British Journal of Educational Technology最新文献

{"title":"AI-mediated sensemaking in higher education students’ learning processes: Tensions, sensemaking practices, and AI-assigned purposes","authors":"Anni Silvola,&nbsp;Anu Kajamaa,&nbsp;Joonas Merikko,&nbsp;Hanni Muukkonen","doi":"10.1111/bjet.13606","DOIUrl":"10.1111/bjet.13606","url":null,"abstract":"<p>Despite a proliferation of research on generative artificial intelligence (GenAI) and its applications in higher education (HE), our understanding of the transformative processes where students create productive and ethically grounded uses of GenAI and how AI mediates students' sensemaking is still limited. Based on an empirical investigation of bachelor's degree students from educational sciences (<i>N</i> = 22) carrying out an inquiry-based course assignment, we analysed students' reflective essays to explore how GenAI mediated their sensemaking throughout the academic writing process. We selected an abductive analysis as the main approach to examine the AI-mediated construction of new understanding. Cross-tabulation analysis complemented qualitative analysis, addressing differences in AI-mediated sensemaking processes based on students' age. Our findings capture a multidimensional constellation of AI-mediated sensemaking processes. We found three central dynamics that guided students' sensemaking process: assessing and adapting the textual characteristics of AI-mediated writing, adjusting and improving interactions with GenAI, and contextualising AI-mediated academic writing experiences around everyday study practices. The tensions and ambiguities highlighted the ethical aspects of adopting AI-mediated academic writing practices, although students did not overcome all of these tensions during their sensemaking processes. Our study contributes theoretically by developing the notion of an AI-mediated sensemaking approach, therefore adding to existing understanding about the dialogical trajectories of AI-mediated writing processes through which students create new meanings and understandings of GenAI use as a learning resource. Further, we discuss the collective aspects of AI-mediated sensemaking.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"2001-2018"},"PeriodicalIF":8.1,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion","authors":"Shen Ba,&nbsp;Ying Zhan,&nbsp;Lingyun Huang,&nbsp;Guoqing Lu","doi":"10.1111/bjet.13605","DOIUrl":"10.1111/bjet.13605","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;This study examines the impact of feedback assisted by generative artificial intelligence (GAI) on the dynamics and outcomes of online inquiry-based discussions (IBDs) in a higher education context. Specifically, it compares two distinct feedback types powered by GAI: idea-oriented and task-oriented. The study involved 105 preservice teachers from a public university in Northwestern China. Participants were pre-assigned into two classes, each receiving different types of GAI-assisted feedback during IBDs. A collection of data, including discussion transcripts, survey responses, and IBD performance, was collected and analysed with statistical methods and epistemic network analysis. The results demonstrated that idea-oriented feedback significantly enhanced cognitive presence and led to higher engagement in the exploration of different ideas and opinions. However, this type of feedback also induced greater negative emotional responses. In contrast, task-oriented feedback promoted more social interaction and group cohesion, though it was less effective in fostering higher-order thinking. The findings suggest that GAI tools can provide meaningful support in online learning settings, but the type of feedback must be carefully aligned with the desired learning outcomes. This research offers insights for optimizing GAI-assisted feedback mechanisms in higher education.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Feedback is key to fostering collaborative problem-solving and critical thinking in online inquiry-based discussions (IBDs).&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The Community of Inquiry (CoI) model emphasizes the interaction of cognitive, social, and teaching presence for worthwhile learning, with feedback playing a crucial role in regulating these presences.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Generative artificial intelligence (GAI) tools have shown potential for providing real-time and personalized feedback.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;This study examines two types of GAI-assisted feedback (idea-oriented and task-oriented) and their impact on the dynamics and outcomes of online IBDs.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Idea-oriented feedback significantly enhances cognitive presence and promotes deeper inquiry, while task-oriented feedback fosters social presence and group cohesion.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;GAI-assisted feedback, when aligned with specific learning objectives, can meaningfully promote IBD effective","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"1710-1734"},"PeriodicalIF":8.1,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809293","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}

{"title":"The impact of high-immersion virtual reality and interactivity on vocabulary learning","authors":"Regina Kaplan-Rakowski,&nbsp;Tricia Thrasher","doi":"10.1111/bjet.13603","DOIUrl":"https://doi.org/10.1111/bjet.13603","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Virtual reality (VR) has been gaining prominence in education, with its interactive capabilities continually expanding. This quantitative study (&lt;i&gt;N =&lt;/i&gt; 91) tested the educational effectiveness of high-immersion VR (HiVR) versus low-immersion VR (LiVR) and the impact of interactivity on vocabulary learning. The between-subjects portion of this study compared foreign language vocabulary learning using HiVR headsets and traditional laptops (LiVR). Multivariate analyses of covariance revealed that although the vocabulary scores of learners using HiVR were higher than the scores of learners using LiVR, the difference was not statistically significant. The within-subjects portion of this study tested the impact of the interaction with virtual objects representing the target vocabulary. Although students reported enjoying the interactive aspects of the experience, the interactivity did not significantly impact learning outcomes in either HiVR or LiVR. These findings have practical and theoretical implications about how different degrees of immersion and interactivity influence vocabulary learning and retention. The study is relevant for scholars and language teachers, as well as curriculum and VR application designers.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;High-immersion virtual reality (HiVR) offers contextualized vocabulary learning through interacting with objects.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Vocabulary is essential for language learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Research on interaction with virtual objects has received little attention.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;It investigates the impact of VR on vocabulary learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It explores the effect of object interactivity on vocabulary learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It shows that VR improves vocabulary learning and retention regardless of object interaction.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;Implications for practice and/or policy\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Our main implication is that VR can be beneficial for vocabulary retention.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Students using HiVR and low-immersion VR (LiVR) make comparable learning gains.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Practitioners should create VR activities that capitalize on the immersive features of the technology while keeping cognitive deman","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 6","pages":"2647-2670"},"PeriodicalIF":8.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145248637","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}

{"title":"Metacognition meets AI: Empowering reflective writing with large language models","authors":"Seyed Parsa Neshaei,&nbsp;Paola Mejia-Domenzain,&nbsp;Richard Lee Davis,&nbsp;Tanja Käser","doi":"10.1111/bjet.13601","DOIUrl":"10.1111/bjet.13601","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Reflective writing is known as a useful method in learning sciences to improve the metacognitive skills of students. However, students struggle to structure their reflections properly, limiting the possible learning gains. Previous works in educational technologies literature have explored the paradigms of learning from worked and modelling examples, but (a) their application to the domain of reflective writing is rare, (b) such methods might not scale properly to large-scale classrooms, and (c) they do not necessarily take the learning needs of each student into account. In this work, we suggest two approaches of integrating AI-enabled support in digital systems designed around learning from worked and modelling examples paradigms, to provide personalized learning and feedback to students using large language models (LLMs). We evaluate Reflectium, our reflective writing assistant, show benefits of integrating AI support into the learning from examples modalities and compare the perception of the users and their interaction behaviour when using each version of our tool. Our work sheds light on the applicability of generative LLMs to different types of providing support using the learning from examples paradigm, in the domain of reflective writing.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Reflective writing fosters metacognitive skills and improves learning gains and personal growth.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;The learning from &lt;i&gt;worked&lt;/i&gt; and &lt;i&gt;modelling&lt;/i&gt; examples paradigms is effective for skill acquisition and applying the acquired knowledge.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Existing reflective writing assistants usually lack dynamic, AI-driven feedback or interactivity, limiting personalization and adaptability to each user's own needs in the learning process.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;It introduces Reflectium, an AI-enabled reflective writing assistant, integrating intelligent and interactive writing support for both the learning from &lt;i&gt;worked&lt;/i&gt; and &lt;i&gt;modelling&lt;/i&gt; examples paradigms.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It demonstrates the use of a fine-tuned large language model (LLM) for providing feedback in the learning from &lt;i&gt;worked&lt;/i&gt; examples version, and an LLM-powered conversational agent simulating instructor interactions for the learning from &lt;i&gt;modelling&lt;/i&gt; examples version.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It reports findings from a user study comparing the positive imp","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"1864-1896"},"PeriodicalIF":8.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811282","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}

{"title":"Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy","authors":"Deliang Wang,&nbsp;Gaowei Chen","doi":"10.1111/bjet.13604","DOIUrl":"https://doi.org/10.1111/bjet.13604","url":null,"abstract":"<p>Classroom dialogue is crucial for effective teaching and learning, prompting many professional development (PD) programs to focus on dialogic pedagogy. Traditionally, these programs rely on manual analysis of classroom practices, which limits timely feedback to teachers. To address this, artificial intelligence (AI) has been employed for rapid dialogue analysis. However, practical applications of AI models remain limited, often prioritising state-of-the-art performance over educational impact. This study explores whether higher accuracy in AI models correlates with better educational outcomes. We evaluated the performance of two language models—BERT and Llama3—in dialogic analysis and assessed the impact of their performance differences on teachers' learning within a PD program. By fine-tuning BERT and engineering prompts for Llama3, we found that BERT exhibited substantially higher accuracy in analysing dialogic moves. Sixty preservice teachers were randomly assigned to either the BERT or Llama3 group, both participating in a workshop on the academically productive talk (APT) framework. The BERT group utilized the fine-tuned BERT model to facilitate their learning, while the Llama3 group employed the Llama3 model. Statistical analysis showed significant improvements in both groups' knowledge and motivation to learn the APT framework, with high levels of satisfaction reported. Notably, no significant differences were found between the two groups in posttest knowledge, motivation, and satisfaction. Interviews further elucidated how both models facilitated teachers' learning of the APT framework. This study validates the use of AI in teacher training and is among the first to investigate the relationship between AI accuracy and educational outcomes.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 6","pages":"2671-2704"},"PeriodicalIF":8.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145248638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ending well: Values in concluding or transitioning community educational technology projects","authors":"Caroline R. Pitt","doi":"10.1111/bjet.13598","DOIUrl":"10.1111/bjet.13598","url":null,"abstract":"<p>Community-partnered educational research projects exist in a complex network of stakeholders, values, time constraints and funding limitations. Many researchers are beholden to mandates around their funding, as well as the tenure clock and the ‘publish or perish’ mindset. However, building rapport and trust with communities takes time and resource investment that is not always prioritized in academia, and the ending process of a project is rarely explored. In this study, the educational technology project ecosystem and power dynamics in which researchers and participants exist is examined, drawing on the stakeholder analysis and value tensions of Value Sensitive Design to focus on the endings of such projects. Using a cross-case analysis of two long-term educational technology projects, the case study data corpus was qualitatively analysed to identify key themes involved in the ending process, based around retrospective interviews with participants from multiple stakeholder groups. This work identifies <i>types of</i> and <i>strategies for ending</i>, including individual endings and transitions, and develops recommendations for equitable ending processes in the context of educational technology projects. The study explores the dimensions and considerations in ending a project that involves a long-term partnership with a community, developing ways to understand, navigate and plan for the closing process and facilitating less extractive and more mutually beneficial community research partnerships.</p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1415-1437"},"PeriodicalIF":8.1,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273197","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}

{"title":"Aligning human values and educational technologies with value-sensitive design","authors":"Luis P. Prieto,&nbsp;Olga Viberg,&nbsp;Jason C. Yip,&nbsp;Paraskevi Topali","doi":"10.1111/bjet.13602","DOIUrl":"10.1111/bjet.13602","url":null,"abstract":"","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1299-1310"},"PeriodicalIF":8.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The roles of technology efficacy and networking agency in elementary students' engagement in online and face-to-face technology-mediated learning","authors":"Wonjoon Cha,&nbsp;Minxuan Hong,&nbsp;Michael Glassman,&nbsp;Eric M. Anderman,&nbsp;Tzu-Jung Lin","doi":"10.1111/bjet.13597","DOIUrl":"https://doi.org/10.1111/bjet.13597","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self-efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in technology-mediated instruction in online and face-to-face environments. Hierarchical regression and moderation analyses were employed to examine the independent and joint effects of technology self-efficacy and networking agency in two cohorts of public elementary school students from a Midwestern US city. For Cohort 1 students primarily receiving synchronous online instruction in 2020–2021, higher networking agency predicted greater engagement in online learning. For Cohort 2 students primarily receiving face-to-face instruction in 2021–2022, only technology efficacy significantly predicted student engagement. As for task-specific engagement in small group activities, however, which involved heavier use of the learning management systems and applications, networking agency was a significant moderator. Notably, as students felt less comfortable with online collaboration/communication (ie, lower networking agency), technology self-efficacy had a stronger association with students' engagement. These findings suggest that while technology self-efficacy is crucial, it alone does not ensure engagement. Educators should cultivate both technical skills and a supportive, collaborative online environment to enhance engagement across technology-mediated learning contexts.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Technology (self-)efficacy, or students' confidence in using online learning tools, is crucial for their engagement in technology-mediated learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Student engagement in technology-mediated learning varies between online and face-to-face environments.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;In online environments, networking agency or comfort in online collaboration and communication predicts engagement more strongly than technology efficacy.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Technology efficacy consistently predicts young learners' engagement in technology-mediated learning in face-to-face classroom","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 6","pages":"2623-2646"},"PeriodicalIF":8.1,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13597","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145248520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"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 self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support","authors":"Xiaoqing Xu,&nbsp;Lifang Qiao,&nbsp;Nuo Cheng,&nbsp;Hongxia Liu,&nbsp;Wei Zhao","doi":"10.1111/bjet.13599","DOIUrl":"10.1111/bjet.13599","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;The rapid development of generative artificial intelligence (GenAI) has brought opportunities and new challenges to higher education. Students need a high level of self-regulated learning to adapt to this change. However, it is difficult for students to persist in self-regulation without guidance. Metacognitive support has a significant advantage in enhancing self-regulated learning, but fewer studies have explored the effects of its role in GenAI environments. The purpose of this study was to investigate the impacts of metacognitive support on college students' self-regulated learning and learning experiences in a GenAI environment. A quasi-experiment was designed in which 68 college students were divided into two groups. The experimental group (&lt;i&gt;N&lt;/i&gt; = 35) received explicit metacognitive support, while the control group (&lt;i&gt;N&lt;/i&gt; = 33) did not receive any metacognitive prompts. The experiment lasted 4 weeks. The study measured students' academic performance, self-regulated learning ability and learning experiences (including cognitive load and technology acceptance). The results indicate that in the GenAI environment, metacognitive support, while not producing significant between-group differences in achievement, enhances students' self-regulated learning abilities particularly in terms of task strategy and self-evaluation, as well as optimizing their learning experience. The study also found that students were at risk of decreasing their level of self-regulated learning if they lacked metacognitive support in the GenAI environment. The conclusion points out that GenAI supports learners to accomplish learning tasks while potentially reducing self-regulated learning effectiveness, and that metacognitive support is key to supporting effective regulation in learners' GenAI environments. This study provides an important theoretical and practical basis for how to better support learners' learning in GenAI environments.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;SRL is vital for effective learning in digital environments.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Generative AI tools, like ChatGPT, can enhance learning but require support.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Learners often struggle to apply SRL strategies without guidance.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Metacognitive support improves SRL in Generative AI environments.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;It reduces cognitive load and increases the perceived usefulness of AI tools.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 5","pages":"1842-1863"},"PeriodicalIF":8.1,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144811293","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}

{"title":"Supporting teachers' value-sensitive reflections on the cost–benefit dynamics of technology in educational practices","authors":"Davinia Hernández-Leo,&nbsp;Karina Ginoyan","doi":"10.1111/bjet.13592","DOIUrl":"10.1111/bjet.13592","url":null,"abstract":"<p>This paper explores the application of a benefits versus costs reflection approach within non-university teaching environments, grounded in the principles of Value-Sensitive Design. Aimed at integrating human values systematically into the adoption of digital educational tools, this study involved 136 in-service school teachers across various workshops in Catalonia. Through the use of a structured customisable worksheet, educators critically self-evaluated their feelings about both the benefits and costs associated with the use of digital technologies in their teaching practices. The study found that the approach was meaningful to the teachers, who were able to adapt the use of the workshop to their cases. The positive reception by teachers suggests not only a satisfactory level of usability and utility of the approach but also their agreement with the need to integrate related strategies in their training, learning design and community debate processes.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"56 4","pages":"1350-1369"},"PeriodicalIF":8.1,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13592","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144273195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}