Pub Date : 2025-05-04DOI: 10.1016/j.caeo.2025.100262
Yi-Shan Kuo, Sandy I Ching Wang, Eric Zhi Feng Liu
The study investigates how peer assessment through individual tablets affects the English language skills of fourth-grade students in Taiwan. It explores the influence of this method on students’ motivation, self-esteem, and academic performance, with the backing of a government push for digital education. By combining quantitative analysis and qualitative interviews, the research delves into the effects of peer assessment through correlation and content analysis. This mixed-method approach aims to provide a thorough understanding of how incorporating digital tools with peer assessment can improve learning outcomes within a structured schooling.
{"title":"Peer assessment using one-to-one tablets to improve the English oral presentation of fourth-grade students in Taiwan","authors":"Yi-Shan Kuo, Sandy I Ching Wang, Eric Zhi Feng Liu","doi":"10.1016/j.caeo.2025.100262","DOIUrl":"10.1016/j.caeo.2025.100262","url":null,"abstract":"<div><div>The study investigates how peer assessment through individual tablets affects the English language skills of fourth-grade students in Taiwan. It explores the influence of this method on students’ motivation, self-esteem, and academic performance, with the backing of a government push for digital education. By combining quantitative analysis and qualitative interviews, the research delves into the effects of peer assessment through correlation and content analysis. This mixed-method approach aims to provide a thorough understanding of how incorporating digital tools with peer assessment can improve learning outcomes within a structured schooling.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100262"},"PeriodicalIF":4.1,"publicationDate":"2025-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143927768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-02DOI: 10.1016/j.caeo.2025.100263
Ruichen Yuan, Habibah Ab Jalil, Muhd Khaizer Omar
Mobile technology, particularly mobile-assisted learning, has long been a rapidly growing and dynamic field. A prominent focus within this domain is the development and implementation of mobile learning applications and systems. The widespread adoption of mobile learning has led to the emergence of numerous applications, granting higher education students increased autonomy in leveraging mobile devices to support their academic performance. However, the abundance of available options has made the strategic selection and effective use of appropriate applications a pressing issue. This study employed a mixed-methods approach to investigate strategies for adopting mobile learning applications in Chinese higher education institutions—a context in which limited research has been conducted despite the ongoing technological transformation in mainland China. The findings revealed that academic major significantly influenced students’ learning performance supported by mobile applications, primarily due to differing academic demands [F(11, 289) = 1.788, p = .056, η² = 0.064]. Learners’ positive perceptions of mobile learning applications were found to be crucial to their assisted learning outcomes. Moreover, most students acknowledged the necessity of receiving guidance when selecting learning applications. Among the various forms of support examined, teacher recommendations were particularly valued. However, both in-class and out-of-class support remained insufficient. While online searches and social media offer some assistance, there is a strong preference among students for direct guidance from instructors. Furthermore, existing mobile learning applications do not fully meet the diverse needs of all learners. To address these challenges, this study proposes an eight-stage adoption strategy aimed at enhancing university students’ learning performance through more effective use of mobile applications.
移动技术，特别是移动辅助学习，一直是一个快速发展和充满活力的领域。该领域的一个突出焦点是移动学习应用程序和系统的开发和实现。移动学习的广泛采用导致了许多应用程序的出现，赋予高等教育学生更多的自主权，利用移动设备来支持他们的学习成绩。然而，大量的可用选项使得策略性选择和有效使用适当的应用程序成为一个紧迫的问题。本研究采用混合方法研究中国高等教育机构采用移动学习应用程序的策略——尽管中国大陆正在进行技术转型，但在这一背景下，开展的研究有限。研究发现，学术专业对移动应用支持下的学生学习成绩有显著影响，这主要是由于不同的学术需求[F(11,289) = 1.788, p = 0.056, η²= 0.064]。学习者对移动学习应用的积极看法对他们的辅助学习成果至关重要。此外，大多数学生承认在选择学习申请时接受指导的必要性。在研究的各种形式的支持中，教师的推荐尤其受到重视。然而，党内和党外的支持仍然不足。虽然网上搜索和社交媒体提供了一些帮助，但学生们强烈倾向于教师的直接指导。此外，现有的移动学习应用程序并不能完全满足所有学习者的多样化需求。为了应对这些挑战，本研究提出了一个八个阶段的采用策略，旨在通过更有效地使用移动应用程序来提高大学生的学习成绩。
{"title":"Adopting strategies of mobile technology for assisted learning performance in higher education in China","authors":"Ruichen Yuan, Habibah Ab Jalil, Muhd Khaizer Omar","doi":"10.1016/j.caeo.2025.100263","DOIUrl":"10.1016/j.caeo.2025.100263","url":null,"abstract":"<div><div>Mobile technology, particularly mobile-assisted learning, has long been a rapidly growing and dynamic field. A prominent focus within this domain is the development and implementation of mobile learning applications and systems. The widespread adoption of mobile learning has led to the emergence of numerous applications, granting higher education students increased autonomy in leveraging mobile devices to support their academic performance. However, the abundance of available options has made the strategic selection and effective use of appropriate applications a pressing issue. This study employed a mixed-methods approach to investigate strategies for adopting mobile learning applications in Chinese higher education institutions—a context in which limited research has been conducted despite the ongoing technological transformation in mainland China. The findings revealed that academic major significantly influenced students’ learning performance supported by mobile applications, primarily due to differing academic demands [F(11, 289) = 1.788, <em>p</em> = .056, η² = 0.064]. Learners’ positive perceptions of mobile learning applications were found to be crucial to their assisted learning outcomes. Moreover, most students acknowledged the necessity of receiving guidance when selecting learning applications. Among the various forms of support examined, teacher recommendations were particularly valued. However, both in-class and out-of-class support remained insufficient. While online searches and social media offer some assistance, there is a strong preference among students for direct guidance from instructors. Furthermore, existing mobile learning applications do not fully meet the diverse needs of all learners. To address these challenges, this study proposes an eight-stage adoption strategy aimed at enhancing university students’ learning performance through more effective use of mobile applications.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100263"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-02DOI: 10.1016/j.caeo.2025.100258
Sung-Hee Jin
As Artificial Intelligence (AI) becomes increasingly integrated into educational environments, understanding the relationship between learners and AI systems is crucial for optimizing learning outcomes. This study introduces and validates the Learner-Generative AI Relationship Scale, a novel instrument designed to measure the multifaceted nature of learner-AI relationship in educational settings. The scale was developed through a rigorous process involving literature review, expert reviews, and cognitive pre-testing. An exploratory factor analysis with 95 undergraduate students confirmed a three-factor structure: Affective Intimacy, Cognitive Competence, and Social Flow, each comprising three sub-factors. The scale demonstrated good internal consistency and construct validity. To establish concurrent and predictive validity, 75 participants completed an argumentative essay writing task using ChatGPT. Concurrent validity was established through significant correlations with measures of attitude toward AI and AI self-efficacy. Predictive validity was confirmed through regression analyses, which showed that the learner-generative AI relationship significantly predicted learning engagement, perceived cognitive effects, and perceived motivational effects in a ChatGPT-assisted argumentative writing task. This study addresses a critical gap in the literature by providing a comprehensive tool for measuring learner-AI relationships beyond mere interactions and attitudes. The learner-generative AI relationship scale offers researchers and educators a valuable instrument for understanding and improving AI-driven educational systems, potentially informing the design of more effective AI-enhanced learning experiences.
{"title":"Measures of learner-generative ai relationships","authors":"Sung-Hee Jin","doi":"10.1016/j.caeo.2025.100258","DOIUrl":"10.1016/j.caeo.2025.100258","url":null,"abstract":"<div><div>As Artificial Intelligence (AI) becomes increasingly integrated into educational environments, understanding the relationship between learners and AI systems is crucial for optimizing learning outcomes. This study introduces and validates the Learner-Generative AI Relationship Scale, a novel instrument designed to measure the multifaceted nature of learner-AI relationship in educational settings. The scale was developed through a rigorous process involving literature review, expert reviews, and cognitive pre-testing. An exploratory factor analysis with 95 undergraduate students confirmed a three-factor structure: Affective Intimacy, Cognitive Competence, and Social Flow, each comprising three sub-factors. The scale demonstrated good internal consistency and construct validity. To establish concurrent and predictive validity, 75 participants completed an argumentative essay writing task using ChatGPT. Concurrent validity was established through significant correlations with measures of attitude toward AI and AI self-efficacy. Predictive validity was confirmed through regression analyses, which showed that the learner-generative AI relationship significantly predicted learning engagement, perceived cognitive effects, and perceived motivational effects in a ChatGPT-assisted argumentative writing task. This study addresses a critical gap in the literature by providing a comprehensive tool for measuring learner-AI relationships beyond mere interactions and attitudes. The learner-generative AI relationship scale offers researchers and educators a valuable instrument for understanding and improving AI-driven educational systems, potentially informing the design of more effective AI-enhanced learning experiences.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100258"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-02DOI: 10.1016/j.caeo.2025.100260
Frank Reinhold , Priska Sprenger , Gunnar Staniczek
Computational Thinking (CT) has been considered one of the 21st century skills that already primary school students should develop. In this study we compared different methods for guiding a real object through a training maze task to teach N = 70 second and third graders basic computational thinking concepts, i.e., basic directions and sequences. Students in the experimental condition used the LEGO® Education SPIKE™ Essential-Set and Scratch-based icon blocks software to navigate a maze, while the control group used regular LEGO®-Sets and verbal commands. Results supported our hypotheses: Students in the experimental condition outperformed those in the control condition, produced longer sequences and more sequence commands to direct their object through the maze, and a positive relationship was observed between sequence length and posttest performance. Furthermore, mediation analysis revealed that the effect of the intervention on posttest achievement was influenced by the use of longer sequences. Our study underpins that Scratch-based block programming combined with robot-like real-world devices is a promising way to utilize CT in (early) primary education—and deepens our knowledge about how students engage in relevant learning activities.
{"title":"Introducing computational thinking to second and third graders. Programming whole paths outperforms step-by-step navigation in maze tasks","authors":"Frank Reinhold , Priska Sprenger , Gunnar Staniczek","doi":"10.1016/j.caeo.2025.100260","DOIUrl":"10.1016/j.caeo.2025.100260","url":null,"abstract":"<div><div>Computational Thinking (CT) has been considered one of the 21st century skills that already primary school students should develop. In this study we compared different methods for guiding a real object through a training maze task to teach <em>N</em> = 70 second and third graders basic computational thinking concepts, i.e., basic directions and sequences. Students in the experimental condition used the LEGO® Education SPIKE™ Essential-Set and Scratch-based icon blocks software to navigate a maze, while the control group used regular LEGO®-Sets and verbal commands. Results supported our hypotheses: Students in the experimental condition outperformed those in the control condition, produced longer sequences and more sequence commands to direct their object through the maze, and a positive relationship was observed between sequence length and posttest performance. Furthermore, mediation analysis revealed that the effect of the intervention on posttest achievement was influenced by the use of longer sequences. Our study underpins that Scratch-based block programming combined with robot-like real-world devices is a promising way to utilize CT in (early) primary education—and deepens our knowledge about how students engage in relevant learning activities.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100260"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143931616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-02DOI: 10.1016/j.caeo.2025.100259
Robert Weinhandl , Christoph Helm , Branko Andic , Cornelia S. Große , Jonas Mayrhofer , Selina Baldinger
Our study examines secondary school teachers’ use of digital technology in classrooms through the Interactive, Constructive, Active, and Passive framework, focusing on how gender, age, and experience influence teachers’ intended cognitive engagement. Data from 1483 teachers completing the Interactive, Constructive, Active, and Passive Technology Scale were analysed using item response theory and differential item functioning. Results confirm the interrelatedness and partial hierarchy of Interactive, Constructive, Active, and Passive variables. Gender affects specific Interactive, Constructive, Active, and Passive expressions and moderates variable relationships, with male teachers scoring higher on Passive, Active, and Interactive engagement. Age and experience show minor effects. The findings highlight the need for differentiated professional development to address gender-specific patterns in cognitive engagement strategies.
{"title":"Unpacking teachers’ cognitive engagement strategies with technology by employing the ICAP-TS","authors":"Robert Weinhandl , Christoph Helm , Branko Andic , Cornelia S. Große , Jonas Mayrhofer , Selina Baldinger","doi":"10.1016/j.caeo.2025.100259","DOIUrl":"10.1016/j.caeo.2025.100259","url":null,"abstract":"<div><div>Our study examines secondary school teachers’ use of digital technology in classrooms through the Interactive, Constructive, Active, and Passive framework, focusing on how gender, age, and experience influence teachers’ intended cognitive engagement. Data from 1483 teachers completing the Interactive, Constructive, Active, and Passive Technology Scale were analysed using item response theory and differential item functioning. Results confirm the interrelatedness and partial hierarchy of Interactive, Constructive, Active, and Passive variables. Gender affects specific Interactive, Constructive, Active, and Passive expressions and moderates variable relationships, with male teachers scoring higher on Passive, Active, and Interactive engagement. Age and experience show minor effects. The findings highlight the need for differentiated professional development to address gender-specific patterns in cognitive engagement strategies.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100259"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143923799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-02DOI: 10.1016/j.caeo.2025.100261
Mitja Dečman, Maja Klun, Janez Stare
The flipped classroom model has recently gained recognition for promoting personalised learning, supporting student-centred and peer-supported instruction, and optimising class time for active learning of higher order thinking skills. However, it requires students to work independently and in isolation, which is particularly challenging in a fully online implementation and in non-STEM courses where group work, discussion and other forms of active learning are essential.
The research focused on two flipped online social science courses and involved quantitative analysis of data collected before and after the courses. The surveys examined the perceived and experienced drivers and barriers associated with flipped courses, including the use of video lectures, self-directed learning, self-discipline, social isolation, motivation, and time management. In addition, the study examined the impact of group activities on exam grades, such as discussion, presentations and interpretative assignments relevant to non-STEM courses. Another focus was on the impact of previous experiences with blended learning and online learning.
The results showed that although students were not initially familiar with the flipped classroom model, they appreciated the flexibility of learning at their own pace and being able to re-watch video lectures. Despite their concerns about social isolation, students did not express any significant anxiety in this regard. The study also found statistically significant differences between students with blended learning and online learning experiences. The most significant predictor of a good exam grade was weekly participation in an online forum, followed by weekly collaborative group activities such as discussion, presentations and interpretations, which are essential for non-STEM students.
{"title":"Online flipped classroom in university social science courses: Impact on student experience and success","authors":"Mitja Dečman, Maja Klun, Janez Stare","doi":"10.1016/j.caeo.2025.100261","DOIUrl":"10.1016/j.caeo.2025.100261","url":null,"abstract":"<div><div>The flipped classroom model has recently gained recognition for promoting personalised learning, supporting student-centred and peer-supported instruction, and optimising class time for active learning of higher order thinking skills. However, it requires students to work independently and in isolation, which is particularly challenging in a fully online implementation and in non-STEM courses where group work, discussion and other forms of active learning are essential.</div><div>The research focused on two flipped online social science courses and involved quantitative analysis of data collected before and after the courses. The surveys examined the perceived and experienced drivers and barriers associated with flipped courses, including the use of video lectures, self-directed learning, self-discipline, social isolation, motivation, and time management. In addition, the study examined the impact of group activities on exam grades, such as discussion, presentations and interpretative assignments relevant to non-STEM courses. Another focus was on the impact of previous experiences with blended learning and online learning.</div><div>The results showed that although students were not initially familiar with the flipped classroom model, they appreciated the flexibility of learning at their own pace and being able to re-watch video lectures. Despite their concerns about social isolation, students did not express any significant anxiety in this regard. The study also found statistically significant differences between students with blended learning and online learning experiences. The most significant predictor of a good exam grade was weekly participation in an online forum, followed by weekly collaborative group activities such as discussion, presentations and interpretations, which are essential for non-STEM students.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100261"},"PeriodicalIF":4.1,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143923800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-20DOI: 10.1016/j.caeo.2025.100255
Héctor Sánchez San Blas, Sergio García González, André F. Sales Mendes, Gabriel Villarrubia González, Juan F. De Paz Santana
This study investigates how integrating immersive virtual reality with a multi-agent system can improve urban cyclist training by adapting learning experiences to individual performance. Addressing the challenge of preparing cyclists for complex urban environments, the research explores whether an adaptive VR-based system can enhance hazard perception, decision-making, and compliance with traffic rules. The proposed system leverages a context-aware multi-agent framework that dynamically adjusts traffic density, environmental conditions, and scenario complexity based on user behaviour. This personalized approach ensures that training remains challenging yet accessible, fostering progressive skill acquisition in a safe, controlled simulation environment. A preliminary evaluation was conducted with eight participants over a month-long training period. Results indicated improvements in reaction times, safety distance compliance, and overall traffic rule adherence. The system’s adaptability and ability to integrate into existing urban training programs suggest its potential as a scalable, data-driven tool for cyclist education.
{"title":"Improving urban cyclist safety and skills: Integrating a multiagent system and virtual reality training simulations","authors":"Héctor Sánchez San Blas, Sergio García González, André F. Sales Mendes, Gabriel Villarrubia González, Juan F. De Paz Santana","doi":"10.1016/j.caeo.2025.100255","DOIUrl":"10.1016/j.caeo.2025.100255","url":null,"abstract":"<div><div>This study investigates how integrating immersive virtual reality with a multi-agent system can improve urban cyclist training by adapting learning experiences to individual performance. Addressing the challenge of preparing cyclists for complex urban environments, the research explores whether an adaptive VR-based system can enhance hazard perception, decision-making, and compliance with traffic rules. The proposed system leverages a context-aware multi-agent framework that dynamically adjusts traffic density, environmental conditions, and scenario complexity based on user behaviour. This personalized approach ensures that training remains challenging yet accessible, fostering progressive skill acquisition in a safe, controlled simulation environment. A preliminary evaluation was conducted with eight participants over a month-long training period. Results indicated improvements in reaction times, safety distance compliance, and overall traffic rule adherence. The system’s adaptability and ability to integrate into existing urban training programs suggest its potential as a scalable, data-driven tool for cyclist education.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100255"},"PeriodicalIF":4.1,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143860295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-15DOI: 10.1016/j.caeo.2025.100256
Ilse Hagerer
Leadership competencies become increasingly important for realizing disruptive technologies but are rarely taught at universities in science, technology, engineering, and mathematics (STEM) fields. Due to the threatening skills shortage and the prevailing gender gap in STEM, especially in leadership positions, it is vital to engage women and to improve leadership competencies for STEM professionals in the long term during their jobs or studies with a low entrance barrier. To address this issue, we developed PlayMINT—the first serious learning game for leadership competencies relevant to 21st-century challenges. We comprehensively evaluated PlayMINT in a rigorous randomized long-term user experiment including a control group using traditional learning methods over nine months with a substantial sample size of 181 female STEM students from German universities. Moreover, we used a multi-method approach combining self-assessments and learning analytics. Despite the low entrance barrier, the leadership competencies gained through PlayMINT were equivalent to those obtained through traditional learning methods. PlayMINT enabled significant improvements in innovative work behavior, creative self-efficacy, effective communication, empowerment, envisioning, and business knowledge of participants over time.
{"title":"PlayMINT—an effective digital learning game for leadership competencies of female STEM students","authors":"Ilse Hagerer","doi":"10.1016/j.caeo.2025.100256","DOIUrl":"10.1016/j.caeo.2025.100256","url":null,"abstract":"<div><div>Leadership competencies become increasingly important for realizing disruptive technologies but are rarely taught at universities in science, technology, engineering, and mathematics (STEM) fields. Due to the threatening skills shortage and the prevailing gender gap in STEM, especially in leadership positions, it is vital to engage women and to improve leadership competencies for STEM professionals in the long term during their jobs or studies with a low entrance barrier. To address this issue, we developed PlayMINT—the first serious learning game for leadership competencies relevant to 21st-century challenges. We comprehensively evaluated PlayMINT in a rigorous randomized long-term user experiment including a control group using traditional learning methods over nine months with a substantial sample size of 181 female STEM students from German universities. Moreover, we used a multi-method approach combining self-assessments and learning analytics. Despite the low entrance barrier, the leadership competencies gained through PlayMINT were equivalent to those obtained through traditional learning methods. PlayMINT enabled significant improvements in innovative work behavior, creative self-efficacy, effective communication, empowerment, envisioning, and business knowledge of participants over time.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100256"},"PeriodicalIF":4.1,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-14DOI: 10.1016/j.caeo.2025.100257
Sandra Drumm
Learning paths (LP), a combination of internet-based, sequenced learning content and self-learning tasks, enable learning to take place according to individual pace and depth and offer automated tests to check one’s own learning process. A broad diversity in learning approaches within LPs can help heterogeneous student groups to acquire the same knowledge base for further instruction and can be useful in developing blended learning courses. It turns out however, that different students show varying degrees of success when working autonomously with digital learning paths. Based on this, the following questions arise: how do students engage with the digital content; which learning opportunities do the students notice, and how do they use them. The study conducted examined student statements on how they worked through a learning path and why they chose a certain approach. Additionally, students answered questions about their process in a stimulated recall setting in order to find out why they processed the path in a certain way. The results show that success in the course is highly dependent on how much students were able to activate their self-regulating learning skills. Being able to apply their own strategies and working habits helped well-performing students, while the same setting offered too much openness and thus confusion to weaker-performing students. This provides key information on fostering engagement and self-regulated student learning, and how access to lectures for independent study can be implemented in a flipped classroom scenario.
{"title":"Applying individual strategies enhances learning in asynchronous learning paths","authors":"Sandra Drumm","doi":"10.1016/j.caeo.2025.100257","DOIUrl":"10.1016/j.caeo.2025.100257","url":null,"abstract":"<div><div>Learning paths (LP), a combination of internet-based, sequenced learning content and self-learning tasks, enable learning to take place according to individual pace and depth and offer automated tests to check one’s own learning process. A broad diversity in learning approaches within LPs can help heterogeneous student groups to acquire the same knowledge base for further instruction and can be useful in developing blended learning courses. It turns out however, that different students show varying degrees of success when working autonomously with digital learning paths. Based on this, the following questions arise: how do students engage with the digital content; which learning opportunities do the students notice, and how do they use them. The study conducted examined student statements on how they worked through a learning path and why they chose a certain approach. Additionally, students answered questions about their process in a stimulated recall setting in order to find out why they processed the path in a certain way. The results show that success in the course is highly dependent on how much students were able to activate their self-regulating learning skills. Being able to apply their own strategies and working habits helped well-performing students, while the same setting offered too much openness and thus confusion to weaker-performing students. This provides key information on fostering engagement and self-regulated student learning, and how access to lectures for independent study can be implemented in a flipped classroom scenario.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100257"},"PeriodicalIF":4.1,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-03-30DOI: 10.1016/j.caeo.2025.100250
Daniel G. Ferguson, Caitlin Campbell, Zachary L. Nolen, Kristy L. Daniel
Social media has become a major force in the internet age and has gained much interest as a potential new educational tool. Currently, many instructors assume that students have positive perceptions of using social media in their courses. However, there is no instrument that can assess student perceptions of social media use in academic courses. We created and tested the perceptions of social media (POSoM) questionnaire and determined its factorability through an exploratory factor analysis. Using Cronbach's alpha, we confirmed the reliability of our four factors. We found that the POSoM questionnaire contained four reliable factors: Academic Perceptions, Academic Usage, Academic Communication, and Personal Usage. Using the POSoM questionnaire, we found that students do not want to communicate in academic settings through social media and are apathetic to use of social media for other academic uses. Our results provide a new reliable instrument that can be used to further explore students’ perceptions of social media in science courses.
{"title":"Considering and measuring student perceptions on the role of using social media as an educational tool in science courses","authors":"Daniel G. Ferguson, Caitlin Campbell, Zachary L. Nolen, Kristy L. Daniel","doi":"10.1016/j.caeo.2025.100250","DOIUrl":"10.1016/j.caeo.2025.100250","url":null,"abstract":"<div><div>Social media has become a major force in the internet age and has gained much interest as a potential new educational tool. Currently, many instructors assume that students have positive perceptions of using social media in their courses. However, there is no instrument that can assess student perceptions of social media use in academic courses. We created and tested the perceptions of social media (POSoM) questionnaire and determined its factorability through an exploratory factor analysis. Using Cronbach's alpha, we confirmed the reliability of our four factors. We found that the POSoM questionnaire contained four reliable factors: Academic Perceptions, Academic Usage, Academic Communication, and Personal Usage. Using the POSoM questionnaire, we found that students do not want to communicate in academic settings through social media and are apathetic to use of social media for other academic uses. Our results provide a new reliable instrument that can be used to further explore students’ perceptions of social media in science courses.</div></div>","PeriodicalId":100322,"journal":{"name":"Computers and Education Open","volume":"8 ","pages":"Article 100250"},"PeriodicalIF":4.1,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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