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A comparative study of student perceptions on generative AI in programming education across Sub-Saharan Africa 撒哈拉以南非洲地区学生对编程教育中生成式人工智能看法的比较研究

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-03-02 DOI: 10.1016/j.caeo.2025.100245

Solomon Sunday Oyelere , Kehinde Aruleba

In today's era of technological evolution, programming education is crucial for shaping the future workforce and fostering innovation. However, access to quality computer science education remains a significant challenge with Sub-Saharan Africa nations experiencing a pronounced digital divide. Despite growing interest in technology, these countries struggle with unequal access to educational resources. AI-driven tools like ChatGPT, Codey, and GitHub Copilot offer personalized learning experiences that could democratize access to knowledge and reshape programming education. This quantitative study examines the impact of these AI tools on fostering inclusive education in Kenya, Nigeria, and South Africa. It involves 322 university students, using purposive sampling and online questionnaires. Various quantitative analyzes, including descriptive statistics, country-wise comparisons, one-way ANOVA, Kruskal–Wallis tests, and correlation analysis, were conducted. The study reveals students’ motivations for programming, their attitudes towards AI-driven educational tools, and the perceived impact on equity, diversity, and inclusion. Significant variations were found in attitudes based on educational level and country of residence, highlighting the need for tailored strategies to enhance the inclusivity and effectiveness of AI-driven programming education tools.

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引用次数: 0

How do help-seeking and help-abuse affect learning achievement in an interactive learning environment?

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-03-01 DOI: 10.1016/j.caeo.2025.100247

Andreas Schulz, Johannes Voermanek

Students' help-seeking behavior plays a central role in successful learning with interactive learning environments (ILEs), such as intelligent tutoring systems that provide on-demand help, including step-by-step hints or strategic help for solving mathematics problems. However, learners can also abuse the help offered when trying to successfully complete an ILE by using the hints provided primarily to find the required solution with as little effort as possible, rather than using the hints to support their learning efforts. This type of help abuse by learners undermines the purpose of an ILE. The present study investigated the extent to which self-reported help-abuse of 322 student teachers mediates the effect of observed help-seeking on learning number conversion in an ILE. Further, we examined the moderating effects of prior knowledge and academic self-concept in mathematics (MSC) on the effects of help-seeking and help-abuse on learning. The results showed that increased help-seeking had a significant negative impact on learning achievement. However, this could only be observed for the use of step-by-step hints, but not for the use of strategic help. The extent of self-reported help-abuse largely mediated the negative influence of observed help-seeking on learning achievement. The study indicates that step-by-step hints in ILEs could be faded out in the learning process and that more emphasis should be placed on strategic help that encourages self-explanations.

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引用次数: 0

TPACK in context: An updated model

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-22 DOI: 10.1016/j.caeo.2025.100244

Dominik Petko , Punya Mishra , Matthew J Koehler

The Technological Pedagogical and Content Knowledge (TPACK) framework has evolved significantly since its introduction, particularly in its treatment of context. The original model acknowledged contexts through a dotted circle surrounding the framework's core components; however, understanding and operationalizing these contexts has remained challenging for researchers and practitioners. We address this challenge by proposing a new conceptual synthesis that bridges two prominent approaches to context in TPACK: contexts as external influences and Contextual Knowledge (XK) as a distinct knowledge domain. We argue that both perspectives are essential and complementary. Drawing on research from cognitive psychology, teacher expertise, and situated learning, we argue that TPACK exists simultaneously as teacher knowledge that is shaped by external contexts (contextualized knowledge) and as knowledge about educational environments (Contextual Knowledge). This dual nature is reflected in our proposed model, which maintains the original framework's dotted circle representing external contexts while incorporating XK as an additional knowledge domain. This reconceptualization provides theoretical clarity and practical utility for understanding how teachers develop and apply their technology integration knowledge across different educational settings.

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引用次数: 0

Representing groups of students as personas: A systematic review of persona creation, application, and trends in the educational domain 用 "角色 "代表学生群体：对教育领域 "角色 "的创建、应用和趋势的系统回顾

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-16 DOI: 10.1016/j.caeo.2025.100242

Ali Farooq , Amani Alabed , Pilira Stella Msefula , Reham AL Tamime , Joni Salminen , Soon-gyo Jung , Bernard J. Jansen

This study presents a comprehensive systematic review of the use of student personas in education, drawing insights from 83 publications identified through the ACM Digital Library, Web of Science, and Scopus. The analysis reveals that qualitative methodologies dominate persona development, with limited adoption of data-driven algorithmic approaches. Most studies constructed small persona sets—typically four or fewer—focusing on dimensions such as behaviors, beliefs, goals, needs, experiences, perceptions, and demographics, contrasting with larger sets found in industry. Predominantly featured in educational conferences, student personas were employed to (1) understand user needs, goals, and behaviors, (2) support the design and development of learning systems, (3) enhance teaching and learning practices, (4) facilitate persona-based roleplaying, and (5) promote diversity, inclusivity, and accessibility. However, the assessment of personas’ impact in these areas remains minimal. The findings suggest significant opportunities for the educational sector to leverage algorithmic methods to advance persona creation and broaden their application scope.

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引用次数: 0

Reading from paper, computers, and tablets in the first grade: The role of comprehension monitoring

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-01-16 DOI: 10.1016/j.caeo.2025.100243

Elena Florit , Pietro De Carli , Antonio Rodà , Kate Cain , Lucia Mason

Recent meta-analyses indicate poorer comprehension when reading from computers or handheld devices compared to paper-based reading of informational texts. Meta-analyses also suggest that this screen inferiority effect may be linked to individual differences in metacognition. However, most paper vs. screen research to date has been conducted with university students. This study investigated whether the inferiority of screen-based reading from computers and handheld devices for informational texts is evident in beginner readers and related to comprehension monitoring skills. In a within-subjects design, first graders' (N = 58; M_age = 6.8 years) comprehension of main point, literal and inferential information was assessed using one narrative and one informational (i.e., descriptive) text read on paper, computer (laptop), and tablet. Comprehension monitoring was assessed through an inconsistency detection task. A standardized measure of reading comprehension was included as a control in the main analyses. Supplementary analyses controlling for word reading accuracy and medium preferences were also run. Linear mixed models showed superiority of main point comprehension for descriptive texts presented on tablets and inferential comprehension for narrative over descriptive texts, independent of medium. Results for literal comprehension were mixed. In addition, comprehension monitoring was related to main point and literal comprehension regardless of medium and had a greater effect on descriptive than narrative text comprehension at the inferential level. A screen inferiority effect was not detected in beginner readers' comprehension of texts from two digital mediums. Text comprehension was supported by metacognition, independent of medium.

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引用次数: 0

Low-performing students benefit mostly from Open-Book Examinations

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-18 DOI: 10.1016/j.caeo.2024.100239

Markus Wolfgang Hermann Spitzer, Leif Erik Langsdorf, Eileen Richter, Torsten Schubert

Online open-book examinations have become a true alternative to online closed-book examinations. However, mixed evidence exists on whether students’ examination outcomes differ between the two examination formats and little is known about whether the two examination formats affect all students equally, or whether lower-performing students are affected differently than higher-performing students. Here, we compared examination outcomes of two groups of students (open-book students =112; closed-book students =83) of a cognitive psychology lecture, while controlling for examination item difficulty. We observed significantly higher outcomes for the open-book group than for the closed-book group. The open-book group also spent more time on their examination. In addition, our findings indicated that especially lower-performing students in the open-book group had higher examination outcomes relative to the lower-performing students in the closed-book group. This result was further substantiated by relatively more students who passed the open-book examination than the closed-book exam. We conclude that open-book examinations lead to increased examination scores and that particularly lower-performing students benefit mostly from this examination format.

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引用次数: 0

Instructor Maladaptive and Adaptive Relational Styles (I-MARS) as drivers of online-student retention and satisfaction

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-11 DOI: 10.1016/j.caeo.2024.100238

Stamatis Elntib

This study retrospectively assessed forum and module-based email communications between instructors and students. The data set analysed consisted of 40.000 forum posts and 10.000 Blackboard emails matched with 522 end of module student surveys extracted from 57 asynchronous and 100 % online postgraduate modules. Using structural equation modelling, it was demonstrated that adaptive and maladaptive instructor interpersonal behaviors were inversely related. Student retention during the first two weeks was positively associated with instructor adaptive and maladaptive (mainly passive) forum behaviors and negatively associated with instructor disengagement from the forum discussions. Student retention from week 3 onwards was positively associated with adaptive forum and email instructor communication and with instructor active attempts to embrace student autonomy but was negatively associated with instructor empathy. Maladaptive email instructor behavior negatively predicted student-satisfaction. Diagnosing and mapping the archetypal relational styles instructors use to engage with students may allow a better understanding of the interpersonal dynamics of online student retention and satisfaction.

本研究回顾性地评估了教师与学生之间在论坛和模块上的电子邮件交流情况。分析的数据集包括 40,000 个论坛帖子和 10,000 封黑板电子邮件，以及从 57 个异步和 100% 在线研究生模块中提取的 522 份模块结束时学生调查问卷。通过结构方程模型，研究表明，适应性和不适应性教师人际关系行为成反比关系。前两周的学生保留率与教师的适应性和不适应性（主要是被动性）论坛行为呈正相关，而与教师不参与论坛讨论呈负相关。从第 3 周开始，学生的保留率与教师在论坛和电子邮件中的适应性交流以及教师积极尝试接纳学生的自主性呈正相关，但与教师的移情行为呈负相关。教员的不适应性电子邮件行为对学生满意度有负面影响。通过诊断和绘制指导教师与学生交往的原型关系风格，可以更好地了解在线学生保留率和满意度的人际动态。

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引用次数: 0

From concept to classroom: Developing instructor dashboards through human centered design

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100234

Dana AlZoubi , Evrim Baran , Aliye Karabulut-Ilgu , Anasilvia Salazar Morales , Stephen B. Gilbert

Dashboards visually provide automated feedback and communicate classroom data that instructors cannot otherwise recall. To date, dashboards have been designed more from a technical than a pedagogical perspective. Although researchers have called for a human-centered approach to dashboard design, research documenting design processes has been limited in the literature. In the present study, a human-centered approach was employed to design an instructor dashboard. The design processes and illustrative prototypes are presented, along with the features participant instructors perceived to be the most and least helpful. The integration of a human-centered approach to guide the processes involved in designing actionable instructor dashboards is also discussed. Three components of a human centered approach are recommended: (a) designing with multiple stakeholders, (b) aligning pedagogy with analytics, and (c) training on data use. This research contributes to the field by demonstrating how human-centered design can bridge the gap between technological potentials and pedagogical features in instructor dashboards, ultimately leading to effective integration of such tools in higher education classrooms.

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引用次数: 0

Exploring user-generated content motivations: A systematic review of theoretical perspectives and empirical gaps in online learning

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100235

Yaoyao Zhang, Christina Ioanna Pappa, Daniel Pittich

Technological advancements, digital transformation, and the increasing prominence of web-based platforms have significantly expanded the pool of online content producers, particularly within the User-Generated Content (UGC) model. This study comprehensively reviews the literature on UGC- generative motivations published from January 2005 to December 2022. Using the Web of Science (WoS) and China National Knowledge Infrastructure (CNKI) databases, we updated retrieving English and Chinese literature in June and November 2024, respectively. We screened the identified studies based on specific inclusion and exclusion criteria, resulting in 63 and another 3 primary studies. These studies were analyzed to extract 13 distinct UGC-generative motivations, 46 motivation influence factors, and 22 most empirically supported theoretical perspectives. The relationship between motivations and motivation influence factors was classified into intrinsic, extrinsic, personal, and technical levels. Our findings indicate a notable gap in empirical research regarding UGC generation from the perspectives of knowledge ecosystems and cognitive surplus, particularly in the context of Technical and Vocational Education and Training (TVET) online learning. The study underscores the importance of leveraging cognitive surplus to enhance the UGC knowledge ecosystem, specifically recommending targeted strategies for educators and platform designers to motivate TVET teachers to contribute to UGC effectively.

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Placing TPACK in context: Looking at the big picture

IF 4.1 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2024-12-01 DOI: 10.1016/j.caeo.2024.100236

Dominik Petko , Matthew J Koehler , Punya Mishra

This special issue of Computers and Education Open focuses on the dynamic relationship between teacher knowledge for technology integration and contextual factors. It examines how contexts and contextual knowledge influence the development, application, and enactment of Technological Pedagogical and Content Knowledge (TPACK) across various educational settings. Articles in this issue address critical topics, including the investigation of TPACK in international settings, its alignment with local contexts, strategies for measuring TPACK in specific environments, approaches to training TPACK in applied settings, and the implementation of TPACK in new and evolving contexts. By exploring these dimensions at micro-, meso‑, and macro-levels, this collection contributes to a deeper understanding of how contextual factors shape TPACK, offering valuable perspectives for advancing research and practice in technology-enhanced education.

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