Journal of Computer Assisted Learning最新文献

{"title":"Let's Play and Learn: A State-of-the-Art Review on Gamification-Based Learning With a Bibliometric Analysis in the Higher Education Institutions","authors":"Muhammad Ashraf Fauzi,&nbsp;Zuria Akmal Saad,&nbsp;Muhammad Ariff Aripin,&nbsp;Noraina Mazuin Sapuan","doi":"10.1111/jcal.70029","DOIUrl":"https://doi.org/10.1111/jcal.70029","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background Study</h3>\u0000 \u0000 <p>Gamification is an effective and interactive approach to engaging students in teaching and learning. As digital technology develops, higher education institutions (HEIs) must embrace and keep pace with gamification for interactive teaching and learning approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The purpose of this study is to review gamification in HEIs based on a science mapping technique using bibliometric analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>A total of 1251 journal publications were retrieved from the Web of Science (WoS) and analysed using bibliometric analysis. Two analyses were applied: bibliographic coupling and co-word analysis to discover the knowledge structure of the subject within current research streams and future gamification trends.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The themes discovered relate to student engagement and motivation predictors toward gamification. Implications toward practice and pedagogical approach were discussed toward student-instructor implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Implications include the design and development of the gamification approach and the pedagogical strategies during the pre-game, game and post-game stages to achieve the best gamification experience. Furthermore, the gamification approach should be viewed and developed by policymakers and stakeholders to create an atmosphere that can cater to gamification in HEIs educational curriculum development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143909327","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 Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward","authors":"Seyyed Kazem Banihashem,&nbsp;Dragan Gašević,&nbsp;Omid Noroozi","doi":"10.1111/jcal.70056","DOIUrl":"https://doi.org/10.1111/jcal.70056","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While formative assessment is widely regarded as essential for improving teaching and learning, it remains difficult to operationalize due to systemic misalignment with other instructional practices, limited teacher capacity, low feedback quality, inferential uncertainty, domain-general approaches, and validity concerns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This editorial introduces a special issue that critically examines how learning analytics can contribute to advancing formative assessment by addressing persistent challenges in its design and implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The twelve studies featured in this issue demonstrate several innovations such as adaptive feedback, multimodal analytics, predictive modeling, dashboard design, and evidence-centered assessment frameworks. Collectively, these studies demonstrate how learning analytics can enhance formative assessment by personalizing feedback, scaling dialogic feedback, understanding the nature of feedback, improving assessment validity, automating assessment, uncovering deeper learning patterns, and improving assessment alignment with instructional goals. However, the issue also highlights several underexplored gaps, including the limited disciplinary adaptation of analytics tools, a lack of ongoing student involvement in feedback design, insufficient attention to ethical concerns and the physiological and motivational dimensions of assessment, and a limited understanding of the role of emerging technologies, in particular, Generative AI (GenAI). This editorial argues for a more critical, inclusive, and context-sensitive approach to learning analytics in formative assessment—one that centers pedagogy, teacher and student agency, and long-term educational value. The contributions of this special issue lay essential groundwork for future research, policy, and practice aimed at transforming formative assessment through learning analytics.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904961","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 Feedback Providers' Positive Emotional Tone and Gender on Learning From a Multimedia Lesson","authors":"Yun Zhang,&nbsp;Fangzheng Zhao,&nbsp;Richard E. Mayer","doi":"10.1111/jcal.70052","DOIUrl":"https://doi.org/10.1111/jcal.70052","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background and Objective</h3>\u0000 \u0000 <p>The positivity principle states that students learn better from instructors who display positive rather than negative or neutral emotions in multimedia lessons (Lawson et al. 2021a). This study extends this work by exploring the role of affective and social cues displayed by feedback providers, such as their emotional tone and gender, on multimedia learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In this between-subject study, 160 college students received a five-section video lesson on human vision, with two practice questions inserted after each section. After each question, students received explanatory feedback videos presented by either a male or female feedback provider who displayed either positive or neutral emotion through gesture and voice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Students who received feedback from providers with a positive emotional tone rated the provider higher on perceived positive emotion, supportiveness and competence, as well as on their own feelings of positivity. However, the emotional tone of the feedback provider did not impact posttest scores. Additionally, female feedback providers were perceived to be more negative, less supportive and less competent than male feedback providers, but the gender of feedback providers had no effect on posttest scores.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study expands the positivity principle (Horovitz and Mayer 2021) and the cognitive-affective model of e-learning (Lawson et al. 2021a) by showing that positive emotional cues from feedback providers enhance learning, similar to the impact of the instructor's emotional cues in presenting the main lesson. These findings highlight the broader role of positivity in creating engaging and supportive multimedia learning environments across contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143897114","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":"Effect of Cultural Values on Students' Adoption of Social Media for Collaborative Learning","authors":"Irum Alvi,&nbsp;Hager Khechine","doi":"10.1111/jcal.70051","DOIUrl":"https://doi.org/10.1111/jcal.70051","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative learning, which emphasises cooperative group techniques, intersects with the evolving role of social media as a tool. Understanding how cultural values influence these dynamics is crucial for effectively integrating and utilising social media into collaborative learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This research aims to advance knowledge in collaborative learning by introducing a multidimensional approach to understanding the impact of espoused cultural values (ECV) on technology acceptance in the Indian context, using the unified theory of technology acceptance and usage (UTAUT) for collaborative learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study employed a multivariate data analysis approach using raw data collected through a convenience sampling technique from 250 engineering students in Rajasthan, India. The study investigated the influence of ECV treated as a higher-order construct, on effort expectancy (EE), performance expectancy (PE), social influence (SI), facilitating conditions (FC) and students' intentions to use Facebook for collaborative learning. The analysis was performed using the partial least squares structural equation modelling (PLS-SEM) method with SmartPLS v3.2.9.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The PLS-SEM analysis demonstrated significant impacts of ECV on EE, PE, FC and SI. To provide better insights, the lower-order constructs of ECV (i.e., uncertainty avoidance, power distance, masculinity/femininity and individualism/collectivism) that influenced the intent to use were also analysed. This research contributes to the understanding of factors that influence the adoption of collaborative learning tools and guides the development of tailored strategies for technology adoption.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892801","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":"Using Eye-Movement Modelling Examples With Reading Strategies to Improve Adults' Reading Performances of Illustrated Texts","authors":"Chao-Jung Wu,&nbsp;Chia-Yu Liu","doi":"10.1111/jcal.70037","DOIUrl":"https://doi.org/10.1111/jcal.70037","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although comprehending illustrated texts is essential, adult readers in this era may not have acquired reading comprehension strategies. Eye-movement modelling example (EMME) is promising for helping less-skilled learners master these strategies; however, its benefits for adults remain unknown. Another understudied factor in the EMME literature is readers' perceptions of persuasive reading comprehension strategies, which may affect their propensity to employ them while reading.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to determine whether the EMME we developed improves adults' reading comprehension accuracy and efficiency of illustrated texts when paired with reading comprehension strategy instructions, and to investigate readers' perceptions of the persuasiveness of reading comprehension strategies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The effects of combining EMME with instructions consisting of three reading comprehension strategies (EMME group; <i>n</i> = 54) on readers' reading comprehension were compared with those in a group that received instruction only (control group; <i>n</i> = 53). We also explored adult readers' perceptions of the persuasiveness of these strategies. Notably, our EMME came with a verbal explanation and consisted of a red dot overlaying the materials, representing the eye movements of the expert model while reading illustrated texts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings showed that the EMME group outperformed the control group in reading comprehension. Moreover, the EMME group finished the posttest more quickly than the control group. Most participants perceived making connections between texts and graphs as a persuasive strategy, creating mental images was proposed by fewer readers, and making connections within graphs was cited by even fewer readers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892802","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 Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self-Efficacy","authors":"Carl Boel,&nbsp;Tijs Rotsaert,&nbsp;Martin Valcke,&nbsp;Tammy Schellens","doi":"10.1111/jcal.70045","DOIUrl":"https://doi.org/10.1111/jcal.70045","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As immersive virtual reality (IVR) is increasingly being used by teachers worldwide, it becomes pressing to investigate how this technology can foster learning processes. Several authors have pointed to this need, as results on the effectiveness of IVR for learning are still inconclusive.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To address this gap, we first investigated the effect of adding generative learning strategies, that is, teacher-led instruction and class discussion, to an interactive immersive virtual reality learning experience on learning outcomes, in terms of procedural knowledge, self-efficacy, and intrinsic motivation. Next, we tested whether the sequencing of the additional classroom activities significantly affected the outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this value-added study, we adopted a quasi-experiment with three groups in a between-subjects design. The IVR serious game VRkeer, teaching middle school children how to ride a bicycle safely in traffic, was implemented during the study. The IVR-first group started with the IVR experience and received a more conventional lesson, in which the familiar teacher provided instruction on the topic and engaged students in critical thinking via class discussions using authentic traffic situations as case studies. The class-first group followed the reverse sequence, and the IVR-only group served as a control group with two times the IVR experience. 211 middle school students engaged in the experiment and were randomly assigned to one of the three groups, per class in their own classroom, taking ecological validity as a priority. Pre- and posttest scores were compared for procedural knowledge, self-efficacy, and intrinsic motivation (interest/enjoyment and value/usefulness).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results indicate an overall significant increase in all measures, except for intrinsic motivation. Between-groups results show that the class-first group outperformed the other groups in terms of knowledge gains and intrinsic motivation, but not in self-efficacy. Our findings have both theoretical and practical implications, which are discussed alongside study limitations and future research directions.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888993","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":"We Will Succeed: How Varying Success Expectancies and Socially Shared Regulation Shape Students' Collaborative Learning","authors":"Hanna Järvenoja,&nbsp;Tiina Törmänen,&nbsp;Marjo Turunen,&nbsp;Emma Lehtoaho","doi":"10.1111/jcal.70024","DOIUrl":"https://doi.org/10.1111/jcal.70024","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative learning offers benefits, but its potential is often undermined by motivational challenges. This study uses the situated expectancy-value theory to explore how students' expectancies for success relate to group-level regulation of learning during collaborative interactions. The study considers success expectancies both as a motivational condition for and a product of group-level regulation during collaborative learning. Success expectancies are examined both as a condition for and a product of regulated learning, influencing students' engagement in motivation regulation and being shaped by it in turn.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to understand the interconnection between group-level regulation and students' success expectancies during collaborative learning and how this sets the stage for learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Forty-eight eighth graders engaged in a four-phase collaborative science task in small groups. Video recordings captured the groups' regulation, and each member completed situational self-reports during different task phases. Stimulated recall interviews conducted after the task explored students' subjective justifications for variations in their situational expectancies for success. Employing multi-channel sequence mining and clustering with mixture hidden Markov models, the study identified two types of group-level regulation sequences: engaged in group-level regulation and occasional cognitive group-level regulation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed characteristics of group-level regulation sequences and showed that frequent engagement in cognitive and motivation regulation is associated with more positive success expectancies during and after the task. Success expectancies emerged as both a motivational condition and product of SSRL, correlating with task performance. Qualitative interview findings provided further insights into students' expectancies, shedding light on the motivational dynamics of collaborative learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143871857","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":"MathFlowLens Dashboard: Co-Designing Teacher Orchestration Tools to Engage in Discourse Around Students' Mathematical Strategies","authors":"Tamisha Thompson,&nbsp;Jennifer St. John,&nbsp;Siddhartha Pradhan,&nbsp;Erin Ottmar","doi":"10.1111/jcal.70025","DOIUrl":"https://doi.org/10.1111/jcal.70025","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Educational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process-based information about students' variable problem-solving strategies as they solve problems. Utilising design thinking and co-designing with teachers can provide insight to researchers about what educators need to make instructional decisions based on student problem-solving data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This case study presents a collaboration where researchers and teachers co-designed MathFlowLens, a teacher-facing dashboard that provides analytics and visualisations about students' diverse problem-solving strategies and behaviours used when solving online math problems in the classroom.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Over several sessions, teachers discussed, mocked up, and were provided with behavioural data and strategy visualisations from students' math problem-solving that demonstrated the variability of strategic approaches. Throughout this process, the team documented, transcribed, and used these conversations and artefacts to inform the design and development of the teacher tool.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865839","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":"Real Practice and Virtual Practice Improve Basketball Free Throwing Skill Learning in Female Students: Examining the Role of Concurrent and Delayed Feedback","authors":"Farzaneh Sheikhzadeh,&nbsp;Rasool Abedanzadeh,&nbsp;Eliot Hazeltine","doi":"10.1111/jcal.70034","DOIUrl":"https://doi.org/10.1111/jcal.70034","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Today, active video games, in which players' own body movements are used to control the avatar, can be used to teach students motor skills by providing concurrent feedback. The purpose of this study is to investigate the effectiveness of concurrent and delayed feedback on basketball free throw learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Thirty female students performed 10 trials of the free throw basketball (pre-test) in the real environment. Then, they were divided into three equal groups (concurrent feedback, delayed feedback and control group) by random assignment. Individuals in the concurrent and delayed feedback groups practiced 50 trials in each of four sessions over 2 weeks in a virtual and real environment in the acquisition phase. After the last acquisition session, the post-test, the retention test and the transfer test were performed for all three groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results of mixed ANOVA showed no significant difference between the delayed and concurrent feedback in acquisition, retention and transfer (<i>p</i>_<i>s</i> &gt; 0.05). Each of these methods was better than the control group in acquisition and retention (<i>p</i>_<i>s</i> &lt; 0.05).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>Therefore, it is suggested that teachers can use the concurrent feedback method and delayed video feedback.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865656","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":"Artificial Intelligence-Critical Pedagogic: Design and Psychologic Validation of a Teacher-Specific Scale for Enhancing Critical Thinking in Classrooms","authors":"Ali Alqarni","doi":"10.1111/jcal.70039","DOIUrl":"https://doi.org/10.1111/jcal.70039","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Critical thinking is essential in modern education, and artificial intelligence (AI) offers new possibilities for enhancing it. However, the lack of validated tools to assess teachers' AI-integrated pedagogical skills remains a challenge.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current study aimed to develop and validate the Artificial Intelligence-Critical Pedagogy Scale (AICPS) to measure teachers' ability to use AI in fostering critical thinking.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study was conducted in Saudi Arabia and consisted of two phases. Phase 1 involved item development through a literature review and semi-structured interviews with 17 secondary school teachers, leading to an initial pool of 100 items. After expert reviews and a pilot study, the scale was refined to 47 items. Phase 2 evaluated the psychometric properties of the scale through exploratory factor analysis (EFA), confirmatory factor analysis (CFA), exploratory graph analysis (EGA), reliability assessments and measurement invariance testing across gender. The final sample included 800 secondary school teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>EFA confirmed a four-factor structure with 39 items. The four factors were Competence in Creating Critical Thinking-Oriented Learning Environments (CCCTOLE), Ability to Provide Dynamic and Innovative Feedback (APDIF), Understanding and Interaction with Emerging Learning Technologies (UIELT) and Creativity in Designing Transformative Learning Activities (CDTLA). CFA demonstrated a good model fit (<i>χ</i>²/df = 3.24, RMSEA = 0.075, CFI = 0.916 and TLI = 0.909). EGA further supported the four-factor structure. Internal consistency was excellent, with Cronbach's alpha and McDonald's omega above 0.70 for all subscales. Measurement invariance testing confirmed that the scale functions equivalently across gender groups. The AICPS is a reliable and valid tool for assessing teachers' AI-based critical pedagogy skills. Its demonstrated gender invariance suggests its applicability across diverse educational contexts. This scale can guide future teacher training and policy decisions in AI-driven education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865655","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}