Computers and Education Open最新文献

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IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01

引用次数: 0

Longitudinal insights into AI in education: Usage, ethics, and policy development in higher education 人工智能在教育中的纵向洞察：高等教育中的使用、伦理和政策发展

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01 DOI: 10.1016/j.caeo.2025.100329

Luke Parker , A. Jane Loper , Christopher W. Carter , Josh Hayes , Alice Karakas

Since the launch of ChatGPT in November of 2022, its role in education has been a focal point of debate, with discussions centering on whether it will revolutionize learning, prove to be a temporary trend, or mark a significant technological shift. While initial studies have explored artificial intelligence's (AI) impact on specific classes and institutions, there has been a severe lack of longitudinal research within teacher education programs. This study addresses this gap by analyzing four semesters of data on the evolving use and ethical perceptions of generative AI among students in a teacher education program at a university in the Midwestern United States. Surveys conducted with over 300 students over this time reveal the growing use of GenAI in their educational practices. The findings indicate significant growth in the use of AI for assessment preparation and studying, with usage rates rising from 57 % to 83 % and 44 % to 76 %, respectively. The study also examined the ethical considerations surrounding AI use, identifying ongoing uncertainty and a statistically significant difference in ethical perceptions between AI users and non-users. Additionally, the research highlighted how students perceived the integration of AI into teaching and its impact on academic performance. Findings emphasize the need for teacher education programs to incorporate AI training and address ethical concerns comprehensively and formally.

自2022年11月推出ChatGPT以来，它在教育中的作用一直是争论的焦点，讨论的焦点是它是否会彻底改变学习，证明是一个暂时的趋势，还是标志着重大的技术转变。虽然最初的研究探索了人工智能（AI）对特定班级和机构的影响，但在教师教育项目中严重缺乏纵向研究。本研究通过分析美国中西部一所大学教师教育项目中学生对生成式人工智能不断发展的使用和伦理观念的四个学期的数据，解决了这一差距。在此期间对300多名学生进行的调查显示，在他们的教育实践中越来越多地使用GenAI。研究结果表明，人工智能在评估准备和学习中的使用显著增长，使用率分别从57%上升到83%和44%上升到76%。该研究还调查了围绕人工智能使用的道德考虑因素，确定了人工智能用户和非用户之间持续的不确定性和统计上显著的道德观念差异。此外，该研究还强调了学生如何看待将人工智能融入教学及其对学习成绩的影响。研究结果强调，教师教育项目需要纳入人工智能培训，并全面、正式地解决道德问题。

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引用次数: 0

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01

引用次数: 0

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01

引用次数: 0

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01

引用次数: 0

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2026-01-01

引用次数: 0

Sustaining innovation: Teacher perspectives on content and language integrated learning (CLIL) and digital tool integration in Albanian online education 持续创新：阿尔巴尼亚在线教育中教师对内容和语言整合学习（CLIL）以及数字工具整合的看法

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-12-29 DOI: 10.1016/j.caeo.2025.100328

Gerda Sula , Merita Hoxha

This study explores the perceptions and experiences of secondary school teachers in Albania who implemented Content and Language Integrated Learning (CLIL) combined with digital tools, particularly EdPuzzle, in teaching natural sciences subjects during and after the COVID-19 pandemic (online and face to face). The research focuses on understanding the long-term impact of these methodologies on teaching practices and their potential for continued use in an ever-changing educational landscape. A phenomenological approach was employed to gather in-depth insights through semi-structured interviews, capturing thirty language and natural sciences teachers' reflections on the benefits, challenges, and future possibilities of integrating CLIL with video-based learning tools. Using phenomenological approach, the findings reveal that the teachers observed significant improvements in student engagement, comprehension, and autonomy through the use of CLIL and EdPuzzle. However, they also highlighted challenges related to technological access and the need for ongoing professional development. The study concludes that while the innovative teaching methods fostered during the pandemic have the potential for sustainable use, their success hinges on continued support and adaptation to the evolving educational context in Albania. Recommendations include the integration of CLIL into broader curriculum design, the provision of resources and training for teachers, and further research into the scalability of these practices across different educational settings.

本研究探讨了阿尔巴尼亚中学教师在2019冠状病毒病大流行期间和之后（在线和面对面）在自然科学课程教学中实施内容和语言综合学习（CLIL）并结合数字工具（特别是EdPuzzle）的看法和经验。研究的重点是了解这些方法对教学实践的长期影响，以及它们在不断变化的教育环境中继续使用的潜力。采用现象学方法通过半结构化访谈收集深入见解，捕捉30位语言和自然科学教师对将CLIL与基于视频的学习工具相结合的好处、挑战和未来可能性的反思。使用现象学方法，研究结果显示，教师观察到通过使用CLIL和EdPuzzle，学生的参与度、理解力和自主性有了显著的提高。然而，他们也强调了与技术获取和持续专业发展的需要有关的挑战。该研究的结论是，虽然在大流行病期间培养的创新教学方法具有可持续使用的潜力，但其成功与否取决于对阿尔巴尼亚不断变化的教育环境的持续支持和适应。建议包括将CLIL整合到更广泛的课程设计中，为教师提供资源和培训，以及进一步研究这些实践在不同教育环境中的可扩展性。

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引用次数: 0

Motivation to shape the future of education with Artificial Intelligence: An international comparison between Switzerland and China 用人工智能塑造未来教育的动力：瑞士与中国的国际比较

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-12-16 DOI: 10.1016/j.caeo.2025.100327

Judit Martínez-Moreno , Xinyan Zhou , Dominik Petko , Thomas K.F. Chiu

As digital technologies and Artificial Intelligence (AI) continue to reshape educational environments, understanding the motivations of student teachers is critical to developing effective teacher education programmes. This study cross-culturally validates the (D) FIT-Choice (Digital Factors Influencing Teaching Choice) scale and examines motivational differences among 416 student teachers in Switzerland and China. The results offer partial validation of the (D)FIT-Choice scale, with several higher-order factors demonstrating acceptable to strong internal consistency, but limitations in model fit for some factors, indicating the need for further refinement to ensure cross-cultural applicability. When comparing the motivations of Swiss and Chinese student teachers, Swiss student teachers reported stronger social utility values and intrinsic motivations than their Chinese counterparts, suggesting a focus on personal fulfilment, social contribution and aligning career choice with personal identity, possibly shaped by Switzerland's individualistic culture and civic engagement. In contrast, Chinese student teachers showed higher perceived digital teaching competence and greater enthusiasm for integrating AI into education, differences that may reflect national educational strategies and technological infrastructures, such as China's long-standing investment in educational digitalisation and the presence of AI-focused education initiatives. These results reveal different levels of willingness to shape the future of education with AI, highlighting how cultural and systemic factors influence the motivation of student teachers. In general, this study highlights how sociocultural, economic and technological contexts shape the motivations of future teachers, emphasising the importance of adapting teacher education to local contexts to prepare future teachers to actively participate in the digital transformation of education.

随着数字技术和人工智能（AI）不断重塑教育环境，了解实习教师的动机对于制定有效的教师教育计划至关重要。本研究跨文化验证了(D) FIT-Choice（数字化因素影响教学选择）量表，并考察了416名瑞士和中国见习教师的动机差异。结果对(D) fit - choice量表进行了部分验证，有几个高阶因子表现出较强的内部一致性，但对某些因素的模型拟合存在局限性，表明需要进一步改进以确保跨文化适用性。在比较瑞士和中国学生教师的动机时，瑞士学生教师比中国学生教师表现出更强的社会效用价值观和内在动机，这表明他们更注重个人成就感、社会贡献，并将职业选择与个人身份相结合，这可能是受瑞士个人主义文化和公民参与的影响。相比之下，中国学生教师表现出更高的数字教学能力和更大的将人工智能融入教育的热情，这些差异可能反映了国家教育战略和技术基础设施，例如中国对教育数字化的长期投资和以人工智能为重点的教育计划的存在。这些结果揭示了用人工智能塑造未来教育的不同程度的意愿，突出了文化和系统因素如何影响见习教师的动机。总体而言，本研究强调了社会文化、经济和技术环境如何塑造未来教师的动机，强调了使教师教育适应当地环境的重要性，以使未来教师为积极参与教育的数字化转型做好准备。

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引用次数: 0

Learning metabolism with virtual reality to optimize biochemistry education in the Spanish-speaking region 利用虚拟现实学习代谢优化西语区生物化学教学

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-12-13 DOI: 10.1016/j.caeo.2025.100326

Rosa C. Lopez-Sanchez , Ana G. Rodriguez-Mendoza , Juan P. Nigenda-Alvarez , Lizette S. Hernandez-Cardenas , Luis M. Villela-Martinez , Jose A. Hernandez-Hernandez

Learning science is undoubtedly a challenge, considering that new generations have plenty external stimuli to overcome. Students are surrounded by digital experiences such as video games, animation and videos, etc., therefore, their way of learning has evolved to be more attached to visual and dynamic resources rather than to plain texts. Hence, the objective of this study was to design, implement, and evaluate a virtual reality environment as a microteaching mechanism for human metabolism, including the electron transport chain and oxidative phosphorylation. This was a pilot study used to evaluate the learning experience of a platform designed at our institution. The study included the design of Virtual Reality experience, the organization of activities and instructional design, and the evaluation of the knowledge acquired, as well as the students' perception of its usefulness. Nine groups of students from our institution's health entry programs, from different academic periods, were taught the electron transport chain and oxidative phosphorylation using Virtual Reality by different instructors. Their learning through Virtual Reality was compared to what they would have learned through 2D activities. The results showed that the level of knowledge increased significantly associated with the use of Virtual Reality compared to their traditional system (p<0.00001). A high percentage of students (>90%) found it beneficial to use Virtual Reality. The implementation of a Virtual Reality strategy for learning complex topics in metabolism provides a learning facilitator that students enjoy, promoting engagement, as it allows them to be transported to virtual scenarios in the actual "digital world."

学习科学无疑是一个挑战，因为新一代有很多外部刺激需要克服。学生们被电子游戏、动画、视频等数字体验所包围，因此，他们的学习方式已经演变成更多地依赖于视觉和动态资源，而不是单纯的文本。因此，本研究的目的是设计、实现和评估虚拟现实环境作为人体代谢的微教学机制，包括电子传递链和氧化磷酸化。这是一项试点研究，用于评估我们机构设计的平台的学习经验。研究内容包括虚拟现实体验的设计、活动的组织和教学设计、所学知识的评估以及学生对其有用性的感知。来自我校健康入门项目的九组学生，来自不同的学术时期，由不同的讲师使用虚拟现实技术教授电子传递链和氧化磷酸化。他们通过虚拟现实学习的内容与通过2D活动学习的内容进行了比较。结果表明，与传统系统相比，使用虚拟现实的知识水平显著提高（p<0.00001）。很高比例的学生（>90%）认为使用虚拟现实是有益的。虚拟现实策略的实施为学习新陈代谢中的复杂主题提供了一个学生喜欢的学习促进者，促进了参与，因为它允许他们被传送到实际“数字世界”中的虚拟场景中。

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引用次数: 0

Ethical conditions for university students’ adoption of large language models in exam preparation contexts 大学生在备考环境中采用大型语言模型的伦理条件

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-12-13 DOI: 10.1016/j.caeo.2025.100323

Antonio Pérez-Portabella , Mario Arias-Oliva , Graciela Padilla-Castillo , Jorge de Andrés-Sánchez

Large Language Models (LLMs), have become a disruptive force in higher education, assisting students in tasks such as summarizing content, clarifying concepts, and preparing for exams. Their rapid adoption has generated both enthusiasm and ethical concern, particularly regarding fairness and responsible use in assessment contexts. This study examines whether university students’ ethical perceptions regarding the use of LLMs for exam preparation influence their intention to use them (IU), and whether this intention, in turn, affects their actual use (USE). Data were collected from 151 undergraduate students enrolled in Spanish universities. Ethical perceptions were measured using the Multidimensional Ethics Scale (MES), which captures three normative perspectives: moral equity (ME), consequentialism (CO), and deontology (DE). The first research objective (RO1) was to determine whether a minimum threshold in each ethical dimension is required for students to form the intention to use LLMs. The second (RO2) assessed whether higher ethical evaluations lead to greater acceptance and use. Necessary Condition Analysis revealed that all three ethical dimensions are necessary conditions for IU (ME: d = 0.338; CO: d = 0.274; DE: d = 0.207; all p < 0.001). Partial Least Squares-Structural Equation Modeling showed that only CO (β = 0.350, p < 0.001) and DE (β = 0.329, p < 0.001) exert statistically significant and sufficient effects on IU, while ME does not (β = 0.108, p = 0.414). Finally, IU is both a necessary (d = 0.325, p < 0.001) and sufficient predictor of USE (β = 0.905, p < 0.001). The findings highlight that ethical reasoning is central to the responsible adoption of LLMs in exam preparation, offering practical guidance for educators and institutions promoting academic integrity.

大型语言模型（llm）已经成为高等教育中的一股颠覆性力量，它帮助学生完成总结内容、澄清概念和准备考试等任务。它们的迅速采用既引起了人们的热情，也引起了伦理上的关注，特别是在评估环境中公平和负责任的使用方面。本研究考察了大学生关于使用法学硕士备考的道德观念是否会影响他们使用法学硕士的意图（IU），以及这种意图是否反过来影响他们的实际使用（use）。数据来自西班牙大学的151名本科生。使用多维伦理量表（MES）测量伦理观念，该量表包含三个规范视角：道德公平（ME）、结果主义（CO）和义务论（DE）。第一个研究目标（RO1）是确定学生是否需要每个伦理维度的最低阈值才能形成使用法学硕士的意图。第二个（RO2）评估更高的伦理评价是否会导致更大的接受和使用。必要条件分析显示，所有三个伦理维度都是IU的必要条件（ME: d = 0.338; CO: d = 0.274; DE: d = 0.207；所有p <； 0.001）。偏最小二乘-结构方程模型显示，只有CO （β = 0.350, p < 0.001）和DE （β = 0.329, p < 0.001）对IU有统计学意义上的充分影响，而ME没有（β = 0.108, p = 0.414）。最后，IU既是USE的必要预测因子（d = 0.325, p < 0.001），也是充分预测因子（β = 0.905, p < 0.001）。研究结果强调，道德推理对于法学硕士在考试准备中负责任的采用至关重要，为教育工作者和机构促进学术诚信提供了实践指导。

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