Journal of Computer Assisted Learning最新文献

{"title":"A Bayesian Meta-Analysis of Digital Game-Enhanced Vocabulary Learning","authors":"Sofiya Shahiwala,&nbsp;D. R. Rahul","doi":"10.1002/jcal.70246","DOIUrl":"https://doi.org/10.1002/jcal.70246","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital game-enhanced vocabulary learning (DGEVL), referring to the use of commercial off-the-shelf games for vocabulary learning, has attracted growing scholarly interest. Although existing studies predominantly report positive effects, previous reviews have conflated different game types, restricted their scope or overlooked the processes that mediate learning outcomes. As a result, there is limited understanding of how and under what conditions DGEVL works, leaving gaps in theory and research practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to examine the effectiveness of digital game-enhanced vocabulary learning and identify the factors that facilitate or hinder its impact.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A meta-analysis of 12 studies (14 samples, 765 participants) was conducted using a Bayesian random-effects model to assess the overall impact of DGEVL. Subgroup analyses explored the influence of study, participant, intervention and assessment characteristics. To contextualise these findings, a systematic review of 25 studies, comprising 12 quantitative studies included in the meta-analysis and an additional 13 qualitative studies, was carried out, and a thematic analysis was conducted to construct a conceptual model of the learning process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>DGEVL demonstrates a strong positive effect on vocabulary learning (posterior median <i>g</i>_within = 1.11, 95% credible interval (CI) [0.62, 1.61]; <i>g</i>_between = 1.40, 95% CI [0.58, 2.25]), with substantial between-study heterogeneity (<i>τ</i>_within = 0.56, 95% CI [0.26, 1.00]; <i>τ</i>_between <i>=</i> 0.80, 95% CI [0.26, 1.68]). These effects vary depending on factors such as the length of the intervention, learner proficiency, and the type of game played. The cyclical model conceptualises vocabulary learning as a cyclical process shaped by gameplay, language interactions and metacognitive regulation. The study highlights the need for balanced assessment techniques, prolonged interventions, micro-longitudinal data collection, comparative designs and rigorous trials.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Shared Monitoring in Large Language Model (LLM)-Supported Online Collaborative Problem Solving for High-Cohesion and Low-Cohesion Groups","authors":"Xiaoyun Liu,&nbsp;Xu Du,&nbsp;Jui-Long Hung,&nbsp;Hao Li,&nbsp;Shuoqiu Yang,&nbsp;Yiqian Xie","doi":"10.1002/jcal.70249","DOIUrl":"https://doi.org/10.1002/jcal.70249","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Recent research increasingly highlights the central role of interventions in enhancing shared monitoring during collaborative problem-solving. However, traditional intervention approaches suffer from limitations in timeliness and adaptability. Large language model (LLM), equipped with deep semantic parsing and contextual perception, can dynamically detect latent challenges and provide targeted, timely, context-sensitive feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines how LLM-supported interventions affect group shared monitoring during dynamic CPS processes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study designed a collaborative problem-solving platform integrated with LLM, and 28 students from a university in China participated in CPS activities. Chi-square tests, conditional random fields, linear mixed models and correlation analyses were adopted to examine the changes in both monitoring behaviour and equality of monitoring participation in high-cohesion (HCGs) and low-cohesion groups (LCGs) after LLM-supported group metacognitive scaffolding (LLM-GMS) intervention, as well as their effects on collaborative performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results show that (1) LLM-GMS activated more socio-cognitive and behavioural monitoring in HCGs, whereas LCGs mainly exhibited heightened behavioural monitoring. (2) Descriptive analyses revealed divergent trends in monitoring participation equality across group types, with HCGs showing increased equality and LCGs exhibiting a decline. (3) In HCGs, socio-emotional monitoring was positively associated with collaborative performance, whereas participation equality and behavioural monitoring exhibited negative associations with collaborative performance. In contrast, among LCGs, behavioural monitoring was positively related to performance, whereas socio-cognitive monitoring was unexpectedly negatively associated with performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings highlight that LLM-GMS can be a valuable tool for supporting collaborative learning, but its effectiveness depends on group characteristics and its implementation approach.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Emotional Intelligence Through Generative AI-Supported Digital Storytelling: A Mixed Methods Study Using Epistemic Network Analysis","authors":"Gwo-Jen Hwang,&nbsp;Yun-Fang Tu,&nbsp;Yue-I Lin,&nbsp;Hsiu-Ling Chen","doi":"10.1002/jcal.70245","DOIUrl":"https://doi.org/10.1002/jcal.70245","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Social–emotional learning (SEL) has gained increasing attention in recent years due to its importance for students' emotional regulation, motivation and learning engagement. Digital storytelling (DST) has been widely recognised as a promising approach for supporting SEL; however, students often encounter challenges related to creative expression and technical execution during the storytelling process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Although DST holds considerable promise for supporting SEL, students often encounter challenges related to creative expression when using DST, which may limit their learning effectiveness. To address this issue, this study proposed a generative-AI (GAI)-supported DST approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A quasi-experimental design was adopted with 62 junior high school students. The experimental group (<i>n</i> = 30) learned using the GAI-DST approach, while the control group (<i>n</i> = 32) adopted a conventional DST approach. Quantitative data were collected through pre- and post-questionnaires on emotional intelligence and self-efficacy. Qualitative interview data were further analysed using epistemic network analysis (ENA) to explore students' learning perceptions and cognitive-emotional patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results showed that the GAI-DST approach significantly enhanced students' self-efficacy and the motivation dimension of emotional intelligence, while no significant differences were found in other emotional intelligence dimensions. The qualitative findings revealed that students in the GAI-DST group demonstrated a stronger orientation towards practice-based learning, tool-supported problem solving and emotional engagement, whereas students in the control group focused more on mastering basic skills. These findings suggest that the GAI-DST approach may exert selective effects on motivational and self-efficacy-related processes, rather than producing immediate, broad-based improvements across all dimensions of emotional intelligence. By conceptualising GAI as a mediational learning tool that supports mastery experiences and reflective interaction, this study provides a theoretically grounded explanation of how GAI can support SEL and offers suggestions for the design of AI-integrated instructional activities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Disciplinary and Educational Level Differences in AI-Mediated Informal Digital Learning of English (AI-IDLE): A Qualitative Epistemic Network Analysis","authors":"Chenghao Wang,&nbsp;Lanfang Sun,&nbsp;Jiahao Yan,&nbsp;Bin Zou","doi":"10.1002/jcal.70244","DOIUrl":"https://doi.org/10.1002/jcal.70244","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As generative artificial intelligence (GenAI) becomes more deeply integrated into AI-mediated informal digital learning of English (AI-IDLE), understanding how learners organise their acceptance of these tools is increasingly important. Existing research has largely relied on variable-centred approaches, offering limited insight into how acceptance beliefs are configured across learner groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines how learners' acceptance of GenAI beyond the classroom is structurally organised and how these configurations vary across educational levels and disciplinary backgrounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Grounded in the Integrated Model of Technology Acceptance (IMTA), the study employed Epistemic Network Analysis (ENA) to model four acceptance networks: overall IMTA, perceived enjoyment (PE), perceived usefulness (PU) and negative use experience. Semi-structured online interviews were conducted with 24 Chinese university students (BA, MA, PhD; humanities and social sciences, STEM) and theory-driven coding was used to construct and compare network structures.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed a developmental reconfiguration of acceptance. BA learners' IMTA networks were experience-oriented (PE, PEU), whereas postgraduate learners showed more utility-driven configurations integrating PU and behavioural intention. PE networks showed disciplinary differences and some developmental variation, shifting from accompaniment-centred structures towards confidence-oriented patterns. PU displayed the clearest educational differentiation, progressing from affordance-based evaluations to goal-aligned and critically engaged use. In contrast, negative-use networks showed structural stability across educational levels but differed by discipline. Overall, GenAI acceptance in AI-IDLE emerges as a developmentally structured and motivationally layered process rather than a static set of beliefs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ChatGPT As a Resource to Strengthen Mathematics Teaching and Learning: A Systematic Review","authors":"Chia Shih Su,&nbsp;Chuan Chih Hsu,&nbsp;José Alejandro González Campos","doi":"10.1002/jcal.70241","DOIUrl":"https://doi.org/10.1002/jcal.70241","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Since late 2022, the integration of generative AI, particularly ChatGPT, has rapidly expanded in mathematics education, creating a dynamic but heterogeneous research field that requires systematic synthesis regarding its pedagogical value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This review analyses scientific literature on ChatGPT in mathematics education to identify its applications, benefits, limitations and instructional projections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Following PRISMA guidelines, 54 peer-reviewed articles from Web of Science, Scopus and SciELO were analysed using deductive-inductive content analysis across methodological, pedagogical and impact dimensions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Analysis revealed methodological diversity, with predominance of qualitative approaches (33.3%) and concentration in higher education (35.2%) and teacher training (24.1%). Main applications included problem-solving support (46.3%), instructional material design (22.2%) and metacognitive scaffolding (14.8%). Benefits encompassed conceptual understanding enhancement (22.2%), metacognitive development (20.4%) and teacher professional growth (20.4%). Critical concerns centred on accuracy and reliability (46.3%), necessitating explicit verification protocols, AI literacy development (31.5%) and strong teacher mediation (27.8%).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>ChatGPT's educational value is contingent upon instructional design quality rather than tool capabilities. Effective integration demands AI literacy, structured tasks promoting mathematical validation, and pedagogical mediation that preserves disciplinary rigour and student autonomy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Pre-Service Teachers' Understanding of Quadrilaterals Through Wiki-Supported Collaborative Learning","authors":"Asuman Duatepe-Paksu","doi":"10.1002/jcal.70247","DOIUrl":"https://doi.org/10.1002/jcal.70247","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Pre-service mathematics teachers frequently struggle with understanding the definitions and hierarchical classifications of quadrilaterals, often misidentifying inclusive relationships. These misconceptions hinder their ability to teach geometry effectively and reflect gaps in both content knowledge and pedagogical readiness. While collaborative digital tools like wikis have demonstrated potential for fostering reflective and dialogic learning, their application in mathematics teacher education remains limited and underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate how a wiki-based collaborative learning environment could enhance pre-service teachers' conceptual understanding of quadrilaterals and inform the development of evidence-based instructional design principles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study adopted a three-phase Design-Based Research (DBR) methodology, comprising a pilot study and two iterative cycles, with 31 pre-service mathematics teachers participating (4 pilot, 8 Iteration 1, 19 Iteration 2). The intervention used a Moodle-based wiki in which participants collaboratively defined six quadrilaterals and determined instructional sequencing. Each phase involved designing wiki scaffolds, implementing the task, and analysing weekly wiki logs and interaction patterns to inform iterative refinements to task structure and scaffolding. Improvements were made on task design and scaffolding strategies between cycles considering wiki content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings indicate that wiki-supported collaboration progressively enhanced participants' definitional precision, engagement in hierarchical reasoning, and pedagogical content knowledge. Over time, learners shifted from exclusive to inclusive definitions, demonstrating advancement along van Hiele levels of geometric thinking. Despite persistent challenges such as uneven participation and limited multimodal representation, the study confirms the potential of wikis as social constructivist tools in teacher education and contributes practical design principles for integrating collaborative technologies into mathematics instruction.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of Digital Scaffolding on Students' Conceptual Knowledge of Radiation and Radioactivity","authors":"Pier T. Siersma,&nbsp;Adrie J. Visscher,&nbsp;Henk J. Pol,&nbsp;Hans Luyten,&nbsp;Wouter R. van Joolingen","doi":"10.1002/jcal.70248","DOIUrl":"https://doi.org/10.1002/jcal.70248","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teachers have their students practice physics problems both at home and in class. In class, the teacher provides students who need help with feedback. However, at home, students do not receive such feedback. A digital system that provides support outside the classroom could improve student performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to determine whether digital scaffolding can improve students' conceptual physics knowledge. The study addressed the topic of radiation and radioactivity, a secondary school physics subject that introduces many new concepts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved a double-blind, randomized controlled trial with a pre-test and a post-test. The Digi-Feedback web-based software was designed to provide students with digital scaffolding during all phases of problem solving, and Digi-Feedback kept logs of all student actions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Students' conceptual knowledge was enhanced by straightforward scaffolding, especially scaffolding that encouraged them to compare their solutions with worked examples. Immediate feedback played a crucial role here, as it helped to direct students towards correcting solutions real-time, enabling them to correct errors and reinforce understanding. This immediate feedback fosters a responsive learning environment, allowing students to explore complex concepts more effectively. They deepened their conceptual knowledge by studying a worked example when they had first developed their own solution. The findings indicate that easily applied digital scaffolding has the potential to increase students' conceptual knowledge without extra time investment from students and teachers. This method of digital scaffolding could potentially be applied in other STEM subjects as well.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?","authors":"Sebiha Balci,&nbsp;Bradley J. Morris","doi":"10.1002/jcal.70234","DOIUrl":"10.1002/jcal.70234","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Gamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Guided by self-determination theory, a gamified online learning environment was developed using TalentLMS. Participants (<i>N</i> = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correction to ‘What Drives GenAI Adoption in Informal Digital Learning of English (IDLE)?: Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy’","authors":"","doi":"10.1002/jcal.70239","DOIUrl":"10.1002/jcal.70239","url":null,"abstract":"<p>Wang, X., and L. J. Zhang. 2026. “What Drives GenAI Adoption in Informal Digital Learning of English (IDLE)?: Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy.” <i>Journal of Computer Assisted Learning</i> 42, no. 2: e70217. https://doi.org/10.1002/jcal.70217.</p><p>The article title contained an error. The acronym ‘IDLE’ should refer to ‘Informal Digital Learning of English’ instead of ‘Informal Digital Language Learning’.</p><p>The title was published as:</p><p>What Drives GenAI Adoption in <b>Informal Digital Language Learning (IDLE)</b>? Structural-Configurational Modelling of Extended UTAUT2 With GenAI Literacy</p><p>It should have been:</p><p>What Drives GenAI Adoption in <b>Informal Digital Learning of English (IDLE)</b>?: Structural-Configurational Modelling of Extended UTAUT2 with GenAI Literacy</p><p>The title has been corrected in the article. We apologize for the error.</p>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70239","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dialogue Through Play: Games as a Bridge for Citizen Engagement","authors":"Rebecca Harris,&nbsp;Paul Hollins,&nbsp;Anchal Garg,&nbsp;Pradeep Hewage,&nbsp;Paul Watson,&nbsp;Celestine Iwendi,&nbsp;Jude Ower,&nbsp;Joost Schuur","doi":"10.1002/jcal.70236","DOIUrl":"10.1002/jcal.70236","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Digital games are increasingly used as tools for civic and societal engagement, particularly to reach younger and digitally literate publics on complex issues such as climate change. While such approaches can facilitate large-scale participation and raise awareness, their capacity to support deliberative forms of civic engagement within real-world policy contexts remains insufficiently examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines whether and how survey-based engagement embedded within a commercial digital game can move beyond surface-level participation towards forms of engagement relevant to policy deliberation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The paper reports on an exploratory case study (GCS1) conducted within the GREAT project, in which a multiple-choice climate policy survey was embedded into a commercial multiplayer game. The design prioritised scale and accessibility over deliberative depth, enabling large-scale, anonymous data collection from a predominantly young and digitally literate population. Descriptive and inferential analyses were used to examine patterns of engagement and policy preferences across demographic groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The embedded survey achieved high levels of participation, demonstrating the feasibility of game-based data collection at scale and the potential of games to introduce climate policy issues to digitally engaged publics. However, expressed engagement and policy preferences did not provide evidence of deliberative reasoning, reflecting constraints associated with survey design, platform demographics and the absence of reflective or dialogic mechanisms. Game-based surveys are therefore best understood as complementary entry points for civic engagement rather than standalone tools for democratic deliberation, highlighting the need to integrate games within broader deliberative and institutional frameworks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147707944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}