Internet and Higher Education最新文献_第2页

Students' interaction patterns of online dialogic peer feedback from a perspective of community of inquiry: An Epistemic network analysis approach 探究共同体视角下的学生在线对话同伴反馈互动模式：认知网络分析方法

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.iheduc.2025.101059

Ying Zhan , Lingyun Huang , Shen Ba

引用次数: 0

Exploring undergraduate students' perceptions of AI vs. human scoring and feedback 探索本科生对人工智能与人类评分和反馈的看法

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-09-04 DOI: 10.1016/j.iheduc.2025.101052

Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan

{"title":"Exploring undergraduate students' perceptions of AI vs. human scoring and feedback","authors":"Mackenzie L. Thomas, Seyma N. Yildirim-Erbasli, Shruthi Hariharan","doi":"10.1016/j.iheduc.2025.101052","DOIUrl":"10.1016/j.iheduc.2025.101052","url":null,"abstract":"<div><div>The use of artificial intelligence (AI) in educational assessment offers scalable solutions to traditional grading challenges, yet concerns about reliability, fairness, and acceptance remain, particularly in subjective domains like writing. This study examines undergraduate students' perceptions of AI-generated scoring and feedback compared to human evaluators. Participants reviewed scores and feedback provided by either AI or a human and completed a survey measuring their perceptions before and after disclosure of the source. Analyses revealed that students often struggled to accurately identify the evaluator. Additionally, while perceptions of AI scoring and feedback were generally moderate, exposure to AI significantly reduced students' confidence in AI scoring. The source of the grading and identification accuracy significantly influenced students' perceptions. Human grading was associated with more positive perceptions, while incorrect identification—when not combined with human grading—also led to more positive perceptions. However, the interaction of human grading and incorrect identification resulted in more negative perceptions. Factors such as comfort with technology, familiarity with AI, and frequency of AI use were significant predictors of students' attitudes toward AI. These findings enhance our understanding of student attitudes toward AI in educational assessment and emphasize the importance of thoughtful implementation to support acceptance in educational contexts.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101052"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145004629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Students' preferences for online learning formats – Results of a latent class analysis 学生对在线学习形式的偏好——潜在类别分析的结果

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-09-17 DOI: 10.1016/j.iheduc.2025.101053

Sabine Fischer, Karina Fisch, Caroline Hobelsberger, Simone Jung

引用次数: 0

The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge 基于数字游戏的学习支持对不同先验知识水平学习者的影响

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-08-19 DOI: 10.1016/j.iheduc.2025.101044

Zhihui Cai , Caiyan Liu , Yajiao Yang , Bo Li

{"title":"The impact of learning supports in digital game-based learning on learners with different levels of prior knowledge","authors":"Zhihui Cai , Caiyan Liu , Yajiao Yang , Bo Li","doi":"10.1016/j.iheduc.2025.101044","DOIUrl":"10.1016/j.iheduc.2025.101044","url":null,"abstract":"<div><div>With rapid advancements in digital technology and the booming gaming industry, digital game-based learning (DGBL) has become a crucial research area in education. Effective learning support in educational games could yield positive outcomes, while poorly designed learning support may hinder learner's flow and autonomy. Prior research has often focused on evaluating its effectiveness but overlooked its optimization based on design characteristics. This study conducted two experiments to explore how learning support design features impact learning outcomes by considering learners' characteristics. Study 1 examined the effects of learning support timing (pre-support vs. post-support) on learners with varying prior knowledge. Results revealed interactive effects between learning support timing and learners' prior knowledge on learning achievement, intrinsic cognitive load, and intrinsic motivation. Behaviorally, pre-support benefited novices while post-support benefited experts by improving learning performance and reducing frustration. Study 2 investigated the effects of the mode of support delivery (learner-controlled vs. system-controlled) on learners with different levels of prior knowledge. Findings indicated an interactive effect between the mode of support delivery and learners' prior knowledge on learning achievement. Behaviorally, system-controlled support helped novices by guiding their exploration, while experts benefited from learner-controlled support due to their competence in regulating their learning. Future research is encouraged to explore cognitive neural mechanisms to provide deeper insights into it.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101044"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144912508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment 将LMS学习分析纳入前瞻性建议：在随机实验中的有效性和使用

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2026-01-01 Epub Date: 2025-10-22 DOI: 10.1016/j.iheduc.2025.101057

Matthew M. Rust , Benjamin A. Motz

{"title":"Incorporating an LMS learning analytic into proactive advising: Validity and use in a randomized experiment","authors":"Matthew M. Rust , Benjamin A. Motz","doi":"10.1016/j.iheduc.2025.101057","DOIUrl":"10.1016/j.iheduc.2025.101057","url":null,"abstract":"<div><div>This paper presents two studies examining the effectiveness of using learning analytics to inform targeted, proactive advising interventions aimed at improving student success. Study 1 validates a simple learning analytic as predictive of end-of-term outcomes and persistence. Results suggest that this analytic measure, based on students' activity in the learning management system (LMS), has predictive utility for identifying students who might benefit from a proactive advising intervention. In Study 2, we test whether an LMS analytic-informed proactive advising intervention improves end-of-term outcomes and persistence for a sample of pre-major college students. Students with low LMS activity were randomly assigned to receive enhanced, proactive advising messages, or business-as-usual advising. On average, treatment students earned nearly one-third of a grade point higher term GPAs, accumulated fewer grades of D,F, or W, and exhibited 79 % higher odds of persisting compared to the control group. These findings provide strong evidence for the effectiveness of proactive advising interventions, where advisors' efforts are targeted using learning analytics. By providing advisors with comprehensible insights, institutions might improve student outcomes and promote the use of data-informed interventions in academic advising.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"68 ","pages":"Article 101057"},"PeriodicalIF":6.8,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining 游戏化自我调节学习提高英语阅读理解、动机、自我调节技能和过程模式：过程挖掘的准实验

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-07-31 DOI: 10.1016/j.iheduc.2025.101042

Gulipari Maimaiti , Khe Foon Hew

{"title":"Gamified self-regulated learning improves EFL Reading comprehension, motivation, self-regulation skills and process patterns: Quasi-experiment with process mining","authors":"Gulipari Maimaiti , Khe Foon Hew","doi":"10.1016/j.iheduc.2025.101042","DOIUrl":"10.1016/j.iheduc.2025.101042","url":null,"abstract":"<div><div>This study investigates the effects of a flipped gamified self-regulated learning (SRL) approach in an English as a Foreign Language (EFL) classroom for first-year undergraduates. Using a quasi-experiment with process mining approach, 177 students were divided into two groups: a gamified experimental group (<em>N</em> = 91) and a non-gamified control group (<em>N</em> = 86). The findings revealed that the gamified SRL approach significantly improved English reading comprehension and motivation, as evidenced by enhanced intrinsic value and consistently higher voluntary task completion. Moreover, SRL skills were enhanced, as shown by survey results and high engagement with SRL strategies observed in the trace data. Process mining analyses using <em>First-Order Markov Models</em> further demonstrated that gamification fostered more dynamic SRL behaviors, including greater engagement with scaffolds and a stronger focus on evaluative learning strategies. These results highlight the potential of the gamified SRL approach to enhance students' SRL skills, motivation, and improve learning outcomes. This study offers actionable insights for designing effective interventions that integrate SRL scaffolds with motivational elements to support students' success in flipped learning environments.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101042"},"PeriodicalIF":6.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144781016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students 以亚洲、北美及欧洲大学生为对象的网上虚拟文化交流计划可行性研究

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-07-08 DOI: 10.1016/j.iheduc.2025.101037

Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok

{"title":"Feasibility study of an internet-based virtual cultural exchange programme: Asian, North American and European university students","authors":"Kin Cheung , Nok Hang Leung , Virginia Pulcini , Antonella Giacosa , Nesrine Triki , Rebecca Fitzgerald , Rebecca Trautwein , Bin Li , Yee Na Li , Hilda Tsang , Ka Yee Lui , Wilson Yeung Yuk Kwok","doi":"10.1016/j.iheduc.2025.101037","DOIUrl":"10.1016/j.iheduc.2025.101037","url":null,"abstract":"<div><div>There is still little knowledge about informal virtual cultural exchange programs deploying social media as an internet-based communication platform among students from different disciplines. This study aimed to address this research gap by examining the effect of a four-week theory-driven WhatsApp-based virtual cultural exchange program titled “Internationalization-at-Home” (IaH) among university students from three continents. A repeated-measure design was adopted. 60 university students from Canada (North America), Hong Kong (Asia) and Italy (Europe) were recruited from February to March 2021, with 20 students from each site. Participants from different sites were paired up to experience informal intercultural interaction through WhatsApp interaction. The results showed that IaH reduced the apprehension about intercultural communication. Furthermore, the high attendance and retention rate, together with the general satisfaction demonstrated the acceptance of the IaH. These findings demonstrate significant implications for global applications as they highlight the potential of virtual cultural exchange to alleviate fear and anxiety, thereby facilitating intercultural communication. This study also provides evidence supporting the widespread adoption of similar initiatives worldwide in the post-COVID-19 era.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101037"},"PeriodicalIF":6.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm 从异步视频讲座中学习：记笔记有用，智能手机听起来有害

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-08-12 DOI: 10.1016/j.iheduc.2025.101043

Markus H. Hefter

{"title":"Learning from an asynchronous video lecture: Note-taking helps, smartphone sounds harm","authors":"Markus H. Hefter","doi":"10.1016/j.iheduc.2025.101043","DOIUrl":"10.1016/j.iheduc.2025.101043","url":null,"abstract":"<div><div>Research evidence reveals that note-taking is an effective strategy to learn from video lectures, but also that smartphone noises harm learning. Both these important findings originate from on-site settings, such as in the classroom or lab, however. We therefore decided to address still-open questions about note-taking’s potential beneficial effects and smartphone noises’ potential detrimental effects on learning in an authentic asynchronous online scenario. The present online field experiment involved 196 undergraduate psychology students (144 female; M<sub>age</sub> = 23.44 years) who learned from a prerecorded 12-min video lecture on the topic “Learning strategies.” Following a 2 × 2-factorial design, participants did or did not receive a note-taking request before the video lecture (Factor A: note-taking request) and did or did not experience smartphone noises during the video lecture (Factor B: smartphone noises). Participants were asked whether they had actually taken notes. Note-takers (<em>n</em> = 67) reported stronger learning engagement and scored higher on the posttest than the non-note-takers (<em>n</em> = 129). Learning engagement mediated the note-taking effect on learning outcomes. The smartphone noises reduced the learners’ compliance to fulfill the request to take notes. Furthermore, the smartphone noises were detrimental to the learning outcomes of non-note-takers. By contrast, note-takers with and without smartphone noises performed equally well in the posttest. Overall, these findings provide ecologically valid empirical support of two pieces of practical advice for students, namely: how beneficial it is to take notes and how detrimental it is to become distracted by smartphone noises when learning from an asynchronous video lecture.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101043"},"PeriodicalIF":6.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144866110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What they provide and how: An intervention study on pre-service teachers' GenAI-assisted writing feedback 提供什么及如何提供：职前教师genai辅助写作反馈的干预研究

IF 6.8 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-07-23 DOI: 10.1016/j.iheduc.2025.101040

Siyu Zhu , Jialin Li , Yuan Yao , Yi Guan , Xinhua Zhu

{"title":"What they provide and how: An intervention study on pre-service teachers' GenAI-assisted writing feedback","authors":"Siyu Zhu , Jialin Li , Yuan Yao , Yi Guan , Xinhua Zhu","doi":"10.1016/j.iheduc.2025.101040","DOIUrl":"10.1016/j.iheduc.2025.101040","url":null,"abstract":"<div><div>Providing effective writing feedback to students could promote students' writing development. However, offering high-quality feedback remains a significant challenge for pre-service teachers (PSTs). Recent advancements in GenAI technology may offer solutions to this issue. The study examines the influence of a short-term teaching intervention on the feedback levels and feedback types of PSTs' ChatGPT-assisted feedback on students' written compositions, utilizing an explanatory sequential mixed-method design with 30 PSTs. The quantitative results revealed significant improvements in both feedback levels (i.e., higher-level feedback issues including ideas and elaboration and style) and feedback types (e.g., explanations and general suggestions). Additionally, the findings highlighted specific strategies employed by PSTs when considering levels and types in combination. Subsequent interviews identified the underlying influential factors of these improvements, namely the improvements in ChatGPT usage skills (i.e., prompt engineering and source use) and a deeper understanding of the feedback process (i.e., introspection). By demonstrating how short-term teaching interventions can leverage PST's ability to use GenAI tools to provide writing feedback, this research advances the theoretical understanding of human-AI collaboration in the context of writing and provides pedagogical insights for teacher training programs.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101040"},"PeriodicalIF":6.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills 利用人工智能进行教师教育以促进全纳教育：调查chatgpt支持的课程计划评论对职前教师课程计划技能发展的影响

IF 6.4 1区教育学

Internet and Higher Education Pub Date : 2025-10-01 Epub Date: 2025-05-30 DOI: 10.1016/j.iheduc.2025.101022

Huiying Cai , Bing Han , Jiayue Sun , Xin Li , Lung-Hsiang Wong

{"title":"Harnessing AI for teacher education to promote inclusive education: Investigating the effects of ChatGPT-supported lesson plan critiques on the development of pre-service teachers' lesson planning skills","authors":"Huiying Cai , Bing Han , Jiayue Sun , Xin Li , Lung-Hsiang Wong","doi":"10.1016/j.iheduc.2025.101022","DOIUrl":"10.1016/j.iheduc.2025.101022","url":null,"abstract":"<div><div>This study investigates the impact of ChatGPT-supported lesson plan critiques on pre-service teachers' lesson planning skills. A quasi-experimental study involved 48 pre-service teachers from a university in Eastern China, divided into experimental (EC, <em>n</em> = 24) and control (CC, n = 24) condition. Each group with three participants engaged in three tasks of reviewing and revising lesson plans, guided by cognitive, metacognitive and affective questions. The EC supported by ChatGPT, while the CC did not. Epistemic network analysis indicated ChatGPT's positive impact on lesson planning skills in cognitive and affective critiques but not in metacognitive critiques. Affective critiques supported by ChatGPT benefited both low and high prior-knowledge participants, while cognitive critiques primarily benefited high prior-knowledge participants. These findings highlight the potential of design AI-supported scaffolding to enhance pre-service teachers' lesson planning skills and promote equitable learning experiences for diverse learners.</div></div>","PeriodicalId":48186,"journal":{"name":"Internet and Higher Education","volume":"67 ","pages":"Article 101022"},"PeriodicalIF":6.4,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0