Journal of Computer Assisted Learning最新文献

{"title":"ChatGPT Interventions in Higher Education: A Systematic Review of Experimental Studies","authors":"Yiwen Jin,&nbsp;Lies Sercu","doi":"10.1111/jcal.70072","DOIUrl":"https://doi.org/10.1111/jcal.70072","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Artificial intelligence has been reshaping many industries, and education is no exception. When ChatGPT burst onto the scene in late 2022, it ignited conversations among educators and researchers alike. Despite growing interest and experimentation with this technology in university classrooms, the field has been missing a comprehensive analysis of the actual research examining how ChatGPT is being used in higher education settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This review addresses that gap by focusing on experimental designs and interventions that incorporate ChatGPT in higher education settings, with particular attention to its impact on academic outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This study followed the PRISMA guidelines to identify and analyse relevant experimental studies. Through systematic coding and analysis of 21 selected studies, this review examined research design, intervention types and academic outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This review found that research on ChatGPT-based interventions in higher education has focused on language and STEM domains. Although many of the studies are true experimental designs, they often lack large, diverse samples. Two main types of interventions are identified: task assistance and general learning support, each with unique strengths and challenges. ChatGPT was generally effective for knowledge acquisition, but its impact on skills development varied. Medium-term interventions showed the best results, while short-term effects were limited and long-term outcomes were mixed.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 4","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144214021","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":"Multi-Layered Temporal Network Analysis: Idea Improvement Processes in Knowledge-Building Practice Leading to High Learning Performance","authors":"Jun Oshima,&nbsp;Ritsuko Oshima,&nbsp;Anthony J. Taiki Kawakubo","doi":"10.1111/jcal.70063","DOIUrl":"https://doi.org/10.1111/jcal.70063","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>This study aimed to develop and test new analytics for knowledge-building practices from the transactive perspective. Based on a literature review, network analysis was identified as a promising analytical tool for these practices. We observed two aspects of network analysis that could be further developed: the multilayers of networks and temporality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>Consequently, the study investigated transactive processes of collaborative learning leading to different learning performance levels using the multi-layered temporal network analysis after examining the advantages of the multi-layered temporal network analysis by comparing its findings with those of the traditional discourse network analysis.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This method was applied to identify multi-layered temporal discourse patterns in knowledge-building practices among first-year university students engaged in project-based learning. Discourse in each group was decomposed into discourse topics using exploratory clustering analysis with temporal changes in all nouns' degree centralities. Then, the multi-layer discourse patterns were compared between groups with different learning performance levels.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>We identified two conditions for high learning performance not found by the traditional network discourse analysis: extensive comparison of multiple ideas and co-elaboration through warranting. For idea improvement in knowledge-building practices, the judgement of idea promisingness is crucial. Groups with high learning performance engaged in this judgement by contrasting multiple ideas, a strategy not found in groups with low learning performance. Further, of the two dimensions of idea improvement, the co-elaboration process was evident in learners' discourse around their promising ideas, facilitated by warranting. Thus, the multi-layered temporal network analysis of discourse could provide more detailed descriptions of how learners engage in their idea improvement processes. Comparative case studies suggest hypothetical conditions for successful learning processes.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144140344","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":"How the Quality of Annotation Influences Academic Reading: An Eye-Tracking Study","authors":"Lishan Zhang,&nbsp;Lili Liu,&nbsp;Shuwen Wang,&nbsp;Min Xu,&nbsp;Sixv Zhang,&nbsp;Yun Tang","doi":"10.1111/jcal.70062","DOIUrl":"https://doi.org/10.1111/jcal.70062","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Collaborative reading can facilitate students’ understanding of complex learning materials. High-quality annotations provided by peer learners are essential for successful collaborative reading. However, it remains to be understood how annotation quality affects reading comprehension.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>A simulated collaborative reading environment was constructed for interactive highlighting and commenting. The environment was used to conduct a laboratory experiment and examine the benefits of reading annotations by others.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Forty-seven college students participated in the study and were randomly assigned to two conditions. The constructive annotation group was provided with annotations containing information that pertained to the constructive level of cognitive processing, while the active annotation group was supplied with annotations containing information that pertained to the active level of cognitive processing. Pre- and post-tests were used to measure learning gains. System log files and eye-tracking data were analysed to compare and contrast the differences in underlying processing.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results showed that constructive and active annotations incurred different reading patterns, with the constructive annotations attracting more attention than the active annotations. The results implied that instructors could use seed annotations of a constructive level in reading assignments to facilitate reading comprehension.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135660","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 Critical Examination of the Impact of Serious Games on Learning Music: A Systematic Literature Review","authors":"Eleftheria Siklafidou,&nbsp;Maya Satratzemi,&nbsp;Stelios Xinogalos","doi":"10.1111/jcal.70050","DOIUrl":"https://doi.org/10.1111/jcal.70050","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Serious games (SGs) have been increasingly utilised in various domains of education and training. These SGs are a compelling and impactful pedagogical tool that have demonstrated the potential to transform users' perspectives in a multitude of fields, including music.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper presents a systematic literature review (SLR) on the use of SGs as educational tools for teaching elements of music and instrumental practices. Specifically, the primary objectives of this review are threefold: First, to identify the specific music skills that have been enhanced through the utilisation of SGs and to determine whether their primary purpose is to serve as an introduction to music learning or as a tool for teaching musical instruments. Second, to examine the game mechanics and learning mechanics employed within these SGs. Third, to observe and systematically categorise the aspects of SGs that are assessed and the evaluation methods used to measure their effectiveness.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>To identify suitable studies for this analysis, we conducted a research process utilising the following digital libraries: Scopus, ACM Digital Library, and IEEE Xplore. The keywords employed during the search included ‘SGs’, ‘educational games’, ‘music’, and ‘music education’. Additionally, the search incorporated specific terms aimed at assessing the relevance of titles and abstracts with respect to Music and SGs. The analysis yielded a total of 32 studies, providing empirical evidence regarding the impact of SGs on the learning process and student engagement.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results indicate a diverse range of SGs with distinct approaches for addressing the challenges in music elements and instruments, albeit most of them are currently unavailable. The various initiatives found affirm the effectiveness of SGs in enhancing music learning and students' music skills development by fostering their interest in the subject matter. Our SLR may be of interest to music educators who aim to incorporate SGs in educational settings, researchers designing informed empirical studies and SG creators who can benefit from feedback to improve their products.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117860","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":"How Distractions Undermine Attentional Synchronisation in Work-Based Learning: A Randomised Controlled Study Using Dual Mobile Eye-Tracking","authors":"Lion Sieg,&nbsp;Hendrik Eismann,&nbsp;Bertrand Schneider,&nbsp;Jan Karsten,&nbsp;Dogus Darici","doi":"10.1111/jcal.70059","DOIUrl":"https://doi.org/10.1111/jcal.70059","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Research in social cognition suggests that learning effectiveness in teacher-learner pairs may be influenced by how well their attention aligns with each other. However, we currently have limited understanding of how common distractions in real-world environments affect teacher-student interactions, specifically the synchronisation of their visual attention.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>This randomised controlled study investigates the impact of distractions on attentional synchronisation, learning performance, and cognitive load during training. A total of 29 medical students were randomly assigned to either a distraction group or a control group during a Transesophageal Echocardiography training in a simulation OR setting. Distractions were systematically induced in the experimental group, while attentional synchronisation was measured using a novel dual mobile eye-tracking technology.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The distraction group demonstrated lower attentional synchronisation, compared to the control group (Mean = 41.59% ± 6.89% [SD] vs. 50.96% ± 10.59%; Bonferroni-corrected <i>t</i>(27) = −2.84, <i>p</i> = 0.008, Cohen's <i>d</i> = 1.06). This reduction in attentional synchronisation was accompanied by significantly poorer practical and visual performances (<i>d</i> = 0.87 and 0.62), longer task completion times (<i>d</i> = 2.05), and higher intrinsic and extraneous cognitive loads (<i>d</i> = 1.09 and 1.04).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>These findings underscore the crucial role of attentional synchronisation in optimising work-based learning for complex clinical skills. Distractions in the learning environment disrupt the alignment of attention between teacher and learner, which impairs learning outcomes with substantial effect sizes. We outline several practical options to re-establish attentional synchronisation in distraction-rich learning environments.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70059","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117947","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":"An Analysis of Socially Shared Regulation and Performance on Co-Creation Tasks in the Metaverse","authors":"Xiao-Feng Wang,&nbsp;Jue-Qi Guan,&nbsp;Jing-Wen Xu,&nbsp;Gwo-Jen Hwang","doi":"10.1111/jcal.70032","DOIUrl":"https://doi.org/10.1111/jcal.70032","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Group work plays a significant role in facilitating creative tasks and fostering student creativity, much like collaborative painting is an effective strategy for enhancing team creativity. Successful group work necessitates the establishment of efficient socially shared regulation (SSR). However, in current face-to-face learning environments, high-quality regulation is impeded because of challenges faced by team members in achieving sufficient social interaction, effective regulation and adjusting created content after monitoring and evaluation. Consequently, students struggle to generate high-quality work within group settings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>The present study explores the frequency and quality of students' SSR, the social interaction among students during socially shared regulation of learning (SSRL), and the performance of group creative tasks using an SSRL-based co-creation approach in the metaverse (Meta-CC).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Via a quasi-experimental design, a total of 63 Chinese students in fifth grade were recruited and randomly divided into an experimental group and a control group, with 33 students utilising the Meta-CC approach, whereas the remaining 30 students followed the conventional SSRL-based co-creation (C-CC) approach. The Meta-CC approach not only provides favourable psychological conditions for implementing SSRL in the collaborative process, but also offers a shared virtual space and digital creation tools for conducting creative tasks. The data collection included students' painting works and the painting process.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>The results demonstrate that the experimental group was significantly better than the control group in terms of frequency and quality of students' SSR, degree of social interaction and creative work performance. This study demonstrates the value of integrating SSRL within the metaverse in facilitating socialised creative activities. Moreover, it informs the design of future creative activities in the metaverse and enriches the theory of SSRL in technological environments and its practical applications.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117845","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 Effects of Algorithm Visualisation on Elementary School Students' Algorithm-Learning Performance, Motivation, and Behaviour","authors":"Qian Fu,&nbsp;Xinyi Zhou,&nbsp;Yafeng Zheng,&nbsp;Zhenyi Wang","doi":"10.1111/jcal.70049","DOIUrl":"https://doi.org/10.1111/jcal.70049","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Understanding algorithms is crucial for programming education, yet their abstract nature often challenges students. Algorithm visualisation (AV) has been proven effective in enhancing algorithmic thinking among university students. However, its efficacy for elementary school students and the optimal forms of AV tools remain unclear.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study aims to assess learners' performance, motivation, and behaviour under three AV forms (i.e., algorithm animation, static visualisation, and no visualisation) from both scientific and behavioural perspectives.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>A quasiexperimental design was employed, involving 104 sixth-grade students (aged 11–12) from a K–12 school in eastern China. A 9-week algorithm-teaching activity covering the optimal path, enumeration, and search algorithms was conducted in an in-school extension class. Two experimental groups and one control group each used a different AV form. Quantitative data were collected through questionnaires and an algorithm competency test (ACT), whereas behavioural data were analysed from computer screen recordings and classroom video recordings.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Although no significant differences were found in overall learning performance, algorithm animation was particularly beneficial for high-proficiency students. Algorithm animation and static visualisation significantly enhanced students' learning motivation compared with no visualisation. A behavioural analysis revealed that students using algorithm animation demonstrated greater autonomy and initiative, whereas those students who did not use visualisation preferred passive learning. This study on AV-based algorithm teaching concludes that introducing AV effectively improves students' initiative and motivation, providing insights for integrating visualisations in instructor-mediated classrooms.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108781","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":"From Viewers to Participants: The Evolution of Learning Through Interactive Video","authors":"Adi Perry-Kates,&nbsp;Anat Cohen","doi":"10.1111/jcal.70061","DOIUrl":"https://doi.org/10.1111/jcal.70061","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>In light of the growing need to understand interactive learning effectivity and especially post-Covid 19 pandemic constraints, the key question is how to develop interactive videos in order to get the most effective results.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This research aims to explore the pedagogical benefits of interactive video with branching narratives as an up-to-date environment for learning and instruction, in order to encourage curriculum developers as well as instructors to use it.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>This analysis exposed six different pedagogical benefits: Flexibility, Personalization, Engagement, Evaluation, Interactivity and Problem Solving, all revolving around the Branching Narrative motive of the video. Repetitive patterns were found: developers chose to use specific structural features like looping, branching and opening videos, as well as interactive features like narrative choice and sensitive timer, although many others were available for them.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This research offers valuable insights into the development of interactive video for learning, highlighting trends and emerging pedagogies. The testimonials and pedagogical benefits revealed in this study may pave the way for innovative uses of technology—specifically, interactive videos for learning. It shows that this environment is both flexible and effective, making it suitable for various educational contexts, formal and informal. The programme's analysis and its advantages enhance understanding of this rich learning medium and may inspire others to explore similar approaches in different settings, laying the foundation for future research.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/jcal.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085043","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":"Enhancing Computing Education Through Large Language Models","authors":"Natalie Kiesler,&nbsp;Daniel Schiffner,&nbsp;Jan Schneider","doi":"10.1111/jcal.70048","DOIUrl":"https://doi.org/10.1111/jcal.70048","url":null,"abstract":"","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144085267","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 Two-Decade Analysis of Load Balancing in Cloud Computing: Implications for Educational System and Future Directions","authors":"Chander Diwaker,&nbsp;Neha Miglani","doi":"10.1111/jcal.70042","DOIUrl":"https://doi.org/10.1111/jcal.70042","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The ever-increasing computational demands call for optimal resource utilisation and system performance in the cloud environment. Organisations are increasingly migrating workloads to cloud platforms, mandating the need for efficient resource distribution. Load balancing, a critical cloud component, ensures equitable distribution of compute resources, thereby mitigating resource bottlenecks while enhancing system scalability.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This paper presents a novel and comprehensive bibliometric analysis of research in the field of LB in cloud over the past 20 years. Unlike prior analyses, it aims at employing a broader dataset, insightful observations and streamlined methodologies to identify key trends, potential impacts, evolving landscapes and associated challenges.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Data has been retrieved from the Scopus database, encompassing 5978 articles published from 2004 to 2023. The analysis includes document types, subject-based categorizations, and the growth rate of publications. Unlike prior studies, this work yields a comparative dissection of influential contributions, identifying prominent journals, prolific authors, leading funding agencies, and geographic distribution illustrating global research impact. Additionally, citation clustering and keyword evolution emphasise drifts in research cornerstones and cropping challenges, offering deeper comprehensions into the domain's progression. Advanced bibliometric techniques such as co-citation analysis and network analysis uncover research patterns.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>This analysis underscores trends and knowledge gaps in LB over cloud. The findings offer a structured roadmap for future research, affirming the need for intelligent LB schemes aimed at enhancing cloud performance. It serves as a valuable resource for domain experts and researchers by providing insights into the current state, the field's evaluation while waving path for future advancements in cloud-based LB.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143939212","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}