Journal of Computer Assisted Learning最新文献

{"title":"Using Trace Data of Secondary Students to Understand Metacognitive Processes in Writing From Multiple Sources","authors":"Halima Alnashiri,&nbsp;Mladen Rakovic,&nbsp;Sadia Nawaz,&nbsp;Xinyu Li,&nbsp;Joni Lamsa,&nbsp;Lyn Lim,&nbsp;Maria Bannert,&nbsp;Sanna Jarvela,&nbsp;Dragan Gasevic","doi":"10.1111/jcal.70114","DOIUrl":"https://doi.org/10.1111/jcal.70114","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Integrating information from multiple sources is a common yet challenging learning task for secondary school students. Many underuse metacognitive skills, such as monitoring and control, which are essential for promoting engagement and effective learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study aims to examine the relationship between metacognitive processes and the quality of writing from multiple sources with diverse language backgrounds.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>To understand these processes, we conducted a laboratory study with 162 secondary students from diverse language backgrounds (English, German and Finnish). We collected trace data about metacognition while students were reading and writing in a digital learning platform. These data, along with the language used by students to produce their writing, were analysed to determine the association of metacognition with essay scores obtained using both automated and human evaluations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Result and Conclusion</h3>\u0000 \u0000 <p>Our findings indicate that students from different language backgrounds exhibit varying performance levels detectable by automated scoring. Secondary school students showed limited metacognitive processes in multi-source writing; this contrasts with findings from previous studies conducted in higher education. These findings can inform the development of analytics-based tools to support secondary students' writing through trace data and automated essay scoring, and provide evidence of the need for targeted interventions to assist and support secondary school students in improving their writing from multiple sources.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70114","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144935344","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":"Adaptive Feedback in Digital Educational Games: An Explanatory Item Response Theory Approach","authors":"Febe Demedts,&nbsp;Sameh Said-Metwaly,&nbsp;Kristian Kiili,&nbsp;Manuel Ninaus,&nbsp;Antero Lindstedt,&nbsp;Bert Reynvoet,&nbsp;Delphine Sasanguie,&nbsp;Fien Depaepe","doi":"10.1111/jcal.70104","DOIUrl":"https://doi.org/10.1111/jcal.70104","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The potential of adaptive feedback in digital educational games remains largely unexplored. Fractions are a suitable topic for investigating the effectiveness of adaptive feedback, as the complexity of this domain highlights the need for adequate feedback.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines the effectiveness of explanatory adaptive feedback in a digital educational game to address two particular misconceptions regarding fractions (i.e., Natural Number Bias and Unit of Reference).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 197 4th graders were randomly assigned to two different conditions, each playing a different version of a digital educational game: one with corrective feedback and one with explanatory adaptive feedback. During gameplay, we collected log data of students' item-wise correctness and misconception errors.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Explanatory item response analyses indicated that correctness improved in both game versions, with a more pronounced increase for the game with explanatory adaptive feedback compared to the game with corrective feedback. However, no decrease in misconception errors was observed in either game version. Moreover, neither the type of misconception nor students' prior fraction knowledge were moderating factors. These results suggest that adaptive feedback can support students in learning fractions; however, to reduce misconception errors concrete feedback should be optimised.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Humorous Pedagogical Agents on Student Engagement and Academic Performance in Science Education","authors":"Fateme Ashrafzade,&nbsp;Yousef Mahdavinasab,&nbsp;Nasrin Mohammadhasani,&nbsp;Mahsa Moradi","doi":"10.1111/jcal.70107","DOIUrl":"https://doi.org/10.1111/jcal.70107","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The integration of pedagogical agents (PAs) into educational settings has become widespread, yet the impact of humorous versus non-humorous PAs on student academic performance and engagement remains underexplored. Although research highlights the benefits of PAs, the specific role of humour in enhancing educational outcomes is not well studied.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study evaluates the effectiveness of humorous PAs compared to non-humorous PAs in improving academic performance and student engagement among fifth-grade students in science education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experimental design with pre-test and post-test measures was used. A sample of 78 fifth-grade students from District 4 of Tehran during the 2022–2023 academic year participated in the study. Three classes, balanced by the school based on academic performance, were randomly selected, and each was assigned to one of three groups: humorous PA (<i>n</i> = 28), non-humorous PA (<i>n</i> = 25) and no PA (<i>n</i> = 25). Data were collected using a researcher-developed learning test and the Reeve Student Engagement Questionnaire (2013), and analysed using ANCOVA.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The humorous PA group showed higher levels of student academic performance and engagement outcomes compared to the non-humorous PA and no PA groups. The ‘humorous PA’ group achieved the highest scores in both engagement and academic performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings suggest that incorporating humour into PAs can significantly enhance educational experiences and effectiveness. The study highlights the importance of considering the personality and style of PAs to optimise student engagement and academic performance.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144929768","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 Meta-Analysis of the Impact of Generative Artificial Intelligence on Learning Outcomes","authors":"Nan Ma,&nbsp;Zhiyong Zhong","doi":"10.1111/jcal.70117","DOIUrl":"https://doi.org/10.1111/jcal.70117","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;With the rapid advancement of technology, the integration of Generative Artificial Intelligence (GAI) in education has gained considerable attention. Many studies have examined GAI's impact on learning outcomes, yet their conclusions are inconsistent, highlighting the need for a comprehensive review to clarify its overall effects and identify influential factors.&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 aims to conduct a meta-analysis of the effects of GAI on student learning outcomes across cognitive, competency and affective dimensions. Additionally, it seeks to explore how various moderating factors, including subject discipline, instructional duration, knowledge type, prior knowledge and tool type, influence GAI's effectiveness.&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 meta-analysis was performed on 34 experimental and quasi-experimental studies published internationally. Effect sizes were calculated for overall learning outcomes and categorised by dimension. Further analysis was conducted to assess the influence of moderating variables on the impact of GAI.&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;The meta-analysis indicates that Generative Artificial Intelligence has a significant positive impact on overall learning outcomes, with a combined effect size of 0.68 (&lt;i&gt;p&lt;/i&gt; &lt; 0.001). The impact is particularly pronounced in the cognitive dimension (&lt;i&gt;g&lt;/i&gt; = 0.795) and the competency dimension (&lt;i&gt;g&lt;/i&gt; = 0.711), while its effect on the affective dimension (&lt;i&gt;g&lt;/i&gt; = 0.507) is moderate but still significant. The analysis of moderating variables reveals that the effectiveness of GAI is influenced by discipline type but is not significantly affected by instructional period, knowledge type, prior knowledge level, or tool type. Specifically, GAI exhibits the highest positive effects in mathematics, science and humanities, whereas its impact is relatively lower yet still significant in computer science and medical/nursing education. Additionally, GAI's effectiveness does not significantly differ across various instructional periods, different knowledge types, learners with varying prior knowledge levels, or different AI tool versions.&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;To optimise GAI's use in education, the study suggests aligning GAI with specific subject needs, adapting tools for different student levels, integrating GAI with traditional teaching and establishing monitoring mechanisms. These strategies aim to maximise GAI's positive impact on learning efficienc","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144927271","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":"Exploring the Factors That Promote a Balance Between Academic Integrity and the Effective Use of GenAI Tools in Higher Education: A Systematic Review","authors":"Daniel Kangwa,&nbsp;Mgambi Msambwa Msafiri,&nbsp;Antony Fute","doi":"10.1111/jcal.70109","DOIUrl":"https://doi.org/10.1111/jcal.70109","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study explored the factors that influence the balance between academic integrity and the effective use of GenAI tools in higher education. It focused on the role of institutional guidelines in enhancing the responsible use of GenAI technologies to enhance academic integrity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The study was theoretically grounded in the Technology Acceptance Model and the Theory of Planned Behaviour to investigate the factors that promote academic integrity in using GenAI tools (RQ1), their impact and institutional strategies to effectively mitigate ethical risks (RQ2) and the model practices to support the ethical and effective use in higher education (RQ3).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The PRISMA framework was used to systematically review and thematically synthesise the results of 213 peer-reviewed articles published between January 2021 and May 2025.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Finding indicates that academic support, defined by structured training, technical scaffolding, and perceived usefulness, is critical to enabling ethical GenAI use. Additionally, student self-regulation, as influenced by behavioural control and goal setting, was associated with greater academic integrity in GenAI-mediated learning. Whereas institutional policies varied widely, those with transparent, adaptive and discipline-responsive governance frameworks more effectively mitigated academic misconduct. Indeed, the model practices included GenAI ethics committees, interactive GenAI literacy modules, and the developer-educator collaborations to promote algorithmic transparency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>A comprehensive systems-based approach that encompasses academic support, self-regulation and ethical guidelines is critical for the responsible use of GenAI tools in education. Hence, to preserve academic integrity while nurturing innovation, institutions should integrate GenAI ethics into curricular design, faculty development and cross-sectoral policy frameworks. Future research may expand into multilingual and longitudinal analyses to support equitable and sustainable GenAI integration across diverse educational settings.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144923790","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 Efficacy of an Intelligent Tutoring System That Integrates Affective Supports Into Math Learning","authors":"Mingyu Feng,&nbsp;Natalie Brezack,&nbsp;Chunwei Huang,&nbsp;Yvonne Kao,&nbsp;Kelly Collins,&nbsp;Melissa Lee,&nbsp;Megan Schneider,&nbsp;Wynnie Chan","doi":"10.1111/jcal.70106","DOIUrl":"https://doi.org/10.1111/jcal.70106","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computer-assisted educational technologies that integrate affective supports into math practices could be particularly beneficial for addressing troubling declines in middle grade students' math achievement, affect, and motivation. MathSpring is a web-based intelligent tutor that offers personalised content, remedial tutoring, and affective support for students and diagnostic reports on students' progress and effort for teachers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This preregistered randomised control trial experiment sought to experimentally test the efficacy of the MathSpring platform in improving students' math achievement and dispositions towards math.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The final sample included 53 teachers and their 2003 10–12-year-old students from one U.S. state. Teachers were randomly assigned to either use MathSpring with their students (treatment condition) or continue business-as-usual math instruction (control condition) for one school year. Before and after the intervention, students' math achievement was measured with standardised math assessments and their dispositions towards math were measured with standardised surveys. Teachers completed logs, surveys, and interviews about their implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that students in the treatment group did not show evidence of improved achievement, affect, or dispositions towards math compared with students who received business-as-usual math instruction. Still, exploratory analyses indicated that students with high usage demonstrated greater achievement than those in the business-as-usual group. Though no overall effects of this intervention were detected, educational technology interventions with affective supports still hold potential for improving students' academic and dispositional outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915301","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":"Exploring the Effects of the CER Model-Based GenAI Learning System to Cultivate Elementary School Students' Computational Thinking Core Skills in Science Courses","authors":"Jia-Hua Zhao,&nbsp;Shu-Tao Shangguan,&nbsp;Ying Wang","doi":"10.1111/jcal.70110","DOIUrl":"https://doi.org/10.1111/jcal.70110","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Computational thinking (CT) is a fundamental ability required of individuals in the 21st-century digital world. Past studies show that generative artificial intelligence (GenAI) can enhance students' CT skills. However, GenAI may produce inaccurate output, and students who rely too much on AI may learn little and be unable to think independently. Besides, most research on CT mainly focused on Scratch or programming classes, but incorporating it into the K-12 science curriculum is better for students' deep learning and CT core skills development.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study proposed a causal explanation and reflection (CER) model-based GenAI learning system in science courses to cultivate students' CT core skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Sample</h3>\u0000 \u0000 <p>One hundred and eighteen elementary school students in three different classes participated in this study.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasi-experiment was conducted in Fujian, China. Students in the experimental group learned with the CER model-based GenAI learning system; students learned with the CER model-based learning system in control group 1; students in control group 2 used the causal-explanation-based GenAI learning system. Students' learning achievement and CT core skills were examined.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that the CER model-based GenAI learning system significantly improved students' science learning and CT core skills. Interview results further showed some students complained that GenAI only provided answers without encouraging them to comprehend the material.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>CT should not exist only in computer courses. Instead, it is an approach to problem-solving that applies to all disciplines. Also, over-reliance on GenAI may hinder learning ability. The effectiveness of GenAI-based learning depends on its judicious use.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918846","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 Artificial Intelligence-Enabled Group Cognitive Diagnosis Approach With the Goal of Promoting Online Collaborative Learning","authors":"Lanqin Zheng,&nbsp;Zichen Huang,&nbsp;Lei Gao,&nbsp;Yunchao Fan","doi":"10.1111/jcal.70113","DOIUrl":"https://doi.org/10.1111/jcal.70113","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Online collaborative learning has been broadly applied in the field of higher education. Nevertheless, not all types of collaborative learning can produce the desired learning results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>To facilitate online collaborative learning, the present study proposed an innovative artificial intelligence-enabled group cognitive diagnosis approach with the goal of improving online collaborative learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A total of 135 college students was included in the current study and divided into 45 groups. A total of 15 groups consisting of 45 students used the group cognitive diagnosis approach. An additional 15 groups were assigned to the group knowledge graph approach, while the remaining 15 groups were assigned to the traditional online collaborative learning approach.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings of this research indicated that the group cognitive diagnosis approach had more significant and positive impacts on collaborative learning performance, knowledge elaboration, and higher-order cognitive engagement than did the group knowledge graph and traditional online collaborative learning approaches.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>The current study deepens our understanding of group cognition and the corresponding complex interactions and provides a new method for improving online collaborative learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144915302","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":"Does Using Virtual Reality to Enhance Students' Presentation Skills Work? The Role of Feedback and Presence","authors":"Roberta Di Palma,&nbsp;Simon Beausaert,&nbsp;Dominik Mahr,&nbsp;Jonas Heller,&nbsp;Tim Hilken","doi":"10.1111/jcal.70097","DOIUrl":"https://doi.org/10.1111/jcal.70097","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Despite the recognised potential of Virtual Reality (VR) in education, the role of VR in enhancing presentation skills remains uncertain. Mixed findings, coupled with low adoption rates in educational settings, highlight the need to investigate how current VR applications are designed to facilitate effective learning outcomes for students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Grounded in constructivist and situated learning theories, which emphasise learning through active engagement and real-world contexts, this study examines how specific VR design features, namely, feedback mechanisms (feedback awareness and feedback usefulness) and presence types (social and spatial presence), relate to student motivation and performance in presentations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In a one-group pre-test-post-test field study, 285 university students participated in 30-min individual VR training sessions focused on presentation skills refinement. Using structural equation modelling, this study assessed the relationships between feedback and presence elements with student motivation and performance outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Analysis revealed that feedback awareness and social presence were positively associated with students' motivation to refine their presentation skills. Effective feedback mechanisms, particularly those that enhance feedback awareness and usefulness, were crucial for skill transfer, while increased social presence was associated with improved academic performance in the classroom. Conversely, spatial presence was unexpectedly negatively related to both motivation and performance, suggesting that how VR creates spatial elements may influence learning outcomes. By examining the nuances of these VR features, this study offers valuable insights for software developers and educators aiming to improve university students' presentation skills through VR training applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144869340","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":"Seventh-Grade Students' Views Regarding Enriched Algebra Instruction (EAI) Supported by Technology and Manipulatives","authors":"Osman Birgin,&nbsp;Kayhan Demirören","doi":"10.1111/jcal.70100","DOIUrl":"https://doi.org/10.1111/jcal.70100","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Previous research has shown that students often struggle to understand algebraic expressions and solve equations, and that traditional instructional approaches may not be sufficient to address these challenges. While the use of technology and physical manipulatives independently has been shown to support students' conceptual understanding in algebra, limited research has examined their combined use—particularly the integration of dynamic mathematics software and manipulatives—within the context of algebra instruction.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore seventh-grade students' perceptions of an enriched algebra instruction (EAI) approach that integrates dynamic mathematics software and physical manipulatives to support and enhance their learning experiences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A qualitative case study was conducted with 30 Turkish seventh-grade students (aged 12–13). The EAI approach integrated technological tools, concrete materials, collaborative group work, and classroom discussions. Data were collected through a survey comprising 22 items rated on a 5-point Likert-type scale and four open-ended questions, as well as through classroom observations. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic content analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>Most students reported that the use of EAI, which integrates dynamic software and manipulatives, enhanced their active engagement in classroom activities, enabled them to conduct multiple experiments and observations, and facilitated visual interaction with the content. They also indicated that EAI helped them explore relationships within algebraic expressions, which they perceived as contributing to the development of their algebraic thinking and conceptual understanding.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843615","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}