Journal of Computer Assisted Learning最新文献

{"title":"Mapping the Ecosystem of Resistance: Why Thai EFL Teachers Struggle to Adopt Informal Digital Learning of English","authors":"Santipap Upara,&nbsp;Ju Seong Lee","doi":"10.1002/jcal.70235","DOIUrl":"10.1002/jcal.70235","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Informal Digital Learning of English (IDLE) has become increasingly prevalent among EFL learners, yet its integration into formal instruction remains uneven.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Guided by an ecological framework, this study examines the barriers that Thai EFL teachers encounter when attempting to integrate IDLE into secondary school classrooms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Qualitative data (929 coded responses) were collected from 350 secondary school EFL teachers across 55 provinces, representing all six regions of Thailand.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Barriers were most commonly reported at the exosystem level (40%), including limited infrastructure, exam-oriented curricula, and heavy workloads. These constraints were accompanied by microsystem challenges (22%), such as variation in students' proficiency levels and concerns about classroom distraction, as well as mesosystem barriers (14%), including unequal access to technology at home and parental resistance. Individual-level factors (13%), such as limited confidence and reservations about digital learning, were also reported, alongside macrosystem influences (12%) related to traditional teaching norms. Reported percentages reflect descriptive prevalence rather than barrier severity or importance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest that teachers' decisions regarding IDLE integration are shaped largely by systemic and contextual conditions. Meaningful and sustainable integration may therefore depend on coordinated efforts that address institutional, curricular, and societal factors alongside targeted teacher support.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147707946","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":"Informal Digital Learning of English (IDLE) as an Innovative Pedagogy: A Catalyst for Holistic Language Development and Sustainable Global Impact","authors":"Ali Soyoof,&nbsp;Ju Seong Lee,&nbsp;Guangxiang Leon Liu","doi":"10.1002/jcal.70237","DOIUrl":"10.1002/jcal.70237","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Contributions in This Special Issue</h3>\u0000 \u0000 <p>The contributions to this special issue collectively demonstrate the conceptual breadth, methodological diversity, and global relevance of IDLE as an innovative pedagogy. Across diverse educational and sociocultural contexts, the included studies extend current understandings of IDLE by examining its intersections with learner psychology, digital equity, pedagogy, identity, and emerging forms of AI-mediated language learning beyond formal classrooms. Rather than reviewing individual articles in detail, this editorial synthesizes the shared intellectual directions that emerge across the collection, highlighting IDLE as a dynamic and context-sensitive form of learning that both complements and challenges traditional instructional paradigms.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Positioning IDLE Within the Sustainable Development Agenda</h3>\u0000 \u0000 <p>Building on the contributions, this editorial further positions IDLE within the broader framework of the United Nations Sustainable Development Goals (SDGs). Specifically, it conceptualizes IDLE as a micro-level, learner-driven practice with potential macro-level implications for sustainable development. Through its capacity to foster linguistic competence, digital literacy, and learner agency, IDLE may contribute to advancing key SDG priorities, including equitable access to quality education, social inclusion, and lifelong learning. In this sense, the special issue not only advances scholarship on IDLE but also foregrounds its relevance as a pedagogical and societal resource in addressing global challenges in an increasingly digitalized world.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708371","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":"Investigating the Link Between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration","authors":"Georgios Polydoros","doi":"10.1002/jcal.70233","DOIUrl":"10.1002/jcal.70233","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;Dyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles.&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;To examine pre–post changes following the integration of DragonBox (game-based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem-solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post-intervention performance patterns differ for the comorbidity group.&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;Single-group pre–post quantitative design in Grade 5 (&lt;i&gt;N&lt;/i&gt; = 80; Dyslexia &lt;i&gt;n&lt;/i&gt; = 44; Dyscalculia &lt;i&gt;n&lt;/i&gt; = 12; Comorbidity &lt;i&gt;n&lt;/i&gt; = 24). A 12-item math test (three domains) with parallel forms was administered pre/post. Reliability: &lt;i&gt;α&lt;/i&gt; = 0.85/0.82/0.87; EFA: 3-factor solution (68% variance). Analyses used Shapiro–Wilk, Levene, Welch's ANOVA with Games–Howell post hoc, and paired &lt;i&gt;t&lt;/i&gt;-tests with effect sizes and 95% CIs (&lt;i&gt;α&lt;/i&gt; = 0.05). Intervention: 8 weeks, two 30-min sessions/week integrating DragonBox and Khan Academy.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Results&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;All groups improved significantly (paired &lt;i&gt;t&lt;/i&gt;; Cohen's d: Dyslexia = 0.92; Dyscalculia = 0.90; Comorbidity = 0.85). Statistically significant improvements were observed over time across all groups. Post-intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games–Howell significant vs. both single-diagnosis groups). Numerical operations gains exceeded conceptual understanding.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Conclusions&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Findings indicate statistically significant improvements over time during the ICT-supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post-intervention mean performance alongside meaningful within-group gains, underscoring the need for multidimensional supports.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Implications for Practice&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;The results suggest that DragonBox may support conceptual introduction and may help reduce mathematics-related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorb","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 3","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147708337","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":"Promoting Interdisciplinary Learning With Generative AI Through Self-Regulated Scaffolding","authors":"Qi Xia,&nbsp;Yiming Yang,&nbsp;Wenlang Wang,&nbsp;Hongbiao Yin","doi":"10.1002/jcal.70214","DOIUrl":"10.1002/jcal.70214","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interdisciplinary learning in higher education is increasingly influenced by Generative AI (GenAI), which strengthens disciplinary foundations. However, effectively engaging students with GenAI to actively manage their learning processes while maintaining motivation and adaptability remains a significant challenge. Self-regulated scaffolding is recognised as an effective tool for helping students navigate the three phases of self-regulated learning (SRL): forethought, performance, and self-reflection. SRL is closely associated with the fulfilment of three basic psychological needs: autonomy, competence, and relatedness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study introduced a self-regulated scaffolding approach based on self-determination theory (SDT) and evaluated its effectiveness using a quasi-experimental design. The primary objective is to enhance students' self-efficacy, intrinsic motivation, and higher-order thinking skills by integrating these scaffolds into GenAI-supported learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The participants were 85 university students, including freshmen, sophomores, and juniors from the School of Arts and Design. The experiment involved three groups of students: the control group, the GenAI group, and the GenAI with scaffolding group. Pre- and post-tests and linear regression were conducted to assess the development of the students across the three groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Within-group analyses revealed that traditional learning methods without GenAI did not result in significant improvements, whereas the GenAI group exhibited statistically significant gains in intrinsic motivation, self-efficacy, creativity, and higher-order thinking skills. The GenAI with scaffolding group also exhibited significant improvements in critical thinking, computational thinking, and self-efficacy. Between-group analyses indicated that the presence of effective scaffolding (GenAI with scaffolding group) had a more positive impact on students' computational thinking and self-efficacy compared with the absence of effective scaffolding (GenAI group). These findings indicated that while GenAI was effective in improving educational outcomes, the incorporation of SDT-aligned scaffolding enhanced these benefits even further, which ultimately resulted in better and more enduring learning gains.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147299980","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":"Revolutionising Undergraduate Education Management: Pedagogical, Technological and Inclusive Approaches to Student Success","authors":"Sze Siufong,&nbsp;Ge Bin","doi":"10.1002/jcal.70209","DOIUrl":"10.1002/jcal.70209","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Improving undergraduate education management has emerged as a top priority in the rapidly evolving landscape of higher education. This research aims to investigate the impact of active learning techniques, technology integration, extracurricular involvement, assessment techniques and inclusive learning environments on academic performance, learning outcomes and student satisfaction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study adopted a mixed-methods research approach, combining quantitative and qualitative techniques to investigate how pedagogical strategies, inclusive learning and technology interact in undergraduate education management. Structured questionnaires were used to gather data from 354 students, and semi-structured interviews were conducted with 97 faculty members. SPSS was used to analyse the quantitative data, and NVivo was used to analyse the qualitative data.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quantitative data revealed that there are significant positive relationships between undergraduate education management and pedagogical strategies (<i>β</i> = 0.31, <i>p</i> &lt; 0.001), technology integration (<i>β</i> = 0.35, <i>p</i> &lt; 0.001), student engagement (SE) (<i>β</i> = 0.39, <i>p</i> &lt; 0.001), assessment methods (AM) (<i>β</i> = 0.27, <i>p</i> &lt; 0.001) and inclusive education (IE) (<i>β</i> = 0.32, <i>p</i> &lt; 0.001). Those findings are supported by qualitative data where faculty emphasised the effectiveness of active learning, formative assessment and digitally supported instruction in increasing engagement and learning consistency among diverse student groups.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Novelty</h3>\u0000 \u0000 <p>This study offers a comprehensive model for improving undergraduate education management by combining pedagogical, technological and inclusive educational practices. It highlights the complementary effects of these components.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147300011","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":"An Explainable AI Framework for Game-Based Assessment: From Model Tuning to Human Insights","authors":"Fan Zhang,&nbsp;Ningweiyi Zhang,&nbsp;Xinhong Zhang","doi":"10.1002/jcal.70203","DOIUrl":"10.1002/jcal.70203","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Games are one of the most popular activities that transcend cultures and ages. Game-based assessment (GBA) integrates game elements into the assessment of abilities, skills, or knowledge and has already been applied in education. However, the complex behavioural sequence data of GBA poses a challenge to the explainability of artificial intelligence (AI)-based models.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The objective of this research is to construct a deep learning framework for game-based educational assessment and transform model decisions into human-understandable educational insights through explainable AI technology, ultimately achieving precise prediction and intervention support for learners' learning states.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This paper proposes a Mamba-based explainable AI framework named MambaGBA for game-based education assessment. MambaGBA employs a Mamba State Space Model as backbone and integrates a cognitive science-inspired Episodic Memory Module to capture key behavioural patterns, aiming to predict learners' performance in GBA. Furthermore, an eXplainable Artificial Intelligence (XAI) analysis reveals MambaGBA model's decision-making logic.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Experimental results demonstrate that MambaGBA outperforms the baseline models in predicting student performance, including LightGBM, LSTM (Long Short-Term Memory), and transformer. XAI helps to distill the complex knowledge learned by models into insights and tools that human experts can understand. This study also develops a lightweight detector for identifying learners' struggling states based on MambaGBAs' interpretable insights. This study not only provides a high-performance and highly interpretable GBA framework but also offers a new theoretical perspective and practical evidence on how to apply XAI technology more meaningfully in education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147315576","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 Study of AI-Supported Cross-Cultural Learning and Its Influence on Cross-Cultural Understanding, Learning Behaviour and Writing Performance of Learners in Authentic Contexts","authors":"Wu-Yuin Hwang,&nbsp;Thi-Rin-Gan Nguyen,&nbsp;Rustam Shadiev","doi":"10.1002/jcal.70208","DOIUrl":"10.1002/jcal.70208","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Cross-cultural understanding is essential in education as learners increasingly engage with diverse cultural perspectives. Although artificial intelligence (AI) tools like contextual recognition and real-time feedback offer personalised and adaptive support for these tasks, few studies have explored their role in fostering cross-cultural understanding within authentic learning environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study focused on how AI supported effective learning about traditional foods and clothing from four ethnic groups: Indonesian, Thai, Vietnamese, and Chinese to promote cross-cultural knowledge and engagement in real-world contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A five-week quasi-experimental study was conducted with 25 graduate students (8 females, 17 males, aged 23–35) from four ethnic backgrounds: Indonesian, Thai, Vietnamese, and Chinese. All participants had advanced English proficiency and no prior cross-cultural learning experience. The AI X-Cultural App integrated six AI-supported features: authentic context recognition, sample sentence generation, scaffolding, inspirational question generation, feedback, and Q&amp;A to support cross-cultural writing tasks. Data were collected from pre/post essays, system interaction logs, and interviews to assess cross-cultural understanding, learning behaviours, and user perceptions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The study yielded three key findings. First, students showed significant improvements in cross-cultural understanding after engaging with the X-Cultural AI app. Second, students' use of AI-generated questions and Image-to-Text Recognition (ITR) features strongly correlated with enhanced writing performance. Finally, interview responses revealed that participants perceived the app as highly supportive in fostering their cross-cultural learning. These qualitative and quantitative results together indicate the strong potential of AI-supported tools to help learners connect prior knowledge with new cultural information in real-world, authentic learning contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147288342","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":"When Generative AI Meets Socratic Method: Investigating Programming Learning Dynamics Through Behaviours, Interaction Qualities and Perceptions","authors":"Dan Sun,&nbsp;Yi Zheng,&nbsp;Jie Xu,&nbsp;Zhanshan Yang","doi":"10.1002/jcal.70210","DOIUrl":"https://doi.org/10.1002/jcal.70210","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;The integration of generative artificial intelligence (GAI) tools like GPT into programming education offers transformative potential through personalised guidance and instant feedback, yet risks fostering overreliance and superficial learning due to their tendency to deliver direct, context-free answers.&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 quasi-experimental study addresses this gap by proposing a Socratic questioning framework to optimise GAI-facilitated programming instruction, emphasising critical thinking over passive solution retrieval.&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;We compared two pedagogical approaches: GAI-Scaffolded Learning (GSL), where GPT employs structured Socratic dialogue to guide problem-solving and GAI-Direct Learning (GDL), which provides immediate answers without guided inquiry. This research collected learners' programming behaviours, interactions data with GPT from screen recordings and platform log data and perceptions data. This research further utilised multiple learning analytics approaches (i.e., click stream analysis, lag-sequential analysis, epistemic network analysis [ENA] and statistics) to compare learners' programming behaviours, interaction patterns and perceptions under two approaches.&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;Through an analysis of 80 college students' programming behaviours, interaction qualities and perceptions, we found some intriguing results. First, GSL engaged in cyclical, reflective practices (debugging, Socratic questioning, console use), while GDL prioritised rapid fixes via trial-and-error with GPT code, risking superficial mimicry and over-reliance on external resources. Second, ENA highlighted GSL's deeper engagement through interconnected feedback, emotional support and iterative inquiry, reducing frustration and sustaining persistence and GDL interactions focused on surface-level queries, lacking scaffolding for emotional/heuristic integration. Third, GSL maintained positive attitudes due to structured prompts aligning expectations and easing cognitive load. GDL attitudes declined from mismatched expectations and frustration.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Implications&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;Based on these findings, the study proposes pedagogical and developmental implications for future design and development of AI-augmented curricula, providing actionable insights for educators seeking to harness GAI's p","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147288379","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":"Seductive Details Behind Hyperlinks—Harmful or Helpful for Learning?","authors":"Lisa Bender,&nbsp;Alexander Renkl,&nbsp;Katharina Scheiter,&nbsp;Juliane Richter,&nbsp;Alexander Eitel","doi":"10.1002/jcal.70205","DOIUrl":"10.1002/jcal.70205","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>According to the seductive-details effect, practitioners should avoid interesting but irrelevant adjuncts (e.g., fun facts, comics) in learning materials as they might increase extraneous cognitive load and thus hamper learning. As the digitalisation of learning continues to increase, the question arises as to whether this recommendation also applies to interesting but irrelevant hyperlinks that are often included in online materials.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>We investigated whether students perceive and use seductive details that appear behind hyperlinks differently compared to seductive details that are integrated in the learning material directly on the screen. We were assuming that students would (a) perceive hyperlink seductive details as less relevant than integrated seductive details and thus not be negatively affected in their cognitive processing (i.e., <i>informed use</i> of seductive details) and (b) use hyperlink seductive details to take a small break or for gratification, thereby supporting them in their persistent online learning (i.e., <i>needs-oriented use</i> of seductive details).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a 3 × 2-between-subjects study, participants (<i>N</i> = 165) worked online on a learning unit about chemistry models without seductive details or with them, either with explicit information about their irrelevance for the learning goal or without such explicit information. Moreover, we presented the details integrated in the learning material or as mouse-over hyperlinks.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Although students perceived hyperlink seductive details as less relevant than integrated details, their learning outcomes were still impaired when they did not receive an additional explicit irrelevance instruction. Hence, our study reveals no evidence that students use seductive details via hyperlinks differently from integrated ones, but instead that seductive details via hyperlinks should also be avoided.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147288378","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":"Sustained Idea Improvement: Validating a Conceptual Model for Knowledge Building in a Graduate Online Course","authors":"Huang-Yao Hong,&nbsp;Mei-Ju Chen,&nbsp;Chih-Hsuan Chang","doi":"10.1002/jcal.70211","DOIUrl":"10.1002/jcal.70211","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Working innovatively with ideas plays a vital role in knowledge creation, yet the processes underlying sustained idea development remain incompletely understood.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigated how a conceptual model of sustained idea improvement facilitated knowledge creation among graduate students in an online course aimed at developing their thesis proposals.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Through mixed-methods analysis of students' idea generation, online interactions and discourse patterns, the study examined knowledge-building dynamics in an online environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings suggest that the model of sustained idea improvement is effective in terms of guiding students in productive discourse that fosters the development of promising ideas for their thesis proposals. During the course, students progressively shifted their discourse from shallow sharing-oriented to in-depth elaboration- and synthesis-oriented moves, demonstrating an increasing capacity for deeper intellectual engagement. Guided by this model, the study underscores the importance of a balanced approach that incorporates dynamic discourse moves for effective knowledge building (KB) in graduate school education contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147288380","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}