Journal of Computer Assisted Learning最新文献

{"title":"When Generative AI Meets Socratic Method: Investigating Programming Learning Dynamics Through Behaviours, Interaction Qualities and Perceptions","authors":"Dan Sun, Yi Zheng, Jie Xu, Zhanshan Yang","doi":"10.1002/jcal.70210","DOIUrl":"10.1002/jcal.70210","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>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.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>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 potential while nurturing critical thinking in programming education.</p>\u0000 </section>\u0000 ","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":"147288356","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":"Leveraging Large Language Models to Enhance Self-Regulated Learning in Programming Education With Explainable AI","authors":"Christopher C. Y. Yang,&nbsp;MinJia Li,&nbsp;Anna Y. Q. Huang","doi":"10.1002/jcal.70206","DOIUrl":"10.1002/jcal.70206","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While prior research has shown that timely and personalised feedback improves students' learning outcomes and self-regulation, most existing systems fail to provide actionable, individualised explanations at scale, especially in programming education. Manual feedback is resource-intensive, and traditional Artificial Intelligence (AI) systems often lack transparency, limiting their pedagogical value.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study addresses these gaps by leveraging Large Language Models (LLMs) and Explainable AI (XAI)—specifically, the SHapley Additive exPlanations (SHAP) method—to generate interpretable, scalable feedback that enhances self-regulated learning (SRL) in the context of programming education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In the present study, behavioural data were collected from BookRoll, an e-reading system that tracks interactions like highlighting and note-taking, and VisCode, a coding platform that records compile attempts, error types and code execution behaviour. Combined with self-reported strategy data, these formed the LBLS dataset used to train a predictive model. SHAP was used to identify key learning features, which were then input into the GPT-4 model to generate personalised mid-semester reports.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Results showed that students receiving LLM-generated suggestions improved in SRL behaviours and final performance. Most found the feedback understandable and useful, though some questioned its accuracy.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study demonstrates the potential of combining LLMs and XAI to deliver meaningful, scalable feedback, but also highlights the need for human oversight.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146217318","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":"Designing A Principle-Based Knowledge Building Environment for Collaborative Inquiry and Process Documentation in STEM Learning","authors":"Jing Kong,&nbsp;Jialiang Liu,&nbsp;Gaowei Chen,&nbsp;Jianhua Zhao,&nbsp;Carol K. K. Chan","doi":"10.1002/jcal.70207","DOIUrl":"10.1002/jcal.70207","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Grounded in knowledge-building theory, which posits learning as the collaborative advancement of community knowledge, existing research often overlooks the systematic documentation and reflective iteration of the learning process. This gap limits students' opportunities to engage in the epistemic practises central to knowledge advancement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to design and implement a principle-based knowledge-building (KB) environment scaffolded by Knowledge Forum (KF) to investigate how this environment supports collaborative inquiry, process documentation, and artefact creation in STEM learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We conducted a mixed-methods study with 171 undergraduate students enrolled in a STEM education course over four months. The designed KB environment integrated KB principles with KF's discursive and visualisation tools. Data included KF interaction analytics, discourse analysis of KF notes, artefact assessments using a validated rubric, and an in-depth case study of one group's project on preserving Yao Long Drum traditions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Quantitative analysis confirmed that KF interaction significantly predicted artefact quality, mediated by high-level discourse moves such as synthesising. Qualitative analysis of the case study demonstrated how KB scaffolds (e.g., My Theory, A Better Theory) guided students to progress from abstract problem identification (e.g., ‘cultural confidence’) to transdisciplinary solutions (e.g., digital emojis and ethnographic videos), making their iterative design visible, recordable, and improvable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The study demonstrates that a deliberately designed KB environment functions as a socio-dynamic, process-oriented system where documentation, discourse, and design co-evolve. It provides a replicable model for using principle-based scaffolds to make learning processes tangible, thereby fostering epistemic agency and culturally grounded innovation in STEM education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256511","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":"Tactile-Driven Prompting for VR Learning: Effects of Vibration-Based EEG Feedback on Students' Attention, Performance and Behaviour Patterns","authors":"Zi-Han Hui,&nbsp;Jue-Qi Guan,&nbsp;Jia-Xin Wang,&nbsp;Jia Zhu,&nbsp;Gwo-Jen Hwang","doi":"10.1002/jcal.70204","DOIUrl":"10.1002/jcal.70204","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Sustained attention is essential for effective learning, especially in virtual reality (VR) environments with a high degree of operational freedom. Electroencephalogram (EEG) feedback has proven effective in terms of monitoring and regulating students' attentional states. However, EEG feedback faces implementation challenges in VR environments. Auditory feedback may interfere with voice-based learning content, while visual feedback can exacerbate the cognitive load in visually rich environments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The aim was to explore methods that would help students maintain attention in the VR learning environment (including voice learning or voice guidance from virtual characters), thereby enhancing learning effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This study proposed and integrated a vibration-based EEG feedback mechanism into a VR learning system. Grounded in the Cognitive Theory of Multimedia Learning, this approach leverages tactile prompts to avoid sensory conflict. A quasi-experiment involving 64 university students was subsequently conducted in an English for Geography course. Of the participants, 32 were exposed to a VR environment incorporating the vibration-based EEG feedback, while the other 32 used the same VR environment without the feedback. The data collection included students' attention levels, performance, and learning behaviours. Systematic records and interviews were used to retrace the students' states when the vibration feedback was triggered.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results showed that students in the VR learning system with vibration-based EEG feedback exhibited higher attention levels, improved vocabulary memory and retention, and more structured behaviour patterns such as review and evaluation, planned learning and refocusing after EEG feedback. This study innovates EEG feedback in VR environments, providing a design reference to promote VR-based learning. In addition, the results of identified scenarios and subjective reasons for inattention will help in the design of future language VR environments and learning activities.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146224200","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 on Recent Pedagogical Principles for Designing Digital Learning Environments: Proposing the SAFE Model","authors":"Amir Ali Mazandarani,&nbsp;Mohammad Shahin Taghaddomi","doi":"10.1002/jcal.70202","DOIUrl":"10.1002/jcal.70202","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>While numerous models propose principles for designing digital learning environments (DLEs), most remain fragmented, unifaceted, or insufficiently grounded in pedagogical theory and empirical evidence. This fragmentation has left a clear gap—a lack of an integrated, empirically based framework that unites diverse pedagogical insights into a coherent model for effective DLE design.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To synthesize the findings from previous studies and offer evidence-based pedagogical recommendations for any future course of action, this study presents a systematic review of pedagogical frameworks, models, and sets of principles for designing DLEs, culminating in the proposal of a comprehensive model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The review spanned from 2010 to 2024, employing the PRISMA method to distil key insights from 42 selected articles; the quantitative phase classified the records in terms of participants, methodology, validation, scope, and comprehensiveness. The qualitative phase employed thematic analysis to explore the included studies in the first phase and discover the needed components to propose a comprehensive model.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The quantitative results highlight a focus on higher education, methodological diversity, varied levels of coverage and comprehensiveness, and a significant proportion not employing robust validation methods. The qualitative synthesis resulted in the SAFE Model—comprising Situated Engagement, Aligned Curriculum, Facilitated Learning, and Empowered Learners—which integrates theoretical and empirical insights into a unified pedagogical model. The model advances theory by reconciling key theoretical tensions and supports practice by guiding educators, instructional designers, and policymakers in creating coherent, evidence-based digital learning strategies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146216934","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":"Instructor Visibility in Educational Videos: The Effect of User-Controlled Visibility on Cognitive Load, Social Presence and Learning Performance—An Eye-Tracking Study","authors":"Mustafa Alpsülün,&nbsp;Yalın Kılıç Türel","doi":"10.1002/jcal.70201","DOIUrl":"10.1002/jcal.70201","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;Educational videos are increasingly used in higher education as they provide simultaneous visual and auditory information. However, the role of instructor visibility in such videos remains debated. While constant visibility can foster social presence, it may also increase cognitive load, whereas lack of visibility can reduce distraction but limit social connectedness. User-controlled visibility is a relatively new approach with the potential to balance these effects, yet it has been scarcely examined with objective measures such as eye-tracking.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;h3&gt; Objectives&lt;/h3&gt;\u0000 \u0000 &lt;p&gt;This study aimed to investigate the effects of different instructor visibility conditions (no instructor visibility, fixed instructor visibility and user-controlled instructor visibility) on learners' cognitive load, perceived social presence and learning performance. Additionally, eye-tracking data were employed to analyse learners' visual attention allocation and interaction behaviours in user-controlled environments.&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;The study was conducted with 90 associate degree students randomly assigned to three groups: audio-only narration (IVN), fixed instructor visibility (IVY) and user-controlled instructor visibility (UC). Data collection instruments included an achievement test (KR-20 = 0.80), the Cognitive Load Scale (&lt;i&gt;α&lt;/i&gt; = 0.93), the Social Presence Scale (&lt;i&gt;α&lt;/i&gt; = 0.91) and eye-tracking metrics (fixation duration, fixation count, visit count, heat maps). Data were analysed using descriptive statistics, ANOVA, Tukey post hoc tests and eye-tracking visualisations.&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;Findings revealed significant differences in posttest achievement scores across groups (&lt;i&gt;F&lt;/i&gt;(2, 87) = 12.013, &lt;i&gt;p&lt;/i&gt; &lt; 0.05, &lt;i&gt;η&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = 0.216). The IVN and UC groups outperformed the IVY group, indicating that constant instructor visibility may hinder performance by dividing attention. Cognitive load analysis showed no significant differences in intrinsic and extraneous load but revealed higher germane load in the IVY group compared to IVN (&lt;i&gt;p&lt;/i&gt; &lt; 0.05). Social presence perceptions were significantly higher in IVY compared to IVN, with UC showing an intermediate effect. Eye-tracking data indicated that IVN participants concentrated primarily on content; IVY participants split attention between instructor and material, and UC participants flexibly adjusted attention by toggling visibility. Interaction logs demonstrated frequent use of the ‘hide’ button during visually dense content and ‘show’ button during complex tasks.","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146256329","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":"Repairing Errors With Elaborative Feedback in Computerised Learning Environments","authors":"Tomás Martínez,&nbsp;Arantxa García,&nbsp;Raquel Cerdán,&nbsp;Eduardo Vidal-Abarca","doi":"10.1002/jcal.70199","DOIUrl":"10.1002/jcal.70199","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Although automatic elaborative feedback (EF) is effective for teaching conceptual learning in science, there is insufficient evidence on how to adapt it in computer-based question-answering activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to examine how we can make automatic EF more effective and tailored according to the knowledge revision process proposed in studies with refutative texts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Students were required to read a science text and then answer a series of inferential multiple-choice questions. After each answer, students received corrective feedback (right/wrong) plus automatic EF, according to their experimental condition, and then had a second attempt to answer. Three types of EFs were compared: one focused on elaborating the correct answer (EF_Explicative), another focused on correcting incorrect ideas (EF_Refutative), and another contained a neutral message (NF_Control). Two studies were conducted, one without text access while responding after EF, and the other with access to the text.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results of both studies show that EF_Explicative is more difficult to process than EF_Refutative, although the effects on performance on a second response attempt varied between studies. When the text was unavailable, EF_Refutative produced a significantly higher proportion of correct responses than EF_Explicative, and both groups performed better than NF_Control. Nevertheless, when the text was available, these results were partially attenuated. After discovering errors in their learning process, learners tend to initiate a revision of their knowledge. Feedback that is congruent with this revision process was found to increase efficiency.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70199","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146217076","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":"What Predicts (AI-Mediated) Informal Digital Learning of English in the Global South? The Case of Rural Bangladeshi Students","authors":"Guangxiang Leon Liu,&nbsp;Md Kamal Hossain","doi":"10.1002/jcal.70196","DOIUrl":"10.1002/jcal.70196","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Amid Bangladesh's national efforts to enhance digital inclusion, rural university students continue to face persistent infrastructural and educational inequalities that limit their access to quality English learning opportunities. While informal digital environments increasingly support learners' out-of-class English development, little is known about what factors predict rural learners' participation in such practices, especially as artificial intelligence (AI) tools reshape the digital learning ecology. Addressing this gap is critical for ensuring that digital learning benefits learners in resource-limited contexts.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by the proactive language learning theory, this study aims to identify the sociocontextual, motivational and affective factors that predict rural Bangladeshi students' involvement with informal digital learning of English (IDLE) and its emerging form, AI-mediated IDLE (AI-IDLE).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We collected data from 508 undergraduate students from rural Bangladesh using an online survey. Hierarchical regression analyses were conducted to examine the extent to which sociobiographical, sociotechnical, motivational and affective variables predict IDLE and AI-IDLE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Self-efficacy, enjoyment and the ideal L2 self significantly predicted IDLE, while AI-IDLE was positively predicted by IDLE and the ought-to L2 self but negatively predicted by the ideal L2 self, with university type also showing a significant effect. These findings highlight that learners' affective and motivational dispositions, rather than demographic or sociotechnical factors, are central to shaping informal English learning with technology in underrepresented contexts. The study also underscores that prior informal learning experience provides a foundation for AI tool adoption for out-of-class learning purposes and advances an inclusive understanding of how Global South learners engage proactively in evolving digital learning ecologies.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146223915","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":"Game-Making for Cultural Change and Empowered Youth Participation","authors":"Kim Holflod,&nbsp;Carlo De Gaetano,&nbsp;Conceição Costa,&nbsp;Filipe Luz,&nbsp;Maarten Groen,&nbsp;Rikke Toft Nørgård","doi":"10.1002/jcal.70197","DOIUrl":"10.1002/jcal.70197","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Game-making has the potential to foster cultural participation and empowerment, yet its role as a form of culture-making remains underexplored. Existing approaches to cultural engagement often overlook the creative and participatory possibilities of game-making for addressing pressing cultural challenges and promoting youth inclusivity and empowerment in cultural heritage. This study highlights the importance of game-making as a meaningful strategy for cultural preservation and transformation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The article investigates how game-making, particularly through cultural game jams, can promote cultural participation, youth empowerment and support cultural innovation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study is grounded in a design-based research methodology and examines the design, development and implementation of three cultural game jams within the EPIC-WE project. It employs a case study approach, analysing game jam practices through the lens of cultural participation, empowerment and diversity/inclusivity, while exploring connections to youth citizens' engagement in cultural heritage.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings show that cultural game jams can inspire and empower youth citizens to engage with cultural and societal issues through game-making. This paper contributes to the ongoing dialogue on leveraging games and game-making to transform culture and society by discussing the significant role of game-making in promoting cultural awareness, value-based imagination and youth engagement with cultural and societal issues.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146129973","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":"Parental AI Investment Behaviours and AI-Mediated Informal Digital Learning of English: The Chain Mediating Role of Children's Perceived AI Value and Effort Expectancy for AI","authors":"Honggang Liu","doi":"10.1002/jcal.70198","DOIUrl":"10.1002/jcal.70198","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The proliferation of generative artificial intelligence (AI) has popularised AI-Mediated Informal Digital Learning of English (AI-IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Guided by the Situational Expectancy-Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI-IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The findings revealed that parental AI investment behaviours directly promoted students' AI-IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>This research enriches the application of SEVT by extending it to informal, self-regulated, and technology-enhanced language learning contexts. It underscores the crucial role parents play in out-of-class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 2","pages":""},"PeriodicalIF":4.6,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146136021","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}