Journal of Computer Assisted Learning最新文献

{"title":"Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking","authors":"Tsung-Yen Chuang,&nbsp;Szu-Kai Tsai,&nbsp;Yu-Hsuan Lu","doi":"10.1111/jcal.70141","DOIUrl":"https://doi.org/10.1111/jcal.70141","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on-site courses. While previous studies have focused on the advantages of Digital Game-Based Learning (DGBL) in CT education, there remains a lack of in-depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study employs a custom-made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi-experiment involving 40 participants, equally divided into a VR group (<i>N</i> = 20) and a PC group (<i>N</i> = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of ‘Interpretation’. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317307","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 Process of Undergraduates' Collaboration With a Generative Artificial Intelligence Chatbot: Insights From Conversation Content and Epistemic Network Analysis","authors":"Weipeng Shen,&nbsp;Xiao-Fan Lin,&nbsp;Jiachun Liu,&nbsp;Xinxian Liang,&nbsp;Ruiqing Chen,&nbsp;Xiaoyun Lai,&nbsp;Xinwen Zheng","doi":"10.1111/jcal.70140","DOIUrl":"https://doi.org/10.1111/jcal.70140","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Generative artificial intelligence (GenAI) chatbots extend transformative impact in higher education. Current research requires more comprehensive evaluations of the collaborative learning fostered by students and GenAI chatbots. However, existing articles have rarely explored the dynamic process of student–AI collaboration in higher education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to analyse and visualise the changes in the process of undergraduates' collaboration with a GenAI chatbot. The interaction patterns of the collaboration were explored under the perspective of social constructivist learning theory. The differences between student-AI interaction patterns at 5 time points (after 5 lessons) were further compared to show the dynamic collaboration process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A 9-week course was implemented for 40 Chinese undergraduates, who completed 5 rounds of collaboration with a GenAI chatbot named ERNIE Bot. Employing a designed coding scheme, a total of 6180 codes was collected from the conversation content of each round. Based on the interval data, content analysis and epistemic network analysis (ENA) were conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>First, undergraduates gradually became more active and targeted in their collaboration with the GenAI chatbot. Second, the focal points of their collaboration changed from “Comprehension” (the first–third lessons) to “Generation” (the third–fifth lessons), along with different interaction patterns. Notably, the interaction patterns changed more rapidly and prominently during the “Comprehension” phase than the “Generation” phase.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The findings contribute to understanding the social constructivist learning process within student-AI collaboration in higher education. Practical recommendations for students and educators were offered as well.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145317467","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":"Concept Maps as a Content and Language Integrated Learning Facilitator in Digital Gaming Contexts: Triangulated Evidence From Students' Learning Achievements, Perceptions and Behavioural Patterns","authors":"Shu-Fang Hsieh,&nbsp;Gwo-Jen Hwang","doi":"10.1111/jcal.70136","DOIUrl":"https://doi.org/10.1111/jcal.70136","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While both Content and Language Integrated Learning (CLIL) and Digital Game-Based Learning (DGBL) are widely recognised as effective methods to enhance bilingual education, their combination often leads to cognitive overload and fragmented learning experiences. In Taiwan's bilingual education context, where integrating English into subject teaching is a national priority, finding effective instructional models remains a critical issue. To address this, the present study introduces the Concept Map-Facilitated Content and Language Integrated Digital Gaming (CM-CLDG) model, aiming to enhance bilingual science learning for elementary students by embedding concept mapping into a digital role-playing game.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Although DGBL has demonstrated potential to increase motivation and engagement, prior studies suggest that without structured guidance, learning outcomes may vary. The CM-CLDG model was designed to scaffold knowledge construction and reduce cognitive overload by integrating concept maps directly into the gaming tasks. This study aims to evaluate the effects of the CM-CLDG approach on students' English and science learning achievements, motivation, flow experience, anxiety and behavioural patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A quasi-experimental design was adopted with 78 sixth-grade students from an elementary school in central Taiwan. Participants were divided into the CM-CLDG group and the conventional CLIL gaming (C-CLDG) group. Pre- and posttests, questionnaires, behavioural log analyses and interviews were conducted to collect triangulated data. Learning behaviours were examined using sequential analysis via GSEQ.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The CM-CLDG group significantly outperformed the C-CLDG group in both English and science achievements. Although no significant differences were found in motivation or anxiety, the C-CLDG group experienced greater flow. Behavioural analysis revealed that the CM-CLDG group exhibited more reflective, structured and strategic learning patterns. Interview findings supported these results, highlighting better memory retention and self-directed learning in the CM-CLDG group. These findings confirm that concept maps, when embedded in digital gameplay, can enhance bilingual learning outcomes and support more effective learning behaviours in CLIL-based educational games.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316843","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":"Boosting Student Engagement in STEM: Integrating Large Language Model-Based Virtual Agents Into Alternate Reality Games","authors":"Minkai Wang,&nbsp;Jingdong Zhu,&nbsp;Gwo-Jen Hwang,&nbsp;Shao-Chen Chang,&nbsp;Qi-Fan Yang,&nbsp;Di Zhang","doi":"10.1111/jcal.70139","DOIUrl":"https://doi.org/10.1111/jcal.70139","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>STEM education aims to develop innovation and problem-solving skills through interdisciplinary learning, yet struggles to foster student engagement and interdisciplinary thinking. Whilst alternate reality games (ARGs) can boost motivation via game-based problem-solving, integrating large language models (LLMs) remains underexplored. LLM-based virtual agents offer new opportunities for adaptive support.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate the effectiveness of an LLM-assisted ARG system (LLM-ARG) in enhancing academic performance, metacognitive awareness, and engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental study compared LLM-ARG with conventional ARG methods amongst primary school students. The experimental group used LLM-ARG with personalised virtual agent support, whilst the control group employed a conventional ARG with a traditional, rule-based virtual agent that offered only pre-scripted feedback. Data were collected through pre- and post-tests, metacognitive awareness questionnaires, and interaction logs. ANCOVA and correlation analyses were conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>LLM-ARG significantly improved learning achievements and metacognitive awareness compared to conventional ARG. High-frequency interactions promoted exploration but did not consistently enhance problem-solving, whilst low-frequency interactions led to higher success via goal-directed strategies. Metacognitive competence emerged as a key predictor of academic performance, highlighting the need to balance exploration with efficiency. This study demonstrates how LLM-driven scaffolding supports diverse learning strategies and promotes adaptive learning in STEM education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242855","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 Impact of a Digital Game on Spatial Reasoning for Elementary School Students","authors":"Di Liu,&nbsp;Linxuan Yi,&nbsp;Rui Kang","doi":"10.1111/jcal.70138","DOIUrl":"https://doi.org/10.1111/jcal.70138","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study incorporates digital games into mathematics classrooms to investigate their effects on fourth graders' spatial reasoning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participants were randomly assigned to the experimental group or the control group, with the experimental group using a blended learning approach and the control group still receiving regular instruction. Before and after four sessions of intervention, both groups took a pretest and a posttest on object observation and mental rotation skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The Analysis of Covariance (ANCOVA) results revealed that the experimental group showed significantly greater improvement in the two tasks compared to the control group, even after accounting for initial differences. Furthermore, the hierarchical linear regression results indicated that students' performance in the game was predictive of their performance in the object observation task.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>Overall, the results of this study highlight the potential of digital game environments in developing spatial reasoning. The incorporation of digital games into educational practice can be an effective way to develop and improve students' spatial reasoning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70138","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242873","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":"The Effectiveness of Technology-Supported Learning in Improving Students' Digital Literacy—A Meta-Analysis of 56 Experimental and Quasi-Experimental Studies","authors":"Jin Wang,&nbsp;Wenxiang Fan","doi":"10.1111/jcal.70137","DOIUrl":"https://doi.org/10.1111/jcal.70137","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;For students, digital literacy is an essential competency, and technology-supported learning has become one of the most crucial methods for developing students' digital literacy. However, no academic consensus exists regarding whether technology-supported learning is effective in improving students' digital literacy.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study conducts a meta-analysis to examine the effectiveness of technology-supported learning in improving students' digital literacy. In addition, the influence of moderator variables is tested. Examples of these variables include types of technology, ways of technology use, grade level, types of courses, learning environment, learning methods, duration and different digital literacy dimensions.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Methods&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This meta-analysis follows the guidelines outlined in the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). For the 56 studies that met the specified criteria, a random effects model and Hedges' &lt;i&gt;g&lt;/i&gt; are used to provide a comprehensive overview of the impact of technology-supported learning on students' digital literacy across different contexts. This study also uses a funnel plot, Begg's test and Egger's test to assess publication bias.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results and Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The findings show that: (a) Technology-supported learning has a large positive impact on students' digital literacy (&lt;i&gt;g&lt;/i&gt; = 0.612, &lt;i&gt;p&lt;/i&gt; &lt; 0.001). (b) Compared to GenAI, extended reality and digital platforms and applications are more effective in fostering digital literacy. (c) Compared to other ways of using technology, employing technology for digital creation and expression has the greatest effect in enhancing students' digital literacy. (d) Compared to other grade levels, technology-supported learning has the greatest effect in promoting kindergarten children's digital literacy. (e) Compared to other course types, technology-supported learning in interdisciplinary courses has the greatest effect in improving students’ digital literacy. (f) Compared to other contexts, technology-supported learning has the greatest effect in cultivating students’ digital literacy when implemented in a blended environment. (g) Compared to other learning methods, blended learning has the greatest effect in promoting students’ digital literacy when combined with technology-supported learning. (h) No significant difference exists in the impact of technology-supported learning on students’ digital literacy development across different intervention durations.&lt;/p&gt;\u0000 ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242875","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":"Demystifying School Leader Career Sustainability: The Role of Trust in Artificial Intelligence and Artificial Intelligence Collaboration","authors":"Masoumeh Kouhsari,&nbsp;Junjun Chen","doi":"10.1111/jcal.70135","DOIUrl":"https://doi.org/10.1111/jcal.70135","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The increasing integration of artificial intelligence (AI) in education has highlighted the need for research on its role in fostering career sustainability among school leaders. Existing knowledge lacks a comprehensive understanding of how trust in AI relates to school leaders' performance and well-being amidst rapid technological changes. This study addresses this gap.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research aims to explore the relationship between trust in AI, AI collaboration and career sustainability among school leaders.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A sample of 553 school leaders from China participated in the study. Utilising multigroup structural equation modelling, the research analysed the associations among trust in AI, task performance, creative performance and well-being, with the mediating role of AI collaboration across different career stages.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings suggest that trust in AI is positively related to task performance and well-being, particularly among novice and mid-career leaders. AI collaboration mediated the relationship between trust in AI and career sustainability across all career stages, highlighting the importance of fostering collaboration with AI in the educational setting in China to support school leaders' career sustainability.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242882","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":"Examining the Effectiveness of the Approach of Visual Metaphor Instructional Design for Management Education: A Multi-Aspect Theoretical View of Flow Experience and Perceived Task Value","authors":"Ying-Lien Lin,&nbsp;Wei-Tsong Wang,&nbsp;Shih-Ying Kuang","doi":"10.1111/jcal.70122","DOIUrl":"https://doi.org/10.1111/jcal.70122","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Visual metaphors (VMs) have gained significant attention from cognitive linguists for their ability to help learners understand linguistic structure. However, few studies have explored how incorporating a VM-supported instructional design can help instructors elucidate the abstract concepts of the business model canvas (BMC) to enhance student learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate undergraduate students' learning of the BMC via the use of instructional videos that incorporate VM procedures, animations, texts and drawings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study applies flow theory to the development of the proposed research framework, and a quasi-experimental design was employed with 185 student participants. Data collected from the participants via a survey, as well as pretest and posttest were analysed via partial least squares.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that VM-supported instructional design significantly impacted students' self-efficacy, flow experience, perceived task value and perceived learning performance. However, those variables had no significant impact on actual learning performance (i.e., actual knowledge gain).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The implications for theory and practice are discussed to offer valuable suggestions to instructors and researchers regarding the application of VM-based tools/procedures to the teaching tasks of the BMC or other management-related learning subjects.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242874","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":"Effects of Fatigue Detection With Adaptive Feedback on Sustained Alertness and Learning Outcomes in Video-Based Learning","authors":"Zeng-Wei Hong,&nbsp;Che-Lun Liang,&nbsp;Ming-Chi Liu","doi":"10.1111/jcal.70133","DOIUrl":"https://doi.org/10.1111/jcal.70133","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online video-based learning often leads to fatigue, which detracts from engagement and learning outcomes. Previous studies have examined monitoring mental states like attention through electroencephalography (EEG) headsets, but limitations such as high costs, discomfort, and limited scalability persist.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study evaluates the effectiveness of facial recognition technology in detecting fatigue levels during video-based learning. By using eyelid closure (PERCLOS) and mouth opening percentage (POM) indicators, it aims to provide adaptive feedback that supports engagement and reduces fatigue. Key research questions address the impact on learning outcomes, feedback accuracy, and technology acceptance across different learner groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Three groups were established in an experimental design: an experimental group receiving fatigue-responsive feedback, a control group with random feedback, and a second control group with no feedback. Post-experiment assessments measured learning outcomes, feedback accuracy, and technology acceptance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Findings reveal that adaptive, fatigue-based feedback significantly enhances engagement and learning outcomes compared to random or no feedback. The experimental group maintained higher alertness in learning, reflected in both quantitative data and learner feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Facial recognition technology offers a scalable and non-intrusive solution to address fatigue in video-based learning. Adaptive feedback based on real-time fatigue detection improves learners' sustained focus, suggesting practical applications for future online education initiatives. Further research is recommended to optimise feedback mechanisms and explore long-term impacts on learning efficacy.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 6","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145242883","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":"Playing With Emotions: Evaluating a Serious Game to Promote Parents' Emotional Competencies Within the Family Context","authors":"Maria Priego-Ojeda,&nbsp;Gemma Filella-Guiu,&nbsp;Núria Pérez-Escoda","doi":"10.1111/jcal.70126","DOIUrl":"https://doi.org/10.1111/jcal.70126","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Video games can be innovative, educational and therapeutic tools that have demonstrated positive outcomes in enhancing emotional skills. Many of these programmes have shown benefits in improving children and adolescents' emotional competencies, but there is a lack of research evidence on programmes that aim to intervene within the family context, putting the focus directly on parents.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The present study aimed to evaluate the efficacy of <i>Happy for Families</i>, a serious game developed to work on families' emotional competencies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 129 Spanish parents, aged 34–60 (83.7% women), were evaluated to explore pretest and posttest measures of the competencies of emotional awareness and regulation, cognitive emotion regulation strategies, parental stress and life satisfaction. Parents were divided into three groups: parents who played with their children (PC), parents who played alone (P) and a control group.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results evidenced that after the interaction with <i>Happy for Families</i>, the PC group reported increments in emotional awareness and regulation, as well as in the use of refocus on planning and positive reappraisal strategies compared to the P and the control group. No significant differences were found related to parental stress and satisfaction. Although future implementations of the video game would need to work on increasing the engagement of parents individually and not only in interaction with their children, these findings suggest that video games can be promising and easy-to-use tools to nurture parents' emotional competencies within the family setting.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70126","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145181545","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}