Journal of Computer Assisted Learning最新文献

{"title":"Digital Competencies for Effective GenAI Use in Secondary Schools: A Longitudinal Exploration of Teachers' Perspectives and Classroom Practices","authors":"Liron Levy-Nadav,&nbsp;Tamar Shamir-Inbal,&nbsp;Ina Blau","doi":"10.1111/jcal.70123","DOIUrl":"https://doi.org/10.1111/jcal.70123","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The rapid rise of Generative Artificial Intelligence (GenAI) is transforming education. At this stage, there is not yet a well-established and tested theoretical framework clarifying which competencies learners must possess to use GenAI effectively and safely. This study draws on three theoretical frameworks: Eshet-Alkalai's Digital Literacy Framework (2012), Long and Magerko's AI Literacy (2020) and DigComp 2.2.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study aims to explore teachers' perspectives regarding the digital competencies that students need for effective GenAI tool use, as well as the classroom learning activities that facilitate the development and practice of these competencies and how they evolve over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted 34 semi-structured interviews at an interval of 6–8 months with 17 teachers who had begun utilising a variety of GenAI tools for teaching purposes. This mixed-methods study combines qualitative top-down and bottom-up thematic analysis with quantitative comparisons between the pre and post measurements. Additionally, for data triangulation, a large qualitative sample of 97 GenAI-enhanced learning activities conducted in classrooms was analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed seven key competencies categorised into general digital literacies, emerging technology literacies and GenAI-specific competencies. Three categories of classroom activities that practiced these competencies emerged: proper use of tools, fostering personal expression and encouraging critical discussion. As expected in the beginning of new technology integration, declines were observed in most competencies in both interviews and learning activities, except for a significant increase in critical-thinking competencies and stable levels of managing-ongoing dialogue. The findings suggest expanding the digital literacy framework by incorporating ‘Learning New Technology’, which covers general competencies for integrating emerging technologies, and specific GenAI-related competencies. The study offers valuable insights into theory and practice AI-enhanced learning.</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.70123","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145146272","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":"Comparison of AI-Generated and Instructor Feedback: No Significant Difference in Perceived Feedback Quality and Neither on Performance","authors":"Şeyma Çağlar-Özhan,&nbsp;Perihan Tekeli,&nbsp;Selay Arkün-Kocadere","doi":"10.1111/jcal.70134","DOIUrl":"https://doi.org/10.1111/jcal.70134","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Feedback is an essential part of the educational process as it enriches students' learning experiences, provides information about their current performance, shows them what is lacking in achieving goals, and provides guidance on the strategies needed to achieve those goals. Teachers, especially in crowded classrooms, often have difficulty allocating enough time to provide feedback. ChatGPT has the potential to deliver feedback more efficiently and effectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to investigate the effectiveness of ChatGPT-generated feedback in students' project proposal development process. Therefore, ChatGPT-generated and instructor's feedback are compared in terms of perceived feedback quality and performance of students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>In the study, a post-test control group experimental design was used. A total of 48 students enrolled in a blended course at a state university participated in the study for 6 weeks. The study was conducted using a randomised post-test-only control group experimental design. Students were asked to prepare a project proposal and feedback was given on each task. While the control group received instructor feedback, the experimental group received ChatGPT feedback. Data were collected via the Formative Feedback Perceptions Scale, and the students' project proposals were graded based on the rubric to evaluate their performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>According to the Mann–Whitney <i>U</i> test analysis, there was no statistically significant difference between the experimental and the control group regarding both students' perceived feedback quality and performance. In conclusion, it can be argued that when guided by the appropriate prompts and asked to examine assignments of similar complexity to those in this study, ChatGPT can provide feedback of similar quality and equivalence to the feedback provided by instructors. In this way, it seems possible to improve students' learning as much as an instructor with individualised feedback by ChatGPT. Finally, it should be noted that these findings are within the limitations of the specific context of project proposal development, reliance on self-reported data, and the experimental nature of the study; it is recommended to evaluate the effectiveness of AI-generated feedback in different contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111356","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 Augmented Reality and Video-Based Learning in Inquiry-Based Science Education on Academic Achievement and Motivation to Learn Science","authors":"Faruk Arici,&nbsp;Rabia Meryem Yilmaz","doi":"10.1111/jcal.70128","DOIUrl":"https://doi.org/10.1111/jcal.70128","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Inquiry-based learning (IbL) has significantly contributed to science education, and this impact can be enhanced with technology. Augmented Reality (AR) offers 3D visualisation and interactive experiences, whereas Video-based Learning (VbL) provides narratives with visual and audio support. Both methods aid students in exploring, understanding and boosting their motivation to learn science (MtLS).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines the effect of AR and VbL within an IbL environment on students' MtLS and academic achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A mixed-method research design was used, with a quasi-experimental approach for the quantitative aspect and a multiple case study for the qualitative part. Participants included two experimental groups and a control group. Experiment 1 (25 participants) received AR and IbL, Experiment 2 (26 participants) received VbL and IbL and the control group (25 participants) received only IbL instruction. Data were collected using academic achievement tests, MtLS scales and semi-structured interviews. Quantitative data were analysed via ANCOVA using SPSS, whereas qualitative data underwent content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results indicated that AR technology in the IbL environment was more effective than VbL in enhancing academic achievement and MtLS. The VbL group also performed better than the IbL-only group. With regard to the MtLS subfactors, no significant differences were observed between the groups in terms of motivation for participation. However, Experiment-1 demonstrated significant improvement in motivation for conducting research and motivation for collaboration, compared to Experiment-2 and the control group. Experiment 2 showed significant results compared to the control group. Experiment-1 demonstrated significant improvement in motivation for performance and motivation for communication compared to the control group. Although Experiment-1 yielded higher results than Experiment-2, this difference was not significant. Experiment 2 and the control group demonstrate notable parallels. The findings of this study indicate that AR effectively supports academic achievement and MtLS in an IbL environment. Consequently, the utilisation of AR is advocated for middle school students engaged in the study of vertebrates.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111355","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":"Evaluating the Feedback Uptake for Developing Procedural Skills Remotely and Asynchronously: A Quantitative Study in Health Professions Training","authors":"Ignacio Villagrán,&nbsp;Rocío Hernández,&nbsp;Javiera Fuentes-Cimma,&nbsp;Constanza Miranda,&nbsp;Julián Varas,&nbsp;Andrés Neyem,&nbsp;Gabriela Sepúlveda,&nbsp;Bárbara Catril,&nbsp;Patricio García,&nbsp;Isabel Hilliger,&nbsp;Eduardo Fuentes-Lopez","doi":"10.1111/jcal.70129","DOIUrl":"https://doi.org/10.1111/jcal.70129","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Before they graduate, higher education students must demonstrate technical skills in different procedures, where health degrees such as physiotherapy stand out for their practical nature. Procedural skill development requires students to uptake feedback continuously, which is costly in terms of time and effort. Although the incorporation of technology has proven to support feedback delivery, further research is still needed to understand how these types of technologies can support feedback uptake and procedural skill attainment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper aims to examine the experience of undergraduate physiotherapy trainees with a focus on feedback uptake during a 4-session procedural training with a feedback-oriented platform.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We used process mining to study the trainees' behavioural patterns regarding feedback, besides conducting descriptive and multilevel analyses to evaluate the incorporation of feedback and its influence on trainees' performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We observed that most trainees reviewed and incorporated the feedback provided throughout the training, particularly towards the final session. And those trainees who better incorporated the feedback exhibited better performance. Thus, the results of this study support the idea that remote and asynchronous training with a feedback-oriented platform can support feedback uptake to improve procedural skill attainment throughout a learning process.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145111357","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":"AI-Facilitated Article Revisions for Primary School Students With Writing Difficulties: Effects of a Large Language Model-Based PDRPE Approach on Writing Performance, Attitude and Anxiety","authors":"Xinli Zhang,&nbsp;Ruiting Huang,&nbsp;Ruihua Zhang,&nbsp;Mingyi Li,&nbsp;Yun-Fang Tu,&nbsp;Yuchen Chen,&nbsp;Lailin Hu,&nbsp;Gwo-Jen Hwang","doi":"10.1111/jcal.70131","DOIUrl":"https://doi.org/10.1111/jcal.70131","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Primary school is key to developing writing skills. However, students may face challenges in identifying and revising articles due to weak language skills, organisational thinking, comprehension, and analytical skills. Therefore, improving the writing skills of primary school students with writing difficulties has become important.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>Conventional writing instruction often lacks immediate, targeted feedback, whereas large language models (LLMs) offer personalised support to help students with writing difficulties improve their writing quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study proposed an LLM-supported PDRPE (plan, draft, revise, present, and evaluate) approach and explored its impact on the writing performance, learning attitude, and writing anxiety of primary school students with writing difficulties. Through screening, 56 participants were recruited. Among them, 29 students in the experimental group adopted the LLM-based PDRPE approach, while 27 students in the control group used the C-PDRPE approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that although there was no significant difference in the number of words, the LLM-based PDRPE approach better facilitated students' writing performance regarding the basic competence index (including the level of detail, expression, rhetoric, and vocabulary, and transitions) and other hard measurement indexes (including the number of sentences, typo rate, and punctuation error rate). Additionally, the LLM-based PDRPE approach better improved students' writing attitude and alleviated writing anxiety. Moreover, the interview results indicated that the LLM-based PDRPE approach is effective in supporting the revision process. Therefore, this study provides valuable references and insights for future research on the application of LLM and effective instruction for students with writing difficulties.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110708","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 Systematic Review of Cooperation in Multi-User Virtual Reality Learning Environments","authors":"Frank Wehrmann,&nbsp;Raphael Zender","doi":"10.1111/jcal.70112","DOIUrl":"https://doi.org/10.1111/jcal.70112","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The role of virtual reality (VR) in education is increasing, which raises questions about VR learning in multi-user settings. While collaborative VR learning, characterised by shared goals and low division of labour, is well-researched, cooperative VR learning, which emphasises role differentiation and task interdependence, remains underexplored. This oversight is significant, as cooperation holds unique potential for education and inclusion by accommodating diverse learner abilities and perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper explores diverse multi-user learning approaches in VR Learning Applications (VRLAs), emphasising cooperation over collaboration. It provides an overview of multi-user VRLAs, their user engagement types, target groups, subjects, availability, and educational theory integration. Distinguishing between cooperative, collaborative, and social engagement, it also identifies asymmetric cooperation in multi-user experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic literature review was conducted using the PRISMA framework, identifying VRLAs in educational settings which feature multi-user interactions. The review included 89 studies published since 2013, categorising VRLAs by interaction mode, symmetry, presence of a VR instructor, availability, and presence of didactic justification.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Collaborative VR remains the dominant mode (44%), but cooperative VRLAs (37%) see growing adoption. Collaborative designs often rely on constructivist educational theory, while cooperative designs tend to leverage role specialisation to mirror real-world practices, particularly in vocational training and task-specific scenarios. However, 84% of VRLAs are inaccessible, limiting their broader application. Many studies lack robust didactic justifications, underscoring the need for clearer frameworks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101612","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":"Learning Achievement in Virtual Reality/Animation-Based Business Simulation Games: An Integrated View of Goal Orientations, Model-Reality Fit, Learning Anxiety and ARCS Motivation","authors":"Ying-Lien Lin,&nbsp;Hann-Jang Huang,&nbsp;Wei-Tsong Wang","doi":"10.1111/jcal.70130","DOIUrl":"https://doi.org/10.1111/jcal.70130","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Goal orientations (GO) are influential achievement goals in predicting achievement motivation and effectiveness. However, few studies have paid specific attention to investigating the effects of GO on learning achievement in the area of business management education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study developed a business simulation game system (BSGS) for supporting learning to investigate how GO affects students' learning achievement in the context of business management education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 209 college/undergraduate students participated in this study, and they were divided into the experiment group (EG) and the control group (CG). A quasi-experiment was conducted to understand how students' achievement goals and the use of BSGS modules can enhance their motivation and reduce their learning anxiety, thus affecting learning achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that most students adopted a mastery/learning-GO to complete the learning tasks in their learning processes. A high level of model-reality fit significantly reduced students' learning anxiety. However, learning anxiety did not affect students' learning achievements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The results of this study indicate that model-reality fit plays an important role in increasing learning expectations and achievements and decreasing learning anxiety, which could benefit students' learning achievement in BSGS-supported educational contexts.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145101068","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":"Design and Validation of the AI-Integrated Metacognitive Learning Resilience Scale (AIIMLR Scale) for Secondary School Students in Jordan: Insights From the Network Analysis Perspective","authors":"Mohammad Nayef Ayasrah,&nbsp;Mohamad Ahmad Saleem Khasawneh,&nbsp;Mazen Omar Almulla,&nbsp;Amoura Hassan Aboutaleb","doi":"10.1111/jcal.70127","DOIUrl":"https://doi.org/10.1111/jcal.70127","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;One area that has been dramatically changed by artificial intelligence (AI) is educational environments. Chatbots, Recommender Systems, Adaptive Learning Systems and Large Language Models have been emerging as practical tools for facilitating learning. However, using such tools appropriately is challenging. In this regard, the construct of metacognitive learning resilience has been receiving growing attention, especially in the face of uncertainties and adversities associated with AI-supported learning.&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;The current research aimed to develop and evaluate the psychometric properties of the AI-Integrated Metacognitive Learning Resilience Scale (AIIMLR Scale). This scale was developed to assess students' ability to cognitively and emotionally manage learning challenges in AI-enhanced learning settings.&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 study, which had a mixed-method research design, was performed in Jordan in 2025. A pool of items, developed based on a systematic review of theoretical literature and semi-structured interviews, was used. Then, content validation and the pilot phase were used to modify items. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), exploratory graph analysis (EGA) and Random Forest Modelling (RFM) were used to assess construct validity of this scale. In addition, Cronbach's alpha (&lt;i&gt;α&lt;/i&gt;) and McDonald's omega (&lt;i&gt;ω&lt;/i&gt;) were used to assess reliability. Finally, the intraclass correlation coefficient (ICC) was performed in addition to evaluating test–retest reliability.&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;EFA results revealed six factors: Self-Awareness and Metacognitive Regulation in AI-Mediated Learning; Cognitive Adaptability in Dynamic AI-Based Learning Contexts; Emotional Stability During AI-Integrated Learning Challenges; Strategic Perseverance in AI-Supported Problem-Solving; Motivational Resilience Amid AI-Driven Learning Difficulties; and Reflective Recalibration of Learning through AI Feedback. These six factors collectively explained 66.21% of the total variance. CFA fit indices (CFI = 0.917, RMSEA = 0.079) and reliability indicators, including Cronbach's alpha (0.897–0.948), McDonald's omega (0.892–0.950) and Composite Reliability (CR: 0.888–0.954), were all within acceptable ranges. Moreover, convergent and discriminant validity were confirmed using the Average Variance Extracted (AVE). The measurement invariance test across gender indicated that the scale maintains stable measurement properties for both males and females. Findings suggest that ","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145062537","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 Mobile-Assisted Language Learning (MALL)-Delivered Explicit Metacognitive Intervention on Chinese EFL Students' Receptive Skills and Metacognitive Awareness","authors":"Changhong Peng,&nbsp;Weixing Gu,&nbsp;Liping Jiang","doi":"10.1111/jcal.70125","DOIUrl":"https://doi.org/10.1111/jcal.70125","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Background Study&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;In the field of English as a foreign language education, receptive skills such as listening and reading play a vital role in learners' academic success and professional development. These skills not only improve language comprehension but also facilitate language production.&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;Therefore, the primary objective of this study was to investigate the general and specific effects of Mobile-Assisted Language Learning (MALL)-delivered explicit Metacognitive Intervention (MI) on Chinese undergraduate students' receptive skills in listening and reading, as well as their metacognitive awareness of this intervention.&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;A semester-long quasi-experimental research design was employed. Sixty-two out of the 75 intermediate-level Chinese college students majoring in International Business, who studied English as one of their university courses, participated in the study. They were from two intact classes with relatively homogeneous English proficiency at the intermediate level, as determined by a CET-4 pre-test and aligned with the Common European Framework of Reference (CEFR B1). The experimental group (&lt;i&gt;n&lt;/i&gt; = 30) received MALL-delivered explicit MI, while the control group (&lt;i&gt;n&lt;/i&gt; = 32) was taught using the MALL-delivered conventional instructional approach. Instruments used for data collection included the CET-4, the Metacognitive Awareness Listening Questionnaire (MALQ), and the Metacognitive Awareness Reading Strategies Inventory (MARSI).&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;After applying the Holm-Bonferroni correction for multiple comparisons, the experimental group demonstrated statistically significant improvements in overall listening and reading performance, including the Short News and Passage sections in listening, as well as all major dimensions of metacognitive awareness except Mental Translation. Furthermore, the group significantly outperformed the control group in overall reading post-test scores.&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;MALL-delivered explicit MI demonstrates potential as an effective approach for enhancing students' receptive skills, particularly in reading, and for significantly improving their metacognitive awareness of listening and reading strategies. The statistically post-intervention gains, observed even after applying Holm–Bonferroni correction, underscore the pedagogical potential of integrating mobile technologies with strategy-based instruction. These findings su","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145022018","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":"Dynamic Evolution of Self-Regulated Learning Profiles in Blended Learning: A Longitudinal Study of Freshmen and Upper-Level Students","authors":"Shadi Esnaashari,&nbsp;Lesley Gardner,&nbsp;Michael Rehm,&nbsp;Tiru Arthanari,&nbsp;Olga Filippova","doi":"10.1111/jcal.70119","DOIUrl":"https://doi.org/10.1111/jcal.70119","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Self-Regulated Learning (SRL) plays a crucial role in student success, particularly in blended learning (BL) environments where learners must take greater ownership of their educational journey. Whilst prior research has extensively examined SRL, there remains a gap in understanding how students' SRL profiles evolve over time and how motivation and learning strategies dynamically interact within these profiles.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study investigates the dynamic nature of SRL by identifying distinct learner profiles and tracking their evolution throughout a semester in a BL setting. By adopting a person-centred clustering approach, the research provides insights into how students' motivation and strategy use shift over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data were collected from 314 tertiary-level students enrolled in two BL courses, with responses from the Motivated Strategies for Learning Questionnaire (MSLQ) captured at three time points. K-Means clustering was used to classify students into SRL profiles, and longitudinal analysis was conducted to track transitions between profiles over time.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed three distinct SRL profiles—highly self-regulated, moderately self-regulated, and minimally self-regulated learners—suggesting that students adapt their motivation and strategies in response to course feedback and assessments. The study highlights the fluid and iterative nature of SRL development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This research enhances the theoretical understanding of SRL by empirically illustrating how students' motivation and learning strategies evolve within a semester. Additionally, it offers practical insights for designing interventions to support students with varying levels of SRL, ultimately contributing to more adaptive and effective BL environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> What Are the 1 or 2 Major Takeaways From the Study?</h3>\u0000 \u0000 <p>This research significantly advances SRL theory by exploring how students' SRL profiles adapt and evolve over time, shedding light on the cyclical and dynamic nature of self-regulated learning. Additionally, it makes a critical contribution to the field of Learning Analytics (LA) by incorporating motivational constructs–an ar","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145012460","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}