Journal of Computer Assisted Learning最新文献

{"title":"A Learner-Centred Exploration of Teachers' Solution Pathways in K-12 Programming-Based Mathematical Problem-Solving","authors":"Huiyan Ye,&nbsp;Biyao Liang,&nbsp;Oi-Lam Ng","doi":"10.1111/jcal.70102","DOIUrl":"https://doi.org/10.1111/jcal.70102","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Empirical studies have revealed students' development of computational thinking (CT) and mathematical thinking (MT) during programming-based mathematical problem-solving, highlighting specific CT concepts or practices that serve as learning goals or outcomes. However, implementing programming-based mathematics instruction requires teachers to have sufficient knowledge about learners' thinking processes in such a context, while very little is known about multifaceted solution development from a learner-centred perspective.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Viewing CT and MT as processes that go beyond specific skills or concepts, we conducted a qualitative study to investigate how participants develop computational solutions to mathematical problems and construct meaningful understandings of these solutions.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We adopted an interpretive approach to participants' solution pathways to reveal their diverse thinking processes underlying solution development. A constant comparative analysis approach was undertaken to guide the data analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We identified multiple solution pathways in developing programming-based mathematical solutions (PMS) and characterised four significant pathways comprising seven distinct sub-situations: (1) transition between personal MT and invalid PMS, (2) evolution from invalid PMS to valid PMS, (3) construction from non-meaningful PMS to meaningful PMS and (4) revision from suboptimal PMS to optimal PMS. The findings contribute to a deeper understanding of problem solvers' learning in programming-based mathematical problem-solving and offer implications for theory and practice in programming-rich mathematics education.</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":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70102","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144843499","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":"ChatGPT in Education: An Effect in Search of a Cause","authors":"J. Weidlich,&nbsp;D. Gašević,&nbsp;H. Drachsler,&nbsp;P. Kirschner","doi":"10.1111/jcal.70105","DOIUrl":"https://doi.org/10.1111/jcal.70105","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As researchers rush to investigate the potential of AI tools like ChatGPT to enhance learning, well-documented pitfalls threaten the validity of this emerging research. Issues of media comparison research, where the confounding of instructional methods and technological affordances is unrecognised, may render effects uninterpretable.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Using a recent meta-analysis by Deng et al. (<i>Computers &amp; Education</i>, 227, 105224) as an example, we revisit key insights from the media/methods debate to highlight recurring conceptual challenges in ChatGPT efficacy studies.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This conceptual article contrasts nascent ChatGPT research with the more established literature on Intelligent Tutoring Systems to identify three non-negotiable considerations for interpretable effects: (1) descriptions of the precise nature of the experimental treatment and (2) the activities of the control group, as well as (3) outcome measures as valid indicators of learning. To provide some initial evidence, we audited a subset of primary experiments included in Deng et al.'s meta-analysis, demonstrating that only a small minority of studies satisfied all three non-negotiable considerations.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Loosely defined treatments, mismatched or opaque controls, and outcome measures with unclear links to durable learning obscure causal claims of this emerging literature. Observed gains cannot, at this time, be confidently attributed to ChatGPT, and meta-analytics effect sizes may over- or understate its benefits. Progress, we argue, will require rigorous designs, transparent reporting, and a critical stance toward “fast science.”</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70105","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144832860","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":"University Students' Perceptions of a Multimodal AI System for Real-World Collaboration Analytics: Lessons Learned From a Case Study","authors":"Wannapon Suraworachet,&nbsp;Qi Zhou,&nbsp;Mutlu Cukurova","doi":"10.1111/jcal.70103","DOIUrl":"https://doi.org/10.1111/jcal.70103","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many researchers work on the design and development of multimodal collaboration support systems with AI, yet very few of these systems are mature enough to provide actionable feedback to students in real-world settings. Therefore, a notable gap exists in the literature regarding students' perceptions of such systems and the feedback they generate.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study designed, built and implemented a set of collaboration analytics to capture, interpret and provide feedback on students' collaborative processes, including their non-verbal group interactions as well as group challenges and regulation arising from discourse in authentic collocated collaborative settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seven groups of five to six postgraduate students with varying backgrounds participated in face-to-face collaborative design tasks (<i>n</i> = 36) for an 11-week-long semester. Multimodal data from audio and video recordings of collaborative learning sessions were analysed using various machine learning techniques to model students' group processes and to generate feedback. A post hoc evaluation of the collaboration analytics feedback was conducted using individual student reflections and focus group interviews.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The findings suggest that analytics feedback has the potential to promote students' understanding of their collaborative processes (e.g., awareness of individual, peer and group behaviours and alterations at the individual level). However, the study also identified significant limitations and challenges associated with the real-world application of collaboration analytics (e.g., limited group transactions stemmed from a lack of group interpretative sessions). The paper concludes with a discussion on future design suggestions and principles (e.g., an integration of analytics with the learning design, value alignments among stakeholders and roles of teachers).</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 5","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144740309","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":"Exploring the Role of Generative AI in Collaborative Lesson Planning for Pre-Service Teachers","authors":"Yanyan Sun,&nbsp;Yingfen Huang","doi":"10.1111/jcal.70098","DOIUrl":"https://doi.org/10.1111/jcal.70098","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative lesson planning is a crucial practice in teacher education, supporting pre-service teachers in lesson design and fostering professional development. While generative AI (GenAI) is increasingly integrated into education, its role in collaborative lesson planning remains unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore how pre-service teachers use GenAI in collaborative lesson planning and investigate how GenAI influences pre-service teachers' cognitive engagement throughout the process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-seven pre-service teachers participated in GenAI-supported collaborative lesson planning in a STEM unit within a graduate educational technology course. Their interactions were analysed using epistemic network analysis (ENA) to examine cognitive engagement patterns. Additionally, the final lesson plan designs and logs of GenAI interactions were qualitatively analysed.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicated that GenAI primarily served as a direct information source for operational tasks, while its role as cognitive scaffolding was limited. GenAI significantly supported pre-service teachers during initial phases of lesson planning, fostering higher-order thinking such as analysing and creating, but its contribution diminished in later iterative phases. The findings highlight the dual roles of GenAI, emphasising the need for structured scaffolds and human facilitation to complement GenAI and support deeper cognitive engagement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144666219","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":"Instructional Video and GenAI-Supported Chatbot in Digital Game-Based Learning: Influences on Science Learning, Cognitive Load and Game Behaviours","authors":"Kun Huang,&nbsp;Ching-Huei Chen","doi":"10.1111/jcal.70094","DOIUrl":"https://doi.org/10.1111/jcal.70094","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;Digital game-based learning (DGBL) has shown promise in enhancing learning and motivation, with appropriate scaffolding playing a crucial role in facilitating student inquiries and knowledge acquisition through science games. While scaffolding is generally effective in promoting learning in DGBL, there is variability among different scaffold types, and the impact of scaffolding on cognitive load remains unclear.&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 investigates the effects of two scaffolding tools to support secondary students' science learning in a DGBL environment: instructional videos that provide systematic and structured assistance to elucidate underlying science concepts within the game, and a chatbot providing adaptive, contextualised advice and feedback, supported by Generative Artificial Intelligence (GenAI).&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 total of 160 seventh-grade students participated in the study. Using a 2 × 2 experimental design and a sequential analysis of game trace data, we explore the individual and combined effects of instructional videos and the GenAI-supported chatbot on science learning, game performance, cognitive load and game behaviours.&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;Results indicate that instructional videos had a significant positive effect on science learning outcomes, with the two groups that had access to instructional videos significantly outperforming the other two groups without the videos, &lt;i&gt;F&lt;/i&gt; (1, 153) = 55.64, &lt;i&gt;p&lt;/i&gt; &lt; 0.001, partial &lt;i&gt;η&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = 0.27. Additionally, a significant interaction effect was observed on extraneous cognitive load, with the lowest extraneous load reported by participants who had access to both instructional videos and the chatbot, &lt;i&gt;F&lt;/i&gt; (1, 153) = 6.75, &lt;i&gt;p&lt;/i&gt; = 0.01, partial &lt;i&gt;η&lt;/i&gt;&lt;sup&gt;2&lt;/sup&gt; = 0.04. Sequential analysis of game trace data revealed distinct behaviour patterns among the four treatment groups, with the group that had access to GenAI only displaying the most fragmented game inquiry behaviours.&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;This study contributes to the limited research on the use of instructional videos and GenAI chatbots to scaffold science learning in DGBL environments. The findings highlight instructional videos as a strong scaffold in DGBL. Furthermore, the combination of instructional videos and the GenAI chatbot can result in less extraneous load than the GenAI chatbot alone, while fostering more cohesive inquiry behaviours. Addi","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144646804","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":"Robot-Assisted Mathematics Education: A Systematic Literature Review","authors":"Temesgen Samuel,&nbsp;Hsiu-Ling Chen,&nbsp;Abebayehu Yohannes","doi":"10.1111/jcal.70095","DOIUrl":"https://doi.org/10.1111/jcal.70095","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>As highly interactive hands-on learning tools, robots can inspire new generations of mathematics students. However, to date, no comprehensive systematic reviews have been conducted on robot-assisted mathematics education from K-12 through higher education. Hence, it is important to explore the research evidence of robot-assisted mathematics education for the benefit of students and educators, and for the advancement of educational robots (ERs).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The primary aim of this study was to explore the integration of ERs into mathematics education. Additionally, it aimed to offer more insightful recommendations by conducting a SWOT (strengths, weaknesses, opportunities and threats) analysis of ERs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A systematic literature review of 41 journal articles from the Web of Science (WoS) and Scopus databases published from 2014 to 2024 pertinent to the integration of physical ERs into mathematics education was conducted.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>It was found that the United States was the leading country in terms of integrating ERs into mathematics education; LEGO was the most common type of robot employed; programming robots, and building and programming robots were the most commonly used ways of integrating ERs; the majority of the papers dealt with applied mathematics content; constructivism was the most widely employed learning theory; qualitative research was the most commonly adopted research method; and participants were mainly primary and junior secondary school students. Regarding research issues, the affective aspect was the most widely measured research issue and had positive results. However, it was difficult to find many studies that looked into students' cognitive load and satisfaction; as a result, these topics merit further investigation.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635470","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 ChatGPT on Students' Academic Achievement: A Meta-Analysis","authors":"Zhiwei Liu,&nbsp;Haode Zuo,&nbsp;Yongjing Lu","doi":"10.1111/jcal.70096","DOIUrl":"https://doi.org/10.1111/jcal.70096","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>ChatGPT, a generative artificial intelligence (GenAI) chatbot, has gained significant traction as a tool for supporting students learning. Despite its growing popularity, there is still no academic consensus on its effectiveness in enhancing students' academic achievement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to explore the effect of ChatGPT on students' academic achievement through a meta-analysis. It seeks to identify the overall effect size and examine variations based on moderators such as educational level, discipline, intervention duration, sample size, knowledge type, instructional model, role-setting, learning approach, and generated content.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A meta-analysis was conducted on 37 studies (comprising 37 effect sizes) published between 2022 and 2025. The studies were analysed to calculate the overall effect size (Hedges' <i>g</i>) and to explore subgroup differences.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The findings reveal that ChatGPT has a moderately positive impact on students' academic achievement, with an overall effect size of <i>g</i> = 0.577 (95% CI [0.395, 0.759], <i>p</i> &lt; 0.001). Further analysis of moderating variables indicates that no significant differences are observed across educational levels, role-setting, or learning approaches. A greater effect is observed in the social sciences compared to other disciplines; an intervention duration of 5–10 weeks has a larger impact on academic achievement compared to other durations; sample sizes ranging from 21 to 40 participants exhibit a larger impact on academic achievement than other sample sizes; ChatGPT is more effective in supporting the learning of declarative knowledge compared to procedural knowledge; the combination of traditional classrooms with ChatGPT is more effective than using ChatGPT in a flipped classroom; compared to generating code, using ChatGPT to generate text has better academic achievement.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144635471","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":"Optimising Multimedia Learning: Effects of Pedagogical Agents' Appearance and Voice","authors":"Mengshi Xiao,&nbsp;Weizi Li,&nbsp;Lei Han,&nbsp;Shasha Zheng","doi":"10.1111/jcal.70101","DOIUrl":"https://doi.org/10.1111/jcal.70101","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In multimedia learning environments, pedagogical agents have emerged as an innovative tool to enhance digital instruction, yet optimising their design for maximal learning effectiveness remains underexplored.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aimed to investigate how specific design elements of pedagogical agents, namely appearance and voice type, affect multimedia learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A 2 (appearance: formal vs. informal) × 2 (voice type: human vs. engine-generated voice) between-subjects design was employed, incorporating eye-tracking technology. A total of 115 participants completed a multimedia learning module on chemical synaptic transmission. Learning outcomes were assessed using retention and transfer tests. Learner perceptions were measured across five indicators: social perception, perceived difficulty, lecture engagement, situational interest, and cognitive load.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Pedagogical agents with a formal appearance positively influenced learning outcomes, increasing fixation duration and fixation count, while reducing perceived material difficulty and intrinsic load. Agents with human voices similarly enhanced learning outcomes, increasing fixation counts, social perception, lecture engagement, and situational interest, while reducing perception difficulty, intrinsic load and extraneous load. The combination of a human voice and formal appearance produced the greatest benefits in learning performance. Meanwhile, compared to the combination of informal appearance and engine-generated voice, the formal appearance with a human voice indirectly affected learning outcomes by reducing perceived difficulty, intrinsic load and extraneous load. It also indirectly increased fixation count through enhanced social perception, lecture engagement and situational interest. These findings advance our understanding of the role of pedagogical agents in multimedia learning and offer valuable insights for designing effective instructional tools that maximise engagement and learning outcomes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144624349","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":"Personalised Language Learning Through Technology: Examining How Digital Literacy Shapes Proficiency and Communication Strategiess","authors":"Ziyun Zhang,&nbsp;Ruixi Yang","doi":"10.1111/jcal.70069","DOIUrl":"https://doi.org/10.1111/jcal.70069","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Key Findings</h3>\u0000 \u0000 <p>This study identifies a strong positive relationship between digital literacy and language proficiency, highlighting how technological competence enhances motivation, engagement and PL, leading to improved language learning outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This research explores the connection between digital literacy and language proficiency, emphasising the impact of digital literacy on language acquisition and communication approaches. It seeks to evaluate how digital tools contribute to shaping learning behaviours within technology-integrated educational settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quantitative research approach was adopted, incorporating a structured questionnaire to gather data from a sample of 420 college students. The collected data were then analysed using SPSS software to explore the connection between digital literacy and language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results indicate a strong and statistically significant positive relationship (β = 0.841, <i>p</i> &lt; 0.001) between digital literacy and language proficiency. Students with higher digital literacy demonstrated greater engagement, motivation and better adaptation to PL tools. Additionally, digital literacy was found to enhance both formal and informal communication strategies, contributing to overall language proficiency.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study highlights the significance of technology in language learning, particularly its capacity to facilitate adaptive and personalised educational experiences. The incorporation of digital tools enables both educators and learners to refine language acquisition strategies, ultimately enhancing proficiency and communication skills.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144615066","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 Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System","authors":"Markus W. H. Spitzer,&nbsp;Lisa Bardach,&nbsp;Eileen Richter,&nbsp;Younes Strittmatter,&nbsp;Korbinian Moeller","doi":"10.1111/jcal.70093","DOIUrl":"https://doi.org/10.1111/jcal.70093","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Many students face difficulties with algebra. At the same time, it has been observed that fraction understanding predicts achievements in algebra; hence, gaining a better understanding of how algebra understanding builds on fraction understanding is an important goal for research and educational practice.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>However, a wide range of algebra subtopics (e.g., <i>Using formulas</i> and <i>Simplifying products in formulas</i>) and fraction subtopics (e.g., <i>Adding and subtracting fractions</i>, <i>Multiplying and dividing fractions</i>) exist, and little is known about which specific fraction subtopics matter most for (i.e., best predict) which specific algebra subtopics. In addition to addressing across-topic subtopic correlations, a comprehensive understanding of within-topic subtopic correlations (i.e., among fraction subtopics and algebra topics, respectively) has not yet been achieved.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Here, we leveraged a large data set (3158 students; 257,321 problem sets) from an intelligent tutoring system (ITS) and employed state-of-the-art psychological network analysis to visualise and quantify interdependencies between students' performance on different fractions and algebra subtopics.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We observed one robust correlation between a specific fraction and a specific algebra subtopic (<i>Fractions and the order of operations</i> and <i>Using formulas</i>). In addition, a larger number of within-topic subtopic correlations were observed. Importantly, cross-topic correlations and most within-topic correlations seemed to be driven by shared mathematical components (e.g., multiplication, operating rules or reading comprehension). Our findings advance the current understanding of mathematics learning and have implications for the design and improvement of ITSs, such as for developing automatic suggestions on which other subtopics to work on when a student encounters difficulties with a specific subtopic. Moreover, our study highlights the potential of psychological network analysis for analysing learning data from ITSs.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144582185","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}