Journal of Computer Assisted Learning最新文献

{"title":"How to Make Computer-Based Feedback More Effective: The Benefits of Allowing Learners to Choose Feedback Types","authors":"Jing Wang,&nbsp;Shaoying Gong,&nbsp;Jiangnan Guo,&nbsp;Zhen Wang,&nbsp;Yanqing Wang","doi":"10.1002/jcal.70273","DOIUrl":"https://doi.org/10.1002/jcal.70273","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prior studies in computer-based feedback predominantly concentrated on feedback assigned by the program to learners, in which case learners only received feedback passively, without consideration for their preferences or autonomy. It remains unclear whether allowing learners to choose feedback types of varying complexity can improve learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current study examined the effects of self-selected feedback on emotions, motivation, and learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We implemented a single-factor between-subjects design, involving 310 middle school students tasked with completing 10 multiple-choice items on the topic of quadratic radicals. Learners either passively received program-provided feedback with different complexities (Knowledge of Correct Response [KCR], Cue Feedback, and Explanation Feedback) or chose between any of these three feedback types after responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that: (a) learners in self-selected feedback condition reported higher decisional autonomy than those in the program-provided feedback conditions; (b) learners in self-selected feedback condition experienced more positive emotions than those in the program-provided KCR or cue feedback conditions, and reported stronger motivation than those in the program-provided KCR; (c) learners in self-selected feedback condition also outperformed those in the program-provided KCR condition; (d) in the program-provided feedback condition, more detailed information resulted in better learning performance (explanation &gt; cue &gt; KCR).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings underscored the significance of allowing learners to choose feedback type to improve learning in computer-based learning environments and provided empirical evidence to support more learner-centered approaches to feedback design.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282096","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":"How to Make Computer-Based Feedback More Effective: The Benefits of Allowing Learners to Choose Feedback Types","authors":"Jing Wang,&nbsp;Shaoying Gong,&nbsp;Jiangnan Guo,&nbsp;Zhen Wang,&nbsp;Yanqing Wang","doi":"10.1002/jcal.70273","DOIUrl":"https://doi.org/10.1002/jcal.70273","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Prior studies in computer-based feedback predominantly concentrated on feedback assigned by the program to learners, in which case learners only received feedback passively, without consideration for their preferences or autonomy. It remains unclear whether allowing learners to choose feedback types of varying complexity can improve learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The current study examined the effects of self-selected feedback on emotions, motivation, and learning performance.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We implemented a single-factor between-subjects design, involving 310 middle school students tasked with completing 10 multiple-choice items on the topic of quadratic radicals. Learners either passively received program-provided feedback with different complexities (Knowledge of Correct Response [KCR], Cue Feedback, and Explanation Feedback) or chose between any of these three feedback types after responses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that: (a) learners in self-selected feedback condition reported higher decisional autonomy than those in the program-provided feedback conditions; (b) learners in self-selected feedback condition experienced more positive emotions than those in the program-provided KCR or cue feedback conditions, and reported stronger motivation than those in the program-provided KCR; (c) learners in self-selected feedback condition also outperformed those in the program-provided KCR condition; (d) in the program-provided feedback condition, more detailed information resulted in better learning performance (explanation &gt; cue &gt; KCR).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Implications</h3>\u0000 \u0000 <p>These findings underscored the significance of allowing learners to choose feedback type to improve learning in computer-based learning environments and provided empirical evidence to support more learner-centered approaches to feedback design.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design Dimensions for Planning Artificial Intelligence-Supported Learning","authors":"Merike Saar,&nbsp;Aleksandra Ljalikova,&nbsp;Shatha N. Alkhasawneh,&nbsp;Davinia Hernández-Leo","doi":"10.1002/jcal.70282","DOIUrl":"https://doi.org/10.1002/jcal.70282","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teachers often lack the time and structured guidance needed to address the pedagogical and ethical challenges involved in the integration of artificial intelligence in education (AIED). Although prior research identifies these challenges, empirically grounded frameworks that help teachers integrate AIED in responsible and pedagogically meaningful ways remain limited. Addressing this gap is essential to ensure AIED enhances student engagement and higher-order thinking skills (HOTS) rather than undermining them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines how teachers' understanding and adoption of AI tools change after participating in a collaborative professional development course on ethical and constructive AI use, and how students perceive and engage with AI-supported learning. Drawing on study findings and the ACAD meta-theoretical framework, the study proposes design dimensions for planning AI-supported learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved 45 teachers and 266 students from three countries. Data sources included pre- and post-course teacher surveys on ethical and constructive AI use; student surveys on engagement and perceived AI affordances; and qualitative analysis of 12 teacher-designed lesson plans examining student engagement levels (informed by the ICAP framework), development of HOTS, and AI roles in planned activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results show that effective AI adoption is not intuitive. Teachers grounded in critical thinking pedagogy and collaborative practice communities were better able to recognise and adapt AIED's instructional value. Students reported greater engagement when AI functioned as a tutor, study companion, or Socratic opponent rather than merely a design aid. AI affordances were perceived as either challenging or encouraging depending on activity design. Based on these insights, the study proposes design dimensions for teachers to support responsible and pedagogically aligned AI integration into learning tasks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282095","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 Interplay of Teacher Agency and TPACK in AI-Integrated Science Education: Insights From Exemplary Practice Cases","authors":"Hyojoon Kim,&nbsp;Eun-Jeong Yu","doi":"10.1002/jcal.70281","DOIUrl":"https://doi.org/10.1002/jcal.70281","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teacher agency plays a pivotal role in technology-enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study empirically examined how manifestations of teacher agency—individual, co- and collective—are interlinked with the enactment of TPK and TCK in exemplary cases of instructional innovation, with a focus on the integration of emerging technologies, including AI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seventeen award-winning science education reports, treated as instructional artefacts, were analysed using a hybrid deductive–inductive thematic analysis. The study first categorised cases based on established TPK/TCK and teacher agency frameworks, then utilised a cross-matrix approach to identify empirical typologies and represent the multilayered intersections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>TPK was evident across all cases and appeared to support teacher agency across individual, co- and collective domains, where broadly applicable tools enhanced instructional orchestration and resource sharing. In contrast, TCK appeared selectively in subject-specific contexts, demanding disciplinary expertise and aligning mainly with individual agency. AI integration operated flexibly across both domains, amplifying pedagogical orchestration in TPK-oriented practices while supporting content-specific analytical and inquiry processes in TCK-oriented enactments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest a reciprocal dynamic in which teacher agency supports technology integration, while enacted TPACK may also expand the scope of agency. TPK underpins cross-contextual transferability, while TCK advances disciplinary specialisation—both central to understanding and supporting AI-integrated science education. The study provides empirical typologies of their interplay with teacher agency, offering differentiated strategies for teacher professional development and policy that reflect the distinct functional roles of TPK and TCK in AI-integrated science education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282131","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":"Design Dimensions for Planning Artificial Intelligence-Supported Learning","authors":"Merike Saar,&nbsp;Aleksandra Ljalikova,&nbsp;Shatha N. Alkhasawneh,&nbsp;Davinia Hernández-Leo","doi":"10.1002/jcal.70282","DOIUrl":"https://doi.org/10.1002/jcal.70282","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teachers often lack the time and structured guidance needed to address the pedagogical and ethical challenges involved in the integration of artificial intelligence in education (AIED). Although prior research identifies these challenges, empirically grounded frameworks that help teachers integrate AIED in responsible and pedagogically meaningful ways remain limited. Addressing this gap is essential to ensure AIED enhances student engagement and higher-order thinking skills (HOTS) rather than undermining them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study examines how teachers' understanding and adoption of AI tools change after participating in a collaborative professional development course on ethical and constructive AI use, and how students perceive and engage with AI-supported learning. Drawing on study findings and the ACAD meta-theoretical framework, the study proposes design dimensions for planning AI-supported learning.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The study involved 45 teachers and 266 students from three countries. Data sources included pre- and post-course teacher surveys on ethical and constructive AI use; student surveys on engagement and perceived AI affordances; and qualitative analysis of 12 teacher-designed lesson plans examining student engagement levels (informed by the ICAP framework), development of HOTS, and AI roles in planned activities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Results show that effective AI adoption is not intuitive. Teachers grounded in critical thinking pedagogy and collaborative practice communities were better able to recognise and adapt AIED's instructional value. Students reported greater engagement when AI functioned as a tutor, study companion, or Socratic opponent rather than merely a design aid. AI affordances were perceived as either challenging or encouraging depending on activity design. Based on these insights, the study proposes design dimensions for teachers to support responsible and pedagogically aligned AI integration into learning tasks.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282267","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 Interplay of Teacher Agency and TPACK in AI-Integrated Science Education: Insights From Exemplary Practice Cases","authors":"Hyojoon Kim,&nbsp;Eun-Jeong Yu","doi":"10.1002/jcal.70281","DOIUrl":"https://doi.org/10.1002/jcal.70281","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Teacher agency plays a pivotal role in technology-enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>This study empirically examined how manifestations of teacher agency—individual, co- and collective—are interlinked with the enactment of TPK and TCK in exemplary cases of instructional innovation, with a focus on the integration of emerging technologies, including AI.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Seventeen award-winning science education reports, treated as instructional artefacts, were analysed using a hybrid deductive–inductive thematic analysis. The study first categorised cases based on established TPK/TCK and teacher agency frameworks, then utilised a cross-matrix approach to identify empirical typologies and represent the multilayered intersections.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>TPK was evident across all cases and appeared to support teacher agency across individual, co- and collective domains, where broadly applicable tools enhanced instructional orchestration and resource sharing. In contrast, TCK appeared selectively in subject-specific contexts, demanding disciplinary expertise and aligning mainly with individual agency. AI integration operated flexibly across both domains, amplifying pedagogical orchestration in TPK-oriented practices while supporting content-specific analytical and inquiry processes in TCK-oriented enactments.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The findings suggest a reciprocal dynamic in which teacher agency supports technology integration, while enacted TPACK may also expand the scope of agency. TPK underpins cross-contextual transferability, while TCK advances disciplinary specialisation—both central to understanding and supporting AI-integrated science education. The study provides empirical typologies of their interplay with teacher agency, offering differentiated strategies for teacher professional development and policy that reflect the distinct functional roles of TPK and TCK in AI-integrated science education.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70281","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282268","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":"Reshaping Teaching Practices Through Interactive Technology Training: A Case Study in Applied Technology School","authors":"Karim Ragab,&nbsp;Enrique Martínez-Jiménez,&nbsp;Elvira Fernandez-Ahumada","doi":"10.1002/jcal.70280","DOIUrl":"https://doi.org/10.1002/jcal.70280","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interactive technology refers to digital tools that facilitate two-way interactions between learners and content, such as virtual reality (VR) and artificial intelligence (AI). The integration of interactive technologies in education requires specialised teacher training, where evidence of its effectiveness in the United Arab Emirates context remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This case study investigated the observed changes following a three-week interactive technology training program involving 11 teachers across grades 9–12 in one applied technology school in the UAE, with teachers from science, mathematics, language arts, and vocational education participating in a total of 90 h of training on integrating interactive technology, such as virtual reality (VR) and artificial intelligence (AI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed an embedded mixed-methods case study design, incorporating lesson plan analysis (<i>n</i> = 22), classroom observations (<i>n</i> = 11), and semi-structured interviews (<i>n</i> = 11), with 11 lesson plans analysed pre-training and post-training to assess instructional shifts, and observations conducted exclusively after implementation. Lesson plans were evaluated using rubrics aligned with the TPACK framework, SAMR model, and student competency indicators. Classroom observations were assessed using the Technology Integration Observation Instrument (TIOI), and interviews explored teachers' reflections and challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed notable improvements in TPACK dimensions, particularly technological and pedagogical knowledge, as well as increased planning for student engagement across cognitive, social, and reflective domains. Teachers reported deeper confidence with interactive tools and pedagogical transformation towards student-centered practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Although the results reflect the specific context of one school and should be interpreted cautiously, they suggest the transformative potential of targeted, TPACK-informed professional development to foster meaningful and equitable technology integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282024","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 Role of Theories in Understanding and Promoting CSCL","authors":"Heisawn Jeong","doi":"10.1002/jcal.70279","DOIUrl":"https://doi.org/10.1002/jcal.70279","url":null,"abstract":"","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282025","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":"Reshaping Teaching Practices Through Interactive Technology Training: A Case Study in Applied Technology School","authors":"Karim Ragab,&nbsp;Enrique Martínez-Jiménez,&nbsp;Elvira Fernandez-Ahumada","doi":"10.1002/jcal.70280","DOIUrl":"https://doi.org/10.1002/jcal.70280","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Interactive technology refers to digital tools that facilitate two-way interactions between learners and content, such as virtual reality (VR) and artificial intelligence (AI). The integration of interactive technologies in education requires specialised teacher training, where evidence of its effectiveness in the United Arab Emirates context remains limited.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This case study investigated the observed changes following a three-week interactive technology training program involving 11 teachers across grades 9–12 in one applied technology school in the UAE, with teachers from science, mathematics, language arts, and vocational education participating in a total of 90 h of training on integrating interactive technology, such as virtual reality (VR) and artificial intelligence (AI).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study employed an embedded mixed-methods case study design, incorporating lesson plan analysis (<i>n</i> = 22), classroom observations (<i>n</i> = 11), and semi-structured interviews (<i>n</i> = 11), with 11 lesson plans analysed pre-training and post-training to assess instructional shifts, and observations conducted exclusively after implementation. Lesson plans were evaluated using rubrics aligned with the TPACK framework, SAMR model, and student competency indicators. Classroom observations were assessed using the Technology Integration Observation Instrument (TIOI), and interviews explored teachers' reflections and challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Findings revealed notable improvements in TPACK dimensions, particularly technological and pedagogical knowledge, as well as increased planning for student engagement across cognitive, social, and reflective domains. Teachers reported deeper confidence with interactive tools and pedagogical transformation towards student-centered practices.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Takeaways</h3>\u0000 \u0000 <p>Although the results reflect the specific context of one school and should be interpreted cautiously, they suggest the transformative potential of targeted, TPACK-informed professional development to foster meaningful and equitable technology integration.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282027","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 Role of Theories in Understanding and Promoting CSCL","authors":"Heisawn Jeong","doi":"10.1002/jcal.70279","DOIUrl":"https://doi.org/10.1002/jcal.70279","url":null,"abstract":"","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 4","pages":""},"PeriodicalIF":5.7,"publicationDate":"2026-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148282026","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}