Computers and Education Open最新文献_第6页

Bridging higher educators’ beliefs and practice in online education: A qualitative systematic review 衔接高等教育工作者在网络教育中的信念与实践：一个定性的系统回顾

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-09-10 DOI: 10.1016/j.caeo.2025.100286

Dorothy Gwada , Jo Tondeur , Bram Bruggeman , Samuel Liyala , Silvance O. Abeka

As online education becomes increasingly prevalent in higher education, educators’ beliefs about teaching practices have become critical to its success. These beliefs influence key aspects of online course design, including course structure, communication methods, and the use of technology, all of which affect student engagement and achievement. This study explores the relationship between educators' beliefs about online education and their actual teaching practices through a qualitative systematic literature review of 19 studies published between 2010 and 2023. Using a meta-aggregation approach, themes were identified, grouped, and synthesized to capture global trends in the relationship between educators’ beliefs and their practices. The findings indicate that educators believe online education requires adapting instructional approaches to align with technological affordances and student needs, while also fostering social presence and group cohesion to enhance participation. While many existing models focus on acceptance or resistance, this review highlights more complex dynamics, such as tensions between educators’ beliefs and the challenges of aligning technology use with those beliefs. It shows that online teaching practices are shaped not only by technical considerations but also by educators’ beliefs about online teaching and the value of technology. These insights offer a deeper understanding of how educators’ beliefs interact with their online teaching practices and have significant implications for designing professional development programs and informing institutional policies that support the transition to online teaching.

随着在线教育在高等教育中越来越普遍，教育者对教学实践的信念已成为其成功的关键。这些信念影响着在线课程设计的关键方面，包括课程结构、交流方法和技术的使用，所有这些都会影响学生的参与度和成绩。本研究通过对2010年至2023年间发表的19项研究进行定性系统的文献综述，探讨了教育者对在线教育的信念与他们实际教学实践之间的关系。使用元聚合方法，确定、分组和综合主题，以捕捉教育者信念与其实践之间关系的全球趋势。研究结果表明，教育工作者认为，在线教育需要调整教学方法，使其与技术能力和学生需求保持一致，同时还需要培养社会存在感和群体凝聚力，以提高参与度。虽然许多现有的模型关注于接受或抵制，但这篇综述强调了更复杂的动态，比如教育者的信念和将技术使用与这些信念相一致的挑战之间的紧张关系。它表明，在线教学实践不仅受到技术考虑的影响，而且受到教育者对在线教学和技术价值的信念的影响。这些见解提供了对教育者的信念如何与他们的在线教学实践相互作用的更深入的理解，并对设计专业发展计划和告知支持向在线教学过渡的机构政策具有重要意义。

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引用次数: 0

Authentic open data inquiry in schools 学校的真实开放数据查询

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-09-09 DOI: 10.1016/j.caeo.2025.100287

Alejandra Celis Vargas , Rikke Magnussen , Ingrid Mulder , Birger Larsen

Open data offers the potential to enhance citizen participation, transparency, and accountability in society. However, a lack of competencies that enable citizens to engage in open data ecosystems remains a barrier. Although authentic open data inquiry has been identified as a promising approach to develop open data learning designs in schools, its connection to open data competencies is not yet well understood. To advance the understanding of open data competencies and learning designs, this study focuses on the inductive analysis of two design-based research cycles and four interventions in Danish schools. A cohort of 7th to 9th grade pupils (n = 78) and their teachers (n = 4) engaged with The Open Data Newsroom, an open data learning design that situates pupils in the role of data journalists to solve an environmental mystery. Following a thematic analysis approach, we examined qualitative data from observations, surveys, and interviews to identify four categories that encompass pupils’ practices for (1) navigating open data: find and assess relevant information and data to identify a problem; (2) developing authentic open data analysis: analyse and interpret data in connection to real-world problems and local contexts; (3) building authentic data arguments and stories: explain a problem with data from different sources and domains to lay audiences; and (4) creating open data representations: build tools to support inquiry and communication. We argue that these practices, grounded in data literacy and real-world problem solving, contribute to defining open data competencies in schools, and we present a model to illustrate this connection.

开放数据提供了增强公民参与、透明度和社会问责制的潜力。然而，缺乏使公民参与开放数据生态系统的能力仍然是一个障碍。虽然真实的开放数据调查已被确定为在学校开发开放数据学习设计的有前途的方法，但其与开放数据能力的联系尚未得到很好的理解。为了促进对开放数据能力和学习设计的理解，本研究侧重于对丹麦学校中两个基于设计的研究周期和四个干预措施的归纳分析。一组七年级到九年级的学生（n = 78）和他们的老师（n = 4）参与了开放数据新闻编辑室，这是一种开放数据学习设计，让学生扮演数据记者的角色，解决一个环境之谜。遵循主题分析方法，我们检查了来自观察、调查和访谈的定性数据，以确定包含学生实践的四个类别：(1)浏览开放数据：查找和评估相关信息和数据以识别问题；(2)发展真正的开放数据分析：分析和解释与现实世界问题和当地背景相关的数据；(3)构建真实的数据论证和故事：用不同来源和领域的数据向外行观众解释问题；(4)创建开放的数据表示：构建支持查询和交流的工具。我们认为，这些以数据素养和解决现实问题为基础的实践有助于定义学校的开放数据能力，我们提出了一个模型来说明这种联系。

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引用次数: 0

A review of reviews on TPACK research: is there any focus? 关于TPACK研究的综述：有什么重点吗？

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-09-06 DOI: 10.1016/j.caeo.2025.100285

Febe Fontyn , Jo Tondeur , Jan Sermeus

The TPACK framework describes what knowledge educators need to effectively integrate technology into teaching specific content. This integrated knowledge is specific to the domains that TPACK combines, i.e. to the content that is taught, the pedagogical approaches chosen and the technology used. Given that there is a substantial body of research literature on TPACK, it seems useful to focus review-studies on one domain. For example, a review might summarize what is known about teachers’ TPACK using a specific technology, comparing and combining the literature across content domains or pedagogical approaches. Inversely a review could also focus on specific content or on a specific pedagogical approach. In this review of reviews we investigate to what extent review research on TPACK focuses on specific domains (technology, pedagogy or content) or their related knowledge components in the TPACK-framework. Based on a systematic literature review of 32 review studies we find that few reviews focus their research questions, selection criteria or results on specific domains or knowledge components. This could be due to a lack of clarity regarding the interpretation of the model (analytic or holistic), about which only six reviews were explicit. We call on the field to clarify the interpretation of TPACK and to decide on which research would be needed to test the model. We argue that focused review studies could be one way to significantly advance the TPACK research field.

TPACK框架描述了教育者需要哪些知识来有效地将技术整合到教学的特定内容中。这些整合的知识是TPACK结合的特定领域，即所教授的内容、所选择的教学方法和所使用的技术。鉴于有大量关于TPACK的研究文献，将综述研究集中在一个领域似乎是有用的。例如，一篇综述可以用一种特定的技术来总结关于教师TPACK的已知情况，比较和结合跨内容领域或教学方法的文献。相反，审查也可以侧重于特定的内容或特定的教学方法。在这篇综述中，我们调查了TPACK的综述研究在多大程度上关注于特定领域（技术、教学法或内容）或TPACK框架中相关的知识组件。通过对32篇综述性研究的系统文献回顾，我们发现很少有综述将其研究问题、选择标准或结果集中在特定的领域或知识组成部分。这可能是由于缺乏关于模型解释（分析的或整体的）的清晰度，其中只有六个评论是明确的。我们呼吁该领域澄清对TPACK的解释，并决定需要哪些研究来测试该模型。我们认为，重点综述研究可能是显著推进TPACK研究领域的一种方法。

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引用次数: 0

Effects of an AI-based reading progress tool on third-grade EFL learners’ oral reading fluency 基于人工智能的阅读进度工具对三年级英语学习者口语阅读流畅性的影响

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-26 DOI: 10.1016/j.caeo.2025.100283

Reem Mahdi Al-Bogami , Nsreen Abdulhamid Alahmadi

Oral reading fluency (ORF) is a critical skill for young English as a foreign language (EFL) learners. Researchers have explored various traditional and digital interventions to enhance EFL learners’ ORF. However, studies integrating cutting-edge technologies, such as artificial intelligence (AI) tools, in EFL remain limited. This mixed-methods quasi-experimental study aimed to examine the effectiveness of Reading Progress, an AI-based tool on the Microsoft Teams platform (MTRP), in improving the ORF, regarding accuracy, speed, and prosody, of third-grade EFL learners in Saudi Arabia. Additionally, it investigated the perspectives of the experimental group’s parents regarding the tool’s usage. Participants included 56 third-grade EFL learners (boys and girls) from a public elementary school in Jeddah, divided into two groups. The experimental group (n = 28) utilised MTRP as an intervention, while the control group (n = 28) engaged in traditional paper-based assignments. Pre- and post-tests and semi-structured interviews were conducted to gather data. The quantitative data were analysed using SPSS, while the qualitative data were transcribed, translated, and then analysed through NVivo. The results indicated that the experimental group, achieved significantly higher scores in ORF skills after utilizing MTRP compared to the control group. The experimental group’s parents reported positive feedback, expressing satisfaction with the tool’s impact on their children’s ORF. However, the children were initially challenged due to time constraints and lengthy texts. Nevertheless, they believed that consistent practice and high goal-setting enabled them to overcome obstacles. The findings are expected to provide valuable insights for EFL educators, policymakers, and researchers.

口语阅读流畅性（ORF）是年轻英语学习者的一项重要技能。研究人员已经探索了各种传统和数字干预措施来提高英语学习者的ORF。然而，将人工智能（AI）工具等前沿技术整合到外语教学中的研究仍然有限。这项混合方法的准实验研究旨在检验微软团队平台（MTRP）上基于人工智能的阅读进步工具在提高沙特阿拉伯三年级英语学习者在准确性、速度和韵律方面的ORF方面的有效性。此外，它还调查了实验组父母对该工具使用的看法。参与者包括来自吉达一所公立小学的56名三年级英语学习者（男孩和女孩），他们被分为两组。实验组（n = 28）采用MTRP作为干预手段，而对照组（n = 28）采用传统的纸质作业。进行了前后测试和半结构化访谈以收集数据。定量数据采用SPSS软件分析，定性数据采用转录、翻译、NVivo软件分析。结果表明，实验组在使用MTRP后的ORF技能得分显著高于对照组。实验组的父母报告了积极的反馈，对该工具对孩子的ORF的影响表示满意。然而，由于时间限制和冗长的文本，孩子们最初受到了挑战。然而，他们认为，坚持不懈的实践和高目标的设定使他们能够克服障碍。研究结果有望为英语教育者、政策制定者和研究人员提供有价值的见解。

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引用次数: 0

Unraveling the mechanisms and effectiveness of AI-assisted feedback in education: A systematic literature review 揭示教育中人工智能辅助反馈的机制和有效性：系统的文献综述

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-24 DOI: 10.1016/j.caeo.2025.100284

Shen Ba , Lan Yang , Zi Yan , Chee Kit Looi , Dragan Gašević

Rapid advancements in Artificial Intelligence (AI) have prompted growing interest in leveraging AI for educational feedback. Yet, the centrality of the learner in this process is often overshadowed by technological excitement, and a broad understanding of AI-assisted feedback (AIFB) in education remains evolving. To address this gap, we conducted a systematic review of 129 peer-reviewed journal articles (2014–2023) based on widely used AI-related search terms to examine how AI, especially generative AI, supports feedback mechanisms and influences learner perceptions, actions, and outcomes. Our analysis identified a sharp rise in AIFB research after 2018, driven by modern large language models. We found that AI tools flexibly cater to multiple feedback foci (task, process, self-regulation, and self) and complexity levels (basic, intermediate, and elaborated). Our findings demonstrate that AIFB can effectively enhance targeted learning outcomes. By employing a transparent and field-aligned methodology, we synthesized recent advances and offers actionable insights for both research and practice. While the focus on widely recognized AI-related search terms ensures strong comparability and relevance, some specialized subfields (e.g., Automated Writing Evaluation), are less prominent in this synthesis. The study also highlights the ongoing need for clearer reporting of underlying AI algorithms. Building on these findings, we propose an original conceptual model that synthesizes current progress and offers a roadmap for future explorations. By illuminating the affordances and constraints of AIFB, we highlight the necessity for transparent methodological reporting and underscores the importance of integrating pedagogical and technological insights to promote meaningful, learner-centered feedback.

人工智能（AI）的快速发展促使人们对利用AI进行教育反馈的兴趣日益浓厚。然而，学习者在这一过程中的中心地位往往被技术兴奋所掩盖，对教育中人工智能辅助反馈（AIFB）的广泛理解仍在不断发展。为了解决这一差距，我们基于广泛使用的人工智能相关搜索词，对129篇同行评议的期刊文章（2014-2023）进行了系统综述，以研究人工智能（尤其是生成式人工智能）如何支持反馈机制并影响学习者的感知、行动和结果。我们的分析发现，在现代大型语言模型的推动下，2018年之后AIFB研究急剧上升。我们发现人工智能工具灵活地迎合了多个反馈焦点（任务、过程、自我调节和自我）和复杂性水平（基本、中级和详细）。我们的研究结果表明AIFB可以有效地提高目标学习成果。通过采用透明和与领域一致的方法，我们综合了最近的进展，并为研究和实践提供了可操作的见解。虽然关注广泛认可的人工智能相关搜索词确保了很强的可比性和相关性，但一些专门的子领域（例如，自动写作评估）在这个综合中不太突出。该研究还强调了对底层人工智能算法进行更清晰报告的持续需求。在这些发现的基础上，我们提出了一个原始的概念模型，它综合了当前的进展，并为未来的探索提供了路线图。通过阐明AIFB的优点和局限性，我们强调了透明的方法报告的必要性，并强调了整合教学和技术见解以促进有意义的、以学习者为中心的反馈的重要性。

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引用次数: 0

Video game player profiles among university students: Impact of game preferences and academic background 大学生电子游戏玩家特征：游戏偏好和学术背景的影响

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-23 DOI: 10.1016/j.caeo.2025.100280

Emilio García-Cabrera , Francisco Luna-Perejón , Miguel Ángel Pertegal-Vega , Luis Muñoz-Saavedra , José Luis Sevillano-Ramos , Lourdes Miró-Amarante

Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer.

Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day.

Findings suggest that gamification in higher education should align with students' gaming profiles to boost engagement and learning performance. While offering useful insights, the study's cross-sectional design and self-reported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts.

电子游戏已经成为一种广泛的文化和经济现象，西班牙在游戏消费方面位居欧洲前列。这项研究调查了塞维利亚大学440名大学生的游戏习惯和偏好，根据游戏偏好和学术背景对玩家进行了分类。通过匿名在线调查进行的横断面研究，主成分分析确定了三种不同的玩家特征：竞争型、探索型和社交型。研究结果表明，不同学科的学生玩游戏的频率差异很大，技术领域的学生更喜欢玩PC游戏，而社会和健康科学领域的学生更喜欢玩手机游戏。此外，Explorer用户的游戏频率较高，而Socializer用户的粘性较低。与人们普遍担心的相反，游戏时间确实会影响学习成绩，尤其是每天超过5小时的时候。研究结果表明，高等教育中的游戏化应该与学生的游戏特征相结合，以提高参与度和学习表现。虽然提供了有用的见解，但该研究的横截面设计和自我报告数据限制了其范围。需要进行纵向研究来评估长期的学术和福祉影响。

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引用次数: 0

Assessment of captions’ quality by students of a MOOC on accessibility of digital materials MOOC学生对数字材料可及性的字幕质量评估

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-08 DOI: 10.1016/j.caeo.2025.100279

J. Pérez-Arteaga , E. Letón , J. Pérez-Martín , E.M. Molanes-López , A. Rodriguez-Ascaso

Captions constitute one of the fundamental components of audiovisual accessibility. Ensuring that captions comply with applicable accessibility standards is an important and complex task that requires dedication and specific knowledge. It goes beyond checking whether or not the video has captions. This work aims to evaluate whether students can adequately assess the quality of captions for the deaf or hard of hearing. It analyses data from an activity of a MOOC on accessibility of digital materials, in which they assessed the quality of captions. It was a voluntary task within the course delivered through an Open edX platform. At the time of enrollment, the students were randomly divided into two groups (AB and BA) so that the cohort AB watched the well-captioned video first and then the poorly-captioned video (with identified errors only in relation to 11 requirements of the UNE 153010:2012 standard), and the cohort BA watched them the other way round. After watching each of the videos, 87 students responded to a survey of 18 items with a 5-point Likert scale. The experimental design was a randomized, triple-blind, crossover AB/BA study. The data were analyzed using a multilevel multiple ordinal regression model. The main conclusions are: (1) basic training on accessibility of multimedia learning materials enables students to perform a preliminary assessment of the accessibility of captions; (2) qualitative guidelines present fewer problems than quantitative ones when identifying accessibility problems; (3) novice evaluators tend to underscore some of the items in non-accessible captions, compared to accessible captions.

字幕是视听无障碍的基本组成部分之一。确保标题符合适用的可访问性标准是一项重要而复杂的任务，需要奉献精神和特定的知识。它不仅仅是检查视频是否有字幕。这项工作旨在评估学生是否能够充分评估聋人或重听人的字幕质量。它分析了一项关于数字材料可访问性的MOOC活动的数据，在该活动中，他们评估了标题的质量。这是通过开放式edX平台提供的课程中的自愿任务。在入学时，学生被随机分为AB组和BA组，AB组先观看字幕较好的视频，然后观看字幕较差的视频（仅在UNE 153010:2012标准的11项要求中发现错误），BA组观看字幕较差的视频。在观看完每个视频后，87名学生对一项包含18个项目的5分李克特量表进行了回答。实验设计为随机、三盲、交叉AB/BA研究。采用多水平多元有序回归模型对数据进行分析。主要结论如下：(1)多媒体学习材料可及性基础训练使学生对字幕可及性进行初步评价；(2)定性指南在识别可达性问题时存在的问题少于定量指南；(3)与无障碍标题相比，新手评价者倾向于强调非无障碍标题中的某些项目。

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引用次数: 0

A review of computational thinking interventions in upper elementary education 小学高年级计算思维干预研究综述

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-08 DOI: 10.1016/j.caeo.2025.100252

María Eugenia Curi, Anaclara Gerosa, Marcos Viera, Alejandra Carboni

This review examines current trends in Computational Thinking (CT) educational interventions. Analyzing 54 studies from 2012 to 2024, the review identifies key trends in the implementation of CT interventions, including duration, number of participants, and programming tools. Most interventions with upper-elementary students span more than a month, involve between 20 and 100 children, and use unplugged activities and visual programming environments. The review also investigates the extent to which student context data, such as gender and socioeconomic background, are considered, highlighting the importance of these factors in CT interventions. The findings suggest that while some interventions account for gender and contextual differences, there is a potential for a greater focus on these aspects to address social inequalities. This study provides valuable insights into the potential impact and inclusiveness of CT educational strategies, serving as a resource for educators, researchers, and policy makers aiming to improve CT integration into educational frameworks.

本文回顾了当前计算机思维（CT）教育干预的趋势。该综述分析了2012年至2024年的54项研究，确定了CT干预措施实施的关键趋势，包括持续时间、参与者人数和编程工具。大多数对小学高年级学生的干预持续一个多月，涉及20到100名儿童，并使用不插电的活动和可视化编程环境。该综述还调查了学生背景数据（如性别和社会经济背景）被考虑的程度，强调了这些因素在CT干预中的重要性。研究结果表明，虽然一些干预措施可以解释性别和背景差异，但有可能更加关注这些方面，以解决社会不平等问题。本研究为CT教育策略的潜在影响和包容性提供了有价值的见解，为旨在提高CT融入教育框架的教育工作者、研究人员和政策制定者提供了资源。

引用次数: 0

Understanding use of evidence in AI ethics guidelines development through a PRISMA-ETHICS informed scoping review of guidelines 通过prism - ethics知情范围审查指南，了解人工智能伦理指南制定中证据的使用情况

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-07 DOI: 10.1016/j.caeo.2025.100281

Simon Knight

Objectives

There have been recent calls for new ethics guidelines regarding the use of artificial intelligence in research. How should we go about developing such ethics guidance documents with respect to emerging contexts such as new technologies, and established domains such as research in education? This paper provides a PRISMA-ETHICS informed scoping review of approaches to ethics guideline development, the structures of ethics guidelines, and their audiences and purposes drawing on the context of education and AI.

Search and synthesis approach

A search of scholarly and grey literature was conducted to identify both ethics guidelines and material discussing their development; n = 592 distinct items were identified, including 182 that identified via recent reviews of AI ethics guidelines. n = 47 guideline-sets were identified as ‘guidelines’.

Data extraction and analysis

Guidelines were analysed with respect to their development approach, audience and purpose, and structural elements through which guidance is delivered; most included statements regarding their development approach (79 %) and audience (72 %). Where evidence underpinning the guidance was discussed, it was largely at a global content level (69 %), rather than with respect to the specific context/domain of the guideline use, principles drawn on, or approaches and strategies one might adopt in navigating ethical issues (23, 29, and 21 % respectively). Across the guidelines the only universal feature was the provision of an overview statement. We conclude with recommendations regarding the development of ethics guidelines, and their structure.

Funding

No external funding was received.

Systematic review registration

The review was not pre-registered.

最近有人呼吁制定关于在研究中使用人工智能的新伦理准则。我们应该如何针对新兴背景（如新技术）和既定领域（如教育研究）制定这样的伦理指导文件？本文根据教育和人工智能的背景，对伦理准则制定的方法、伦理准则的结构及其受众和目的进行了prism - ethics知情范围审查。检索和综合方法：对学术文献和灰色文献进行检索，以确定伦理准则和讨论其发展的材料；n = 592个不同的项目被确定，其中182个是通过最近对人工智能伦理准则的审查确定的。N = 47个指南集被确定为“指南”。数据提取和分析对指南的制定方法、受众和目的以及提供指南的结构要素进行了分析；大多数都包含了关于他们的开发方法（79%）和受众（72%）的声明。在讨论支持指南的证据时，主要是在全球内容层面（69%），而不是在指南使用的特定背景/领域、所采用的原则或在处理伦理问题时可能采用的方法和策略（分别为23%、29%和21%）。在所有指导方针中，唯一的通用特征是提供概述声明。最后，我们提出了关于制定道德准则及其结构的建议。没有收到外部资金。系统综述注册该综述未进行预注册。

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引用次数: 0

Moderating effects of student heterogeneity on community of inquiry affective outcomes: A multigroup analysis 学生异质性对探究社区情感结果的调节作用：多组分析

IF 5.7 Q2 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers and Education Open

Pub Date : 2025-08-05 DOI: 10.1016/j.caeo.2025.100276

Teng Seng Choo , Hazri Jamil , Lei Mee Thien

This study examines the influence of student background attributes on the relationships between Community of Inquiry (CoI) presences and affective learning outcomes in online courses. Using partial least squares structural equation modeling (PLS-SEM) and multigroup analysis, the study investigated how gender, prior online course experience, and degree level moderate the effects of teaching, cognitive, social, and metacognitive presence on perceived learning and satisfaction. Data were collected from 479 students at a Malaysian public university. Results show that gender and prior experience moderate some relationships between CoI presences and perceived learning, but not perceived satisfaction. Specifically, male students perceive greater learning benefits from metacognitive presence compared with females, while females perceive higher learning from cognitive presence. Students with prior online course experience report significantly higher perceived learning from metacognitive presence compared with inexperienced students. Degree level (undergraduate vs. postgraduate) does not significantly moderate most relationships, though measurement invariance issues were found for teaching presence across degree levels. The findings highlight the importance of considering student subgroup heterogeneity in online education research and practice. The result suggests tailored instructional strategies that consider gender differences and prior online learning experience. This study contributes to a more nuanced understanding of how diverse learners experience and benefit from different aspects of the online learning environment, with implications for course design and delivery.

本研究探讨了学生背景属性对在线课程探究社区（CoI）存在与情感学习成果之间关系的影响。采用偏最小二乘结构方程模型（PLS-SEM）和多组分析，研究了性别、在线课程经历和学位水平如何调节教学、认知、社会和元认知存在对感知学习和满意度的影响。数据收集自马来西亚一所公立大学的479名学生。结果表明，性别和先前经验调节了CoI存在与感知学习之间的关系，但不调节感知满意度。具体而言，男生比女生更能从元认知在场中获得学习收益，而女生则能从认知在场中获得更高的学习收益。与没有在线课程经验的学生相比，有在线课程经验的学生对元认知存在的感知学习显著提高。学位水平（本科与研究生）对大多数关系没有显著调节作用，尽管在不同学位水平的教学存在中发现了测量不变性问题。研究结果强调了在在线教育研究和实践中考虑学生亚群异质性的重要性。结果表明，考虑到性别差异和先前的在线学习经验，量身定制的教学策略。这项研究有助于更细致地了解不同的学习者如何体验和受益于在线学习环境的不同方面，并对课程设计和交付产生影响。

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