Journal of Computer Assisted Learning最新文献

{"title":"The Nexus of Innovation: Technological, Organizational, and Environmental Influences on VR Adoption in Libraries","authors":"Yuping Shao,&nbsp;Abdullah Al Mamun,&nbsp;Mohammad Nurul Hassan Reza,&nbsp;Qing Yang","doi":"10.1002/jcal.70355","DOIUrl":"https://doi.org/10.1002/jcal.70355","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Virtual reality (VR) technology offers immersive, interactive, and engaging educational experiences. It can significantly improve how well students understand and retain their learning for complex subjects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study explores the nexus of technological, organizational, and environmental factors influencing the readiness to adopt and the adoption of VR in academic libraries.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Drawing on the Technological-Organizational-Environmental model as the theoretical foundation, data were collected from 232 Chinese Higher Education Institutions (HEIs) using the stratified random sampling method and analysed using Partial Least Squares–Structural Equation Modelling.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Factors from all three categories, including perceived benefits, monetary resources, information and communication technology infrastructure, HEIs support, and market dynamics, had significant positive effects on VR technology readiness towards its adoption, whereas perceived complexity had a negative effect. Moreover, VR technology readiness was a significant mediator in the relationships between the factors and VR technology adoption. Control variables, including HEIs ranking and number of students, and the Importance-Performance Map yielded mixed results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This study is novel as it extends the investigation of VR adoption, which has been predominantly explored in commercial and industrial contexts, to the underexplored setting of academic libraries, particularly within the Chinese context. Additionally, by integrating VR technology readiness as a mediating variable, this study offers unique insights into technology adoption in academic libraries, thereby addressing critical research gaps. The findings can aid HEIs administrators, policy makers, and educators in planning, assessing, and implementing VR-based technologies, enabling them to gain a more comprehensive understanding of users' satisfaction and promote the sustained use of advanced VR systems.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205952","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":"Desktop Virtual Reality for Public First-Aid Training: Effects on Cognitive Load and Learning Outcomes","authors":"Yang Wang,&nbsp;Jiaqi Li","doi":"10.1002/jcal.70340","DOIUrl":"https://doi.org/10.1002/jcal.70340","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Public first-aid education must help learners apply procedural knowledge in emergencies, yet conventional instruction offers limited contextualized practice. Desktop virtual reality (DVR) can provide interactive, scenario-based learning, but evidence regarding its effects on cognitive load and cardiopulmonary resuscitation (CPR) knowledge is inconclusive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our study compared DVR-based and video-based CPR instruction in terms of learners' cognitive load and performance on CPR knowledge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eighty-four university students were randomly allocated to DVR or video instruction. Complete-case analyses included 64 participants (32 per condition) with valid cognitive-load, pre-test and post-test data. Between-group differences were examined using two-sided independent-samples <i>t</i>-tests and Mann–Whitney <i>U</i> tests; interviews with six DVR participants were analysed deductively to contextualize their experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The DVR group reported lower overall cognitive load (<i>p</i> = 0.010) and lower scores on both prespecified cognitive load dimensions, cognitive behavioural assessment (<i>p</i> = 0.033) and cognitive efficiency assessment (<i>p</i> = 0.015), than the video group. At post-test, DVR participants performed better on the four-item CPR detail set (<i>p</i> = 0.038), while the groups did not differ on basic items. The tested DVR condition, which combined signal guidance, spatial visualization, multisensory stimulation, self-paced progression, scenario simulation and prompt feedback, was associated with lower reported cognitive load and better performance on the CPR detail knowledge than video instruction, while performance on the basic knowledge did not differ. These findings support the use of DVR as a structured supplement to CPR instruction, enabling learners to rehearse spatial and procedural relations at their own pace and receive prompt feedback. They also suggest that designers should evaluate guidance, navigation, feedback and scenario features as an integrated instructional configuration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205536","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":"Beyond the Algorithm: Fostering Inclusive and Culturally Responsive Education for Multilingual and Multicultural Learners","authors":"Salma Waly","doi":"10.1002/jcal.70357","DOIUrl":"https://doi.org/10.1002/jcal.70357","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background of the Study</h3>\u0000 \u0000 <p>Artificial intelligence (AI) has transformed the way teaching and learning occur in formal and informal settings. Simultaneously, classrooms across global contexts continue to welcome students from various linguistic and cultural backgrounds due to the shifting global dynamics around us. With a wide range of AI platforms currently utilised worldwide, the question of whether AI is creating inclusive spaces for multilingual and multicultural students remains unanswered. AI tools can support multilingual and multicultural students by personalising learning journeys, enhancing efficiency and access to resources and differentiating instruction. Despite that, AI tools are influenced by social, cultural and institutional factors, and there is growing concern that AI might cause further inequalities among traditionally marginalised students, especially when dominant languages and cultures are privileged and algorithmic bias is embedded.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study critically examines the extent to which AI supports or undermines equity, diversity and inclusion in multilingual and multicultural educational settings, grounded in culturally responsive pedagogy, translanguaging theory and critical digital pedagogy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Utilising a systematic literature review informed by PRISMA guidelines, the study examines how AI use overlaps with issues of equity, diversity and inclusion in multilingual and multicultural settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings identified recurring concerns across literature related to monolingual design bias, cultural misrepresentation in AI-generated content, algorithmic representational harm and constraints on learner agency and access. These findings informed the development of the IHSAN Framework (Identity, Humanity, Safety, Access and Nuance), presented as a conceptual model in the Discussion.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The study recommends shared accountability among educators, AI developers, educational institutions and policymakers through culturally responsive AI design, equitable implementation practises and governance structures that protect linguistic diversity and learner access.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205336","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":"Retrieval-Augmented Lesson Generation With Large Language Models for Scenario-Based Tutor Training","authors":"Jionghao Lin,&nbsp;Sandy Yiyang Zhao,&nbsp;Ashish Gurung,&nbsp;Xianghui Meng,&nbsp;Kenneth R. Koedinger","doi":"10.1002/jcal.70343","DOIUrl":"https://doi.org/10.1002/jcal.70343","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>High-impact tutoring can improve student learning, but scaling tutoring programmes requires large numbers of novice tutors. Developing high-quality tutor-training lessons remains a key bottleneck.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study compared post-test performance after participants studied human-created or LLM-created tutor-training materials and examined whether immediate explanatory feedback moderated differences by lesson creation source (human-created vs. LLM-created).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a randomized eight-condition between-subjects experiment. Participants completed a source-matched pre-instruction practice assessment, studied a tutor-training lesson created by the same source, and then completed two fixed-order post-lesson assessments. The design compared lesson creation source, manipulated immediate explanatory feedback and counterbalanced the pre-instruction scenario form. Post-test performance was the mean proportion correct across the human-created and LLM-created post-lesson assessments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Average post-test performance was higher after the human-created lesson than after the LLM-created lesson, but this difference depended on feedback. The human-created advantage appeared in the no-feedback condition, whereas no statistically reliable lesson creation source difference was detected when feedback was provided. Feedback had no statistically significant overall main effect. The human-created lesson condition performed better on the human-created post-lesson assessment, while the LLM-created post-lesson assessment showed a small descriptive difference favouring the LLM-created lesson condition. Because pre-instruction performance differed by lesson creation source and scenario form, and because assessment source was confounded with fixed assessment order, the results do not isolate pure learning gains or establish a general transfer advantage.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146380","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":"The Effects of Bionic Reading on EFL Learners' Academic English Reading: Evidence From Behavioural and Eye-Tracking Studies","authors":"Yizhen Wang,&nbsp;Jinpeng Chen,&nbsp;Wei Zheng","doi":"10.1002/jcal.70354","DOIUrl":"https://doi.org/10.1002/jcal.70354","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Academic reading in a foreign language poses significant challenges, often increasing cognitive load and reducing reading efficiency. Bionic Reading (BR), a visual input enhancement tool, has emerged as a potential strategy to support readers by guiding the eyes through optimized text formatting. However, empirical evidence regarding the effects of BR on English as a Foreign Language (EFL) learners, particularly in the context of academic reading, remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the effects of BR on the academic reading performance and cognitive load of EFL learners with different proficiencies. Specifically, it explored BR's influence on behavioural reading measures and eye movement patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Two experiments were conducted. Experiment 1 assessed the impact of BR on behavioural outcomes, including reading comprehension accuracy, reading time, and cognitive load. Experiment 2 employed eye-tracking technology to examine the effects of BR on eye-tracking metrics such as fixation duration, regression path duration, and regression-out counts. Additionally, follow-up interviews were conducted to explore participants' perceptions and attitudes toward BR.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>BR significantly improved reading comprehension accuracy and reduced total fixation duration, regression path duration, and regression-out counts, indicating enhanced reading efficiency and reduced cognitive load. Interview findings revealed that most participants reported positive attitudes toward BR and expressed a willingness to integrate it into their future reading and language learning activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Digital tools like BR have great potential to enhance academic reading performance and reduce cognitive load among EFL learners. These results provide preliminary evidence for the development of personalized reading support technologies in language education and highlight BR's promise as a supportive aid for improving reading skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146345","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":"The Modality Principle in Immersive and Non-Immersive Virtual Reality: An Eye Tracking Study","authors":"Noé Monsaingeon,&nbsp;Stéphane Argon,&nbsp;Jean-Michel Boucheix","doi":"10.1002/jcal.70350","DOIUrl":"https://doi.org/10.1002/jcal.70350","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>According to the modality principle of the Cognitive Theory of Multimedia Learning, learning is better facilitated when visual content is accompanied by a vocal narration compared to text explanation. However, the application of this principle in immersive virtual reality (IVR) remains unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The present experiment aimed to evaluate the effect of immersion on the application of the modality principle by comparing desktop virtual reality with immersive virtual reality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 105 seventh-grade pupils, age from 12 to 13 years old, followed a 10-min system-paced lesson on forest development. The lesson was presented either in immersive virtual reality or in desktop VR, with limited and matched interactivity across media, and with verbal information delivered either as audio narration or on-screen text. Learning outcomes were assessed across factual knowledge, conceptual knowledge, comprehension, and knowledge transfer, along with eye movements, presence, and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results indicate modulated modality effect on factual knowledge and improved conceptual learning on the desktop VR compared to IVR, which can be explained by fewer visual fixations on relevant areas. Students reported improved germane cognitive load in IVR when texts accompanied the illustrations. The modality principle does not seem to apply in the same way depending on the degree of immersion. The content of a virtual reality lesson should be adapted according to the type of knowledge being sought.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146341","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":"Ethical Generative AI Use in Higher Education: An Action Research Study Using the Think Aloud Method","authors":"Suha Karaki,&nbsp;Sandra Baroudi","doi":"10.1002/jcal.70352","DOIUrl":"https://doi.org/10.1002/jcal.70352","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As generative AI becomes increasingly embedded in higher education, it presents significant challenges related to ethical use, academic integrity and students' potential over-reliance on AI-generated outputs. The Think Aloud method offers a pedagogical approach for making students' reasoning visible as they interact with generative AI tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This mixed-methods action research study explored the role of the Think Aloud method as a pedagogical intervention in supporting students' metacognitive awareness and ethical engagement with generative AI tools in a first-year entrepreneurship course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Data were collected through reflective journals, classroom observations and a post-intervention survey. The study involved 44 first-year undergraduate students, with 38 students completing the post-intervention survey. Qualitative data were analysed thematically, while survey responses were examined using descriptive statistics and an exploratory correlation analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings suggested that Think Aloud supported students' emerging awareness of prompt construction, verification practices and ethical decision-making when using generative AI. However, students' critical evaluation of AI-generated content often remained at a surface level, particularly among students requiring additional support. The study indicates that Think Aloud can make students' AI-related reasoning more visible and can support more intentional engagement with generative AI, but it should not be viewed as a stand-alone solution. Rather, it appears most effective when embedded within a broader pedagogical framework that includes AI literacy, prompt engineering, verification strategies and evaluative judgement. The study contributes classroom-based evidence on process-oriented approaches to ethical generative AI use in higher education and highlights the need for sustained instructional scaffolding to support deeper critical engagement with AI tools.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146379","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":"Constructing Selves in AI-Mediated Apprenticeship Learning: Students of Colour's Narratives of Agency, Recognition and Negotiation","authors":"Eugene Kwasi Gyekye","doi":"10.1002/jcal.70351","DOIUrl":"https://doi.org/10.1002/jcal.70351","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generative artificial intelligence (AI) is rapidly transforming computer-assisted learning, yet little is known about how students of colour engage with AI within authentic educational settings. Existing research has focused primarily on academic integrity, efficiency and technological adoption, with comparatively less attention to students' own experiences of AI-mediated learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examined how students of colour in online apprenticeship programs constructed narratives of agency, recognition and negotiation while engaging with generative AI and what these experiences reveal about AI-mediated learning within apprenticeship education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative narrative inquiry was conducted over 9 months with five secondary school apprentices participating in online placements across healthcare, government, finance, technology and public service. Data comprised repeated narrative interviews, classroom observations, digital artifacts and field notes, which were analyzed using manual narrative coding.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Three interconnected patterns emerged. First, students exercised agency by strategically using, refusing, verifying, revising and disclosing AI in ways that maintained authorship and credibility. Second, participants viewed AI as procedurally fair while also recognizing that generic responses often overlooked their cultural and linguistic identities. Third, students negotiated tensions between AI-generated outputs and institutional expectations through continual verification and adaptation, while proposing design features that would better support transparency, learning and equitable participation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that effective AI-mediated learning extends beyond technical proficiency to include learners' capacity to exercise agency, establish legitimate authorship and experience meaningful recognition within educational contexts. The study introduces Institutional AI Literacy and Recognition Bandwidth as interpretive concepts for understanding how students of colour navigate AI within apprenticeship learning and highlights the importance of designing AI systems that support transparent, equitable and culturally responsive learning experiences.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146217","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":"Learning Across Virtual and Real Bodies: Analysing Students Meaning Making of 3D Anatomy Models","authors":"Hans Christian Arnseth,&nbsp;Kenneth Silseth,&nbsp;Rolf Steier,&nbsp;Morgane Domanchin","doi":"10.1002/jcal.70346","DOIUrl":"https://doi.org/10.1002/jcal.70346","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>We explore how digital <i>three-dimensional</i> (3D) representations support students' rich, multimodal meaning making and embodied interaction with the physical and digital environment in the context of sports science. While research shows that 3D representations may improve students' understanding, we lack knowledge about how and why they support meaning making and learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Our primary objective is to provide a detailed analysis of how students make meaning of muscles and movement by combining digital 3D representations with other cultural tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We provide analyses of 3 dyads of upper secondary students' (16–17-year olds) collaborative problem solving. The pedagogical design emerged through teacher-researcher collaboration, and we apply interaction analysis to video data collected during its implementation. We used a sociocultural approach as an analytical framework focusing on learning as meaning making mediated by material and cultural tools.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We found that students shift between using the digital 3D representation and their own bodies as resources for meaning making about the human body conceived as both a biomechanical system and a lived experience. The mobilisation of a whole range of cultural resources as well as the teacher's facilitation enables the students to engage in rich meaning making of the human body and its functioning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149145936","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":"A Person-Centred Analysis of Experimentation Skills and Conceptual Understanding During Inquiry Learning","authors":"Yoana Omarchevska,&nbsp;Andreas Lachner,&nbsp;Leonie Sibley,&nbsp;Juliane Richter,&nbsp;Katharina Scheiter","doi":"10.1002/jcal.70349","DOIUrl":"https://doi.org/10.1002/jcal.70349","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Inquiry learning relies on students' engagement, which is driven by their cognitive and motivational characteristics. The role of student characteristics for inquiry learning has been sparingly investigated and mainly from a variable-centred perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>In contrast, this study employed a person-centred approach to investigate the conjoint influence of students' cognitive and motivational characteristics in relation to experimentation skills and conceptual understanding during guided computer-assisted inquiry learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Secondary school students (<i>N</i> = 110, <i>M</i>_age = 12.07) attended a lesson about photosynthesis and worked on a structured inquiry task individually. Students' cognitive and motivational characteristics were measured by their prior knowledge, self-concept, and interest in biology. Experimentation skills were measured by the proportion of controlled experiments that students conducted, and conceptual understanding comprised students' written argumentation and conceptual knowledge post-test scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We identified three distinct clusters, based on students' cognitive and motivational characteristics—Underestimating (high prior knowledge, low motivation), Struggling (low prior knowledge, low motivation), and Strong (high prior knowledge, high motivation). Although Struggling students conducted a significantly higher proportion of controlled experiments than Strong students, Underestimating and Strong students outperformed them in the conceptual knowledge post-test. We found no differences in argumentation quality. These findings suggest that highly guided tasks might not be equally suitable for students with different levels of interest, prior knowledge, and self-concept and attest to the benefits of using person-oriented methods. Furthermore, students' motivation needs to be considered together with their prior knowledge when designing guidance for inquiry learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 6","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70349","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146371","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}