. Hands-on workshops by a field expert were interspersed to accelerate the learning cycle toward systematic evaluation. The course concluded with a group retrospective interview to integrate an expert-led feedback loop for bilingual classrooms. Responses, paired with semester-end lesson plans, were analyzed to understand teachers' perceptions of multimodal GenAI in class design and their applications in teacher input, student output, and adaptive learning support. Findings reflect multimodal GenAI's potential to create personalized bilingual learning environments. Although teachers prioritize design for teaching over personalized learning and support, the technology—particularly dynamic GenAI for real-time feedback and learner adaptation—shows promise in optimizing bilingual classrooms. Future studies should highlight multimodal GenAI as a critical element of effective bilingual education while addressing the need to enhance teachers' AI literacy and instructional design expertise.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105490"},"PeriodicalIF":10.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145382974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media 高等教育中数字媒体使用的指导：文本抽象性对大学教师使用数字媒体的心理距离、兴趣和动机的影响

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-02-01 Epub Date: 2025-10-08 DOI: 10.1016/j.compedu.2025.105477

C. Matschke , M. Kehrer , K. Nieder-Steinheuer , A. Thillosen , J. Kimmerle

{"title":"Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media","authors":"C. Matschke , M. Kehrer , K. Nieder-Steinheuer , A. Thillosen , J. Kimmerle","doi":"10.1016/j.compedu.2025.105477","DOIUrl":"10.1016/j.compedu.2025.105477","url":null,"abstract":"<div><div>Research has demonstrated that the use of digital media has great potential to stimulate learning processes and outcomes, especially when purposefully combined with methods that require physical presence, such as in hybrid teaching and learning formats (HTLFs). But so far, the application of HTLFs in higher education does not tap the full potential. One reason is teachers' lack of knowledge and lack of time to acquire the didactical knowledge for digital media use in their teaching. As university teachers acquire their media competencies mostly autodidactically, providing instructions of HTLF on the internet is a pragmatic way to make information about digital media use in teaching accessible to teachers. It remains unclear, however, how instructions should be designed to have a positive impact on teachers' knowledge and application intentions. The current research investigates how the abstractness of HTLF instructions affect psychological distance, interest, self-efficacy, and motivation to apply digital media in teaching. In an experimental study with university teachers (<em>N</em> = 97), we manipulated the abstractness of a description of oral video exams. We found that concrete (compared to abstract) descriptions decreased the hypothetical distance to the method described, which, in turn, increased subsequent acceptance of further information on digital media in teaching, utility expectations, and behavioral intentions to use the method in one's own teaching. The present research demonstrates that even small measures, such as the purposeful design of an instruction, may contribute to setting off processes for the enrichment of teaching and learning methods at universities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105477"},"PeriodicalIF":10.5,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing an AI learning companion for mathematics problem solving in elementary schools 开发用于小学数学问题解决的人工智能学习伙伴

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-09-21 DOI: 10.1016/j.compedu.2025.105463

Bor-Chen Kuo, Zong-En Bai, Chia-Hua Lin

{"title":"Developing an AI learning companion for mathematics problem solving in elementary schools","authors":"Bor-Chen Kuo, Zong-En Bai, Chia-Hua Lin","doi":"10.1016/j.compedu.2025.105463","DOIUrl":"10.1016/j.compedu.2025.105463","url":null,"abstract":"<div><div>This study examined the impact of integrating the Taiwan Adaptive Learning Platform (TALP) with generative AI-based learning companion (TALPers) on fifth-grade students' mathematics learning performance. The integration was applied to both self-learning and remedial instruction, with both contexts incorporating Socratic dialogue and Pólya's problem-solving strategy. Results showed that video-based self-learning with TALPer support yielded the highest learning gains. In the remedial setting, students receiving TALPer support also demonstrated significantly better performance. Both approaches were particularly effective for low-achieving students. Lag Sequential Analysis (LSA) further revealed that high-achieving students engaged in more complex interaction patterns with TALPers, sustaining feedback cycles, whereas low-achieving students exhibited simpler interaction patterns. These findings provide empirical support for implementing AI-augmented learning systems in mathematics education and suggest that structured AI support can promote differentiated instruction and student engagement to help bridge achievement gaps.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105463"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145118929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis 高等教育中同步混合学习空间的形态——一种类型建构定性内容分析

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-08-16 DOI: 10.1016/j.compedu.2025.105440

Christina Hümmer , Regina Egetenmeyer , Lisa Breitschwerdt , Esther Oliver , Ramon Flecha

{"title":"Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis","authors":"Christina Hümmer , Regina Egetenmeyer , Lisa Breitschwerdt , Esther Oliver , Ramon Flecha","doi":"10.1016/j.compedu.2025.105440","DOIUrl":"10.1016/j.compedu.2025.105440","url":null,"abstract":"<div><div>Synchronous hybrid learning spaces are educational environments in higher education, in which students participate synchronously on-campus and online. To foster well-founded design decisions, this paper undertakes a systematisation of forms of synchronous hybrid learning spaces. To this end, interviews with 20 German lecturers from different higher education institutions and disciplines are analysed. Overall, three forms can be identified, which are named after their primary type of interaction and to which specific design requirements can be assigned to: (1) <em>Unidirectional synchronous hybrid learning spaces</em>, that represent a lecturer-centred format in which both online and on-campus participants primarily take on the role of passive listeners. In this form, no design approach specialised on hybrid implementation is needed. However, the media technology set-up must be geared towards the lecturer. (2) <em>Doubling synchronous hybrid learning spaces</em>, in which students are divided into participation-mode-related (online and on-campus) or location-based (course room A and course room B) groups. Interactions mainly take place within the individual groups, which is why group-specific methodical and media-related considerations must be employed. (3) <em>Reciprocal synchronous hybrid learning spaces</em>, in which translocal interactions take place between all participants. This requires not only a high level of methodical considerations and a participant-centred technological set-up, but also a great degree of dedication of students and their involvement in the design. The findings are of international relevance, as they demonstrate how different forms of synchronous hybrid learning spaces can be designed with varying degrees of available resources and despite facing structural and institutional resistance.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105440"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144900529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Structured briefing: Towards meaningful learning experiences with simulation games 结构化简报：通过模拟游戏获得有意义的学习体验

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-09-12 DOI: 10.1016/j.compedu.2025.105461

Maria Freese , Heide K. Lukosch

{"title":"Structured briefing: Towards meaningful learning experiences with simulation games","authors":"Maria Freese , Heide K. Lukosch","doi":"10.1016/j.compedu.2025.105461","DOIUrl":"10.1016/j.compedu.2025.105461","url":null,"abstract":"<div><div>Simulation gaming is an interactive method to simulate complex problems, allowing learners to experience, explore, and experiment with dynamic situations and processes. Simulation gaming sessions usually consist of three key phases – briefing, gameplay, and debriefing. Often, debriefing is seen as the most important part of such a session. Even though the briefing is supposed to have a similar significance as the debriefing, it is still an underrepresented, and underexplored phase in simulation gaming research. The briefing is in many cases the first point of contact between the facilitator(s) and the learner(s), and has an influence on the learning experience and outcomes. It is therefore important to understand how to implement a meaningful briefing to support the objectives of a simulation game. However, an agreed understanding of the briefing phase does not yet exist. To address this problem, we conducted a systematic literature review and analysed existing briefing approaches. The results show that the briefing phase within a simulation gaming session can be conceptualized along its structure and content, related both to the learner(s) and the facilitator(s). Furthermore, briefing can be differentiated into three phases: pre-, main-, and post-briefing. At all phases of the briefing, the facilitator is given a significant amount of responsibility for the success of the simulation gaming session. As conclusion, we propose a new briefing framework to be used by gaming researchers and practitioners to design and evaluate briefing activities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105461"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a human-robot collaborative teaching approach on preschoolers’ social-emotional competence and learning behaviors 人机协作教学方式对学龄前儿童社交情绪能力和学习行为的影响

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-09-30 DOI: 10.1016/j.compedu.2025.105469

Jian-Wen Fang , Ting-Ting Ji , Yun-Fang Tu , Gwo-Jen Hwang , Di Zou , Jing Chen

{"title":"Effects of a human-robot collaborative teaching approach on preschoolers’ social-emotional competence and learning behaviors","authors":"Jian-Wen Fang , Ting-Ting Ji , Yun-Fang Tu , Gwo-Jen Hwang , Di Zou , Jing Chen","doi":"10.1016/j.compedu.2025.105469","DOIUrl":"10.1016/j.compedu.2025.105469","url":null,"abstract":"<div><div>Preschoolers' social-emotional competence is key to their long-term academic success. Developing this competence requires meaningful social interactions and emotional support, which the conventional teaching (CT) approach may not fully provide. This study proposed a human-robot collaborative teaching (HRCT) approach to facilitate preschoolers' social-emotional learning (SEL). A human-robot collaborative teaching system was developed to foster preschoolers' social-emotional competence through collaboration between the humanoid intelligent robot and the teacher. To evaluate the effectiveness of this approach, 96 preschoolers with an average age of 4.6 years were recruited. Of these, 44 were randomly assigned to the experimental group, which utilized the HRCT approach, while 52 were assigned to the control group, which followed the conventional teaching approach. The results indicated that the experimental group outperformed the control group in terms of social interaction skills, emotion comprehension skills, and interpersonal problem-solving skills. Significant differences were also observed in the learning behaviors of preschoolers during activities related to social interaction, emotion comprehension, and interpersonal problem solving. Further analysis of the teacher's perceptions and reflections revealed that, despite some limitations of the robot, its anthropomorphic and embodied features effectively sparked preschoolers' interest and engagement. These features contributed to enhancing their social-emotional competence by simulating and practicing SEL processes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105469"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145217981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course 双模式聊天机器人中的学习者自主与模式选择：在线课程中学生的互动模式与学习效果

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-09-19 DOI: 10.1016/j.compedu.2025.105464

Songhee Han (한송희)

{"title":"Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course","authors":"Songhee Han (한송희)","doi":"10.1016/j.compedu.2025.105464","DOIUrl":"10.1016/j.compedu.2025.105464","url":null,"abstract":"<div><div>While educational chatbots are increasingly used in online courses, most research has focused on single-mode chatbots, with little attention to how students engage with multi-mode chatbots. Limited empirical studies have examined how students exercise autonomy when choosing between a general large language model (LLM)-based mode and a reference-based mode powered by retrieval-augmented generation (RAG). This study examines how students in a large-scale online course engaged with a dual-mode chatbot that allowed them to choose between general (LLM-based) and reference-based modes (LLM-RAG). Grounded in a conceptual framework linking learner autonomy, user factors, and learning outcomes, the study employed a mixed-methods explanatory sequential design using chatbot interaction logs, learning management system logs, server data, and survey responses. Findings showed that 41.3 % of the participants were unaware of or indifferent to using the mode selection feature despite each interaction beginning with a system-generated message explaining each mode's functionality. Among those aware, general mode users prioritized convenience and open-ended use, while reference-based mode users emphasized course-aligned assistance and demonstrated greater hyperlink engagement. Hyperlink use was positively correlated with social presence, teaching and cognitive presence, self-regulation, and perceived ease of use. Course completion showed a modest positive correlation with perceived ease of use but not with other variables. Interaction behaviors differed between the two chatbot modes, with exploratory and socio-emotional talk more prevalent in the general mode, and course-related sentence questions dominating the reference-based mode. These findings highlight the need for intentional design that fosters learner autonomy and aligns chatbot functionality with instructional goals.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105464"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145263659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tailoring educational support with graph neural networks and explainable AI: Insights into online learners' metacognitive abilities 用图形神经网络和可解释的人工智能定制教育支持：对在线学习者元认知能力的洞察

IF 10.5 1区教育学

Computers & Education Pub Date : 2026-01-01 Epub Date: 2025-09-06 DOI: 10.1016/j.compedu.2025.105452

Hongjiang Wang , Peiyu Chen , Jinwen Luo , Yunying Yang

{"title":"Tailoring educational support with graph neural networks and explainable AI: Insights into online learners' metacognitive abilities","authors":"Hongjiang Wang , Peiyu Chen , Jinwen Luo , Yunying Yang","doi":"10.1016/j.compedu.2025.105452","DOIUrl":"10.1016/j.compedu.2025.105452","url":null,"abstract":"<div><div>Metacognition—the awareness and regulation of one's thinking processes—plays a crucial role in self-regulated learning (SRL), yet traditional educational research methods struggle to capture how metacognitive abilities manifest in actual learning behaviors. While computer-assisted learning (CAL) environments offer rich opportunities to observe these processes in action, educational researchers have typically analyzed this data using approaches that fail to connect metacognitive abilities with the complex, sequential nature of SRL behaviors. Our study bridges this gap by examining how 49 university students' metacognitive abilities shaped their learning patterns over one semester. We introduced a novel methodological approach that transforms diverse digital traces into unified graph structures, allowing us to map connections between metacognitive abilities and the planning, monitoring, and evaluation phases of SRL. Using attributed graphs, we integrated both static indicators and sequential behavioral patterns to predict metacognitive abilities with significantly higher accuracy than traditional single-data approaches, including Long Short-Term Memory (LSTM), Recurrent Neural Networks (RNN), Artificial Neural Networks (ANN), and Random Forest (RF). Through Explainable AI techniques, we revealed that high-metacognitive learners exhibited comprehension-centered, goal-oriented strategies across learning phases, while low-metacognitive learners focused primarily on task completion with limited strategic planning. These insights enabled us to develop personalized metacognitive profiles that can guide targeted educational interventions. Our approach demonstrates how advanced analytical methods can transform educational data into meaningful insights about cognitive processes, offering educators new ways to understand and support students' metacognitive development.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"240 ","pages":"Article 105452"},"PeriodicalIF":10.5,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145020938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0