Computers & Education最新文献_第10页

Inoculating students against misleading data visualizations with perceptual training and informative feedback 通过知觉训练和信息反馈培养学生对误导性数据可视化的认知

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-19 DOI: 10.1016/j.compedu.2025.105413

Jihyun Rho , Martina Angela Rau , Xiaojin Zhu

Misleading visualizations are a form of misinformation that distort data interpretation, leading to misunderstandings and poor decision-making. Despite their prevalence in both traditional and digital media, there is limited research on effective educational interventions that help students recognize and resist such deceptive visualization techniques. In this study, we developed a perceptual training intervention specifically designed to inoculate students against misleading visualizations. Unlike traditional perceptual trainings that typically involve only correct visuals, trainings for misleading visualizations require the inclusion of erroneous visual examples. While the informative feedback can help students to efficiently recognize such misleading visualizations and extract correct information, it may also disrupt the inductive learning during training, potentially reducing its overall effectiveness. To shed light into these possibilities, we investigated the role of informative feedback in a perceptual training designed for misleading visualizations. We conducted two experiments with large samples of undergraduate students (Experiment 1: N = 252, Experiment 2: N = 244). Experiment 1 tested the short-term effects of different informative feedback types during perceptual training, while Experiment 2 examined both the long-term retention (after one month) and near transfer to novel misleading visualizations. Results showed that informative feedback significantly improved students’ accuracy and efficiency in detecting misleading features within visualizations. Students also transferred these skills to novel misleading visualization types, and critically the benefits of informative feedback were sustained over a month. These results highlight the potential of perceptual trainings with informative feedback to inoculate students against misleading visualizations, offering valuable guidance for the development of educational interventions aimed at mitigating the effects of visual misinformation.

误导性的可视化是一种歪曲数据解释的错误信息，导致误解和糟糕的决策。尽管它们在传统媒体和数字媒体中都很流行，但关于有效教育干预的研究有限，这些干预可以帮助学生识别和抵制这种欺骗性的可视化技术。在这项研究中，我们开发了一种知觉训练干预，专门用于预防学生误解视觉。传统的感知训练通常只涉及正确的视觉效果，而误导视觉效果的训练需要包括错误的视觉例子。虽然信息反馈可以帮助学生有效地识别这种误导性的可视化并提取正确的信息，但它也可能在训练过程中破坏归纳学习，潜在地降低归纳学习的整体效果。为了阐明这些可能性，我们研究了信息反馈在设计用于误导性可视化的感知训练中的作用。我们对本科生进行了两个大样本实验（实验1:N = 252，实验2:N = 244）。实验1测试了知觉训练中不同信息反馈类型的短期效果，而实验2测试了对新的误导性视觉的长期保留（一个月后）和近迁移。结果表明，信息性反馈显著提高了学生在视觉化中发现误导性特征的准确性和效率。学生们还将这些技能转化为新颖的误导性可视化类型，关键的是，信息反馈的好处持续了一个多月。这些结果强调了具有信息反馈的感知训练的潜力，可以使学生预防误导性的视觉化，为旨在减轻视觉错误信息影响的教育干预的发展提供有价值的指导。

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引用次数: 0

Internet usage inequality among high school students: Patterns, motivational predictors, and educational outcomes 高中生网络使用不平等：模式、动机预测因素和教育成果

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-28 DOI: 10.1016/j.compedu.2025.105417

Xiaofei Li , Fu Chen , Chang Lu

Concerns over Internet usage inequality, particularly excessive usage patterns among adolescents, have intensified due to their potential to widen educational disparities and reinforce existing social inequalities. Many countries have implemented school-wide mobile phone bans to curb inappropriate use during school hours. However, little is known about how such policies influence students' Internet use in out-of-school contexts, or how different cultural and motivational factors help shape these usage patterns. This cross-sectional study examined heterogeneous Internet use patterns within and outside school across school types, under a national mobile phone ban policy, using data from 5160 Chinese high school students (51 % girls, M_age = 15.64, SD = 0.57). Latent profile analyses revealed three usage profiles in elite schools (minimal users, moderate users, and all-time heavy users) and four profiles in non-elite schools, including a distinct group termed “after-school heavy users”. Multinomial logistic regression showed that in non-elite schools, high ICT-related interest and perceived autonomy in ICT use were associated with higher odds of belonging to the all-time heavy users and after-school heavy users, while perceived ICT competence and ICT as a topic in social interaction predicted more balanced profiles. Notably, after-school heavy users exhibited significantly lower academic performance and ICT competencies, identifying them as a potential risk group in the context of digital inequality. These findings extend our understanding of digital inequality by highlighting the importance of usage patterns beyond mere usage time, and offer practical insights for refining ICT policies and interventions aimed at promoting responsible and equitable Internet use.

由于互联网有可能扩大教育差距和加剧现有的社会不平等，因此对互联网使用不平等，特别是青少年过度使用模式的关注已经加剧。许多国家已经在全校范围内实施了手机禁令，以遏制在上课时间不当使用手机。然而，对于这些政策如何影响学生在校外环境下的互联网使用，或者不同的文化和动机因素如何帮助塑造这些使用模式，人们知之甚少。本横断面研究在全国禁止使用手机政策的情况下，利用5160名中国高中生（51%为女生，Mage = 15.64, SD = 0.57）的数据，考察了不同学校类型的校内外互联网使用模式的异质性。潜在特征分析揭示了精英学校的三种使用特征（最少使用者、中等使用者和长期重度使用者）和非精英学校的四种使用特征，包括一个被称为“课后重度使用者”的独特群体。多项逻辑回归显示，在非精英学校中，信息通信技术相关兴趣和信息通信技术使用自主性高与属于全天重度用户和课后重度用户的可能性相关，而信息通信技术能力和信息通信技术作为社交互动主题的感知预测更为平衡。值得注意的是，课后重度使用者的学习成绩和ICT能力明显较低，这表明他们是数字不平等背景下的潜在风险群体。这些发现通过强调使用模式不仅仅是使用时间的重要性，扩展了我们对数字不平等的理解，并为完善旨在促进负责任和公平的互联网使用的ICT政策和干预措施提供了实际见解。

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引用次数: 0

From touch to transformation: Value and applications of TUI technology in early childhood development 从接触到转变：途易技术在儿童早期发展中的价值与应用

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-08-14 DOI: 10.1016/j.compedu.2025.105437

Shuang Liang , Ning Zou

Tangible User Interface (TUI) technology, by integrating digital information with physical objects, offers a perceptual-based interaction method for children, providing unique advantages in their interaction with computers. This paper reviews the application of TUI technology in early childhood development, focusing particularly on children aged 2–7 years. The research method divides early development into three parts: motor skills, brain and cognitive skills, and social behavior skills. By analyzing the literature, this paper classifies TUI design into three dimensions: embodied interaction, interactive media, and spatial domains. The study finds that TUI design has significant advantages in promoting children's development, especially stimulating initiative, fostering creative thinking, and enhancing communication and collaboration in the real world. The paper also discusses skill development in different types of embodied interaction in TUI design, including sensory traction, movement traction, and social traction. Additionally, it explores the application of various types of interactive media in children's TUIs, such as screen displays, headsets, multimodal sensors, and robots. Finally, the article proposes future research directions, including developing embodied interaction models, multidisciplinary integration and technological innovation, and hybrid-guided design across various domains.

有形用户界面（Tangible User Interface， TUI）技术通过将数字信息与物理对象相结合，为儿童提供了一种基于感知的交互方式，为儿童与计算机的交互提供了独特的优势。本文综述了TUI技术在儿童早期发展中的应用，重点关注2-7岁儿童。研究方法将早期发展分为三个部分：运动技能、大脑和认知技能、社会行为技能。通过文献分析，本文将TUI设计分为三个维度：具身交互、交互媒体和空间域。研究发现，途易设计在促进儿童发展方面具有显著优势，尤其是在激发主动性、培养创造性思维、增强现实世界中的沟通与协作方面。本文还讨论了不同类型的具身互动在交通工具设计中的技能发展，包括感觉牵引、运动牵引和社会牵引。此外，还探讨了各种类型的互动媒体在儿童ui中的应用，如屏幕显示器、耳机、多模态传感器和机器人。最后，提出了未来的研究方向，包括发展具身交互模型、多学科融合与技术创新、跨领域混合引导设计等。

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引用次数: 0

Mobile learning significantly enhances student learning gains: A meta-analysis and research synthesis 移动学习显著提高学生学习收益：荟萃分析与研究综合

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-22 DOI: 10.1016/j.compedu.2025.105415

Juan Garzón , Daniel Burgos , Kinshuk , Ahmed Tlili

Mobile learning has emerged as a strategy with multiple benefits to promote quality education. However, its overall impact on student learning gains and the factors influencing this effect remain unclear. To address this, we conducted a comprehensive meta-analysis of 253 empirical studies evaluating the effects of mobile learning on student learning gains. Additionally, we performed a meta-regression to examine whether substantive features (education field, education level, learning environment, pedagogical approach), methodological characteristics (control treatment, mobile device, sample size), or study quality moderated the effect size. The results showed a large effect of mobile learning on student learning gains

(g = 0.90, p < . 001) .

No significant moderating effects were identified, indicating that mobile learning consistently benefits students across different educational settings. This challenges the belief that mobile learning success depends on context. Instead, the findings underscore its broad potential to enhance learning outcomes in varied environments. This study contributes to theoretical understanding by establishing mobile learning as an effective and adaptable educational strategy and offers practical guidance for educators and policymakers seeking to maximize its benefits.

移动学习已成为一种具有多种优势的战略，以促进优质教育。然而，它对学生学习收益的总体影响以及影响这种影响的因素尚不清楚。为了解决这个问题，我们对253项实证研究进行了全面的meta分析，评估了移动学习对学生学习收益的影响。此外，我们进行了meta回归，以检验实质性特征（教育领域、教育水平、学习环境、教学方法）、方法学特征（对照治疗、移动设备、样本量）或研究质量是否会调节效应大小。结果显示，移动学习对学生的学习收益有很大的影响（g=0.90,p<.001）。没有发现显著的调节效应，表明移动学习在不同的教育环境中始终有利于学生。这挑战了移动学习成功取决于环境的信念。相反，研究结果强调了它在不同环境中提高学习成果的广泛潜力。本研究通过确立移动学习作为一种有效的、适应性强的教育策略，有助于从理论上理解移动学习，并为教育者和政策制定者寻求最大限度地发挥其效益提供实践指导。

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引用次数: 0

K-12 teachers’ ethical competencies for AI literacy: Insights from a systematic literature review K-12教师对人工智能素养的伦理能力：来自系统文献综述的见解

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-08-13 DOI: 10.1016/j.compedu.2025.105435

Deepti Tagare , Tirtha Karki , Wonjin Yu

Artificial Intelligence (AI) technology is now an integral part of our daily life and society. AI offers numerous affordances with potential positive and negative impact on society. K-12 educators are responsible to prepare the future generations to harness the benefits of AI ethically, responsibly, safely, and critically. Teachers need sound knowledge, skills, and dispositions to implement ethics-driven AI literacy education. To achieve this goal, there is a pressing need to identify and operationalize the competencies that teachers need to foster AI literacy. We conducted a larger systematic literature review (SLR), which reviewed empirical studies focused on AI literacy published in the last ten years (2014–2024) to explore and consolidate all competencies for K-12 teachers. This paper reports on teachers’ ethical competencies identified from this SLR. The review of 76 papers included in the final dataset unveils that the ethical AI competencies are interdependent and co-occur in a given context such that teachers may need a combination of knowledge, skills, and dispositions to successfully implement AI literacy education. The findings revealed that teachers need (1) the knowledge competencies of AI ethics issues, limitations of AI, socio-political awareness, and human in the loop, (2) skills of AI transparency and explainability, critical analysis of AI, and culturally responsive and inclusive pedagogy, and (3) the dispositions of AI ethics sensitivity, critical attitude towards AI, and being inclusive and culturally responsive. These ethical competencies can inform teacher preparation and professional development programs for teachers to leverage AI technologies ethically in education.

人工智能（AI）技术如今已成为我们日常生活和社会不可或缺的一部分。人工智能为社会提供了许多潜在的积极和消极影响。K-12教育工作者有责任让后代做好准备，以道德、负责任、安全和批判性的方式利用人工智能的好处。教师需要扎实的知识、技能和性格来实施伦理驱动的人工智能素养教育。为了实现这一目标，迫切需要确定并实施教师培养人工智能素养所需的能力。我们进行了一项更大的系统文献综述（SLR），回顾了过去十年（2014-2024）发表的关于人工智能素养的实证研究，以探索和巩固K-12教师的所有能力。本文报告了从这一单反中识别出的教师伦理能力。对最终数据集中包含的76篇论文的回顾显示，道德人工智能能力是相互依存的，并且在给定的背景下共同发生，因此教师可能需要知识、技能和性格的组合来成功实施人工智能素养教育。研究结果显示，教师需要(1)人工智能伦理问题、人工智能局限性、社会政治意识和人在循环中的知识能力；(2)人工智能透明度和可解释性、对人工智能的批判性分析、文化响应和包容性教学法的技能；(3)人工智能伦理敏感性、对人工智能的批判性态度、包容性和文化响应的性格。这些道德能力可以为教师准备和专业发展计划提供信息，以便教师在教育中道德地利用人工智能技术。

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引用次数: 0

Digital media use and availability can mitigate the digital divide: Meta-analytic insights from PISA 2022 数字媒体的使用和可用性可以缓解数字鸿沟：来自PISA 2022的元分析见解

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-11 DOI: 10.1016/j.compedu.2025.105409

Tamara Kastorff, Maren Müller, Samuel Greiff

The digital divide, commonly described as the relationship between socioeconomic status (SES) and digital competence, has garnered significant attention in educational research, particularly since the onset of the COVID-19 pandemic. However, despite ongoing efforts to promote digitalization across countries and schools, there has been limited research into the extent to which school-level or country-level factors can moderate the relationship between socioeconomic status (SES) and digital competence—an association commonly referred to in the literature as the second-level digital divide. This study addressed these gaps by examining the association between SES and digital competence using data from the Programme for International Student Assessment (PISA) 2022, encompassing 52 countries (N = 393607) and employing an integrative meta-analytical approach. We found positive associations between SES and two measures of digital competencies; self-efficacies, and practices related to online information (β_{summary effect} = 0.15, 95 % CI [0.14, 0.16]. β_{summary effect} = 0.11, 95 % CI [0.10, 0.12]). Furthermore, moderator analyses showed that the adequate availability and high-quality use of digital media, such as inquiry-based learning methods, can mitigate the positive relationship between SES and digital competence, an effect that holds promise for reducing digital inequalities. This study contributes to the existing body of research by providing a more nuanced understanding country-level factors that may mitigate the digital divide. Furthermore, it highlights potential approaches for targeted interventions aimed at addressing SES-related disparities that perpetuate digital inequalities.

数字鸿沟通常被描述为社会经济地位（SES）与数字能力之间的关系，在教育研究中引起了极大的关注，特别是自2019冠状病毒病大流行爆发以来。然而，尽管各国和各学校都在努力促进数字化，但关于学校或国家层面的因素在多大程度上可以调节社会经济地位（SES）与数字能力之间的关系（文献中通常将这种联系称为第二级数字鸿沟）的研究有限。本研究通过使用包含52个国家（N = 393607）的2022年国际学生评估项目（PISA）的数据，并采用综合元分析方法，研究了SES与数字能力之间的关系，解决了这些差距。我们发现社会经济地位与两项数字能力指标之间存在正相关；自我效能感和与在线信息相关的实践（β总结效应= 0.15,95% CI[0.14, 0.16]）。β总效应= 0.11,95% CI[0.10, 0.12])。此外，调节分析表明，数字媒体的充分可用性和高质量使用，如基于探究的学习方法，可以缓解社会经济地位与数字能力之间的积极关系，这一效应有望减少数字不平等。本研究对现有的研究体系做出了贡献，对可能缓解数字鸿沟的国家层面因素提供了更细致的理解。此外，它还强调了有针对性的干预措施的潜在方法，旨在解决使数字不平等永久化的与ses相关的差异。

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引用次数: 0

Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy 探索在教师专业发展中采用交互式混合现实工具的潜力：对教师自我效能感和对话教学法实践能力的影响

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-03 DOI: 10.1016/j.compedu.2025.105390

Yu Song , Jingying Wang , Yuqing Chen , Jiao Zhang , Changliang Xu

This study examines how adopting an interactive mixed-reality tool (IMRT) in teacher professional development affects teachers' self-efficacy and practical competencies of dialogic pedagogy. As a widely used method for teaching, dialogic pedagogy is important for orchestrating productive educational achievement. However, it is challenging to manipulate such pedagogy and thus there is the need for scalable professional development. This study initially incorporated a customised IMRT, which supports teachers to communicate with a virtual administrator, to generate comments and refinements for classroom dialogue in an immersive and tangible way. A quasi-experiment was conducted with 60 primary school teachers to test its effectiveness. This study discovered that teachers participating in the IMRT-based training tended to exhibit greater self-efficacy in enhancing dialogic pedagogy compared to those who engaged in traditional training methods. Furthermore, these teachers' practical competencies concerning dialogic pedagogy increased dramatically. Specifically, they gained greater proficiency in managing elaborated, coordinated, and speculative talk. Under their skilful initiation of dialogue, students were more inclined to justify ideas, seek connections, explore possibilities, and engage in constructive conversations. Moreover, findings indicated that more positive correlations between teachers’ self-efficacy and their actual practice in the IMRT-based training group, especially with regard to dialogues involving complex ways of thinking. This study offers valuable insights for technological integration and pedagogical improvement. It contributes to the viability of scalable teacher training and to helping in-service teachers with their professional growth.

本研究探讨了在教师专业发展中采用交互式混合现实工具（IMRT）如何影响教师的自我效能感和对话教学法的实践能力。对话教学法作为一种被广泛应用的教学方法，对于协调富有成效的教育成果具有重要意义。然而，操纵这种教学法是具有挑战性的，因此需要可扩展的专业发展。这项研究最初采用了一个定制的IMRT，它支持教师与虚拟管理员交流，以一种身临其境和切实可行的方式为课堂对话生成评论和改进。以60名小学教师为对象进行准实验，验证其有效性。本研究发现，参与基于imrt的培训的教师在加强对话教学法方面表现出更强的自我效能感。此外，这些教师在对话教学法方面的实践能力也显著提高。具体地说，他们在管理详细的、协调的和推测性的谈话方面获得了更大的熟练程度。在他们巧妙的对话发起下，学生们更倾向于证明观点，寻求联系，探索可能性，并参与建设性的对话。此外，研究结果表明，在基于imrt的训练组中，教师的自我效能感与他们的实际实践之间存在更多的正相关，特别是在涉及复杂思维方式的对话方面。本研究为技术整合与教学改进提供了有价值的见解。它有助于可扩展的教师培训的可行性，并帮助在职教师的专业成长。

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引用次数: 0

The complexities of digital media use in adolescents’ learning and academic performance: An experience sampling study 数字媒体使用在青少年学习和学业成绩中的复杂性：一项经验抽样研究

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-07-15 DOI: 10.1016/j.compedu.2025.105411

Sophie Mayen , Anne Reinhardt , Claudia Wilhelm

The increasing amount of time adolescents spend engaged with digital media has raised concerns about its impact on academic performance. This study investigates the relationship between adolescents’ digital media use and academic performance, considering the mediating role of time spent on schoolwork. Between September and November 2022, 3087 responses were collected from 343 Austrian students using the experience sampling method. The data captured the use of social media, gaming, surfing the Internet, video streaming, and audio streaming, as well as time dedicated to schoolwork and the frequency of educational digital media use. Multilevel structural equation modeling revealed that social media use, gaming, and video streaming were negatively associated with school-related obligations. In contrast, Internet use positively correlated with time spent on schoolwork. Additionally, gaming showed a direct negative association with academic performance. These findings suggest that while certain digital activities are likely to displace time spent on schoolwork, their use does not necessarily lead to poorer academic outcomes, except for gaming. Other digital activities can provide educational benefits, such as surfing the Internet. Recognizing the risks and opportunities of digital media use is key to guiding effective educational strategies.

青少年花在数字媒体上的时间越来越多，这引起了人们对其对学习成绩影响的担忧。本研究考察了青少年数字媒体使用与学业成绩之间的关系，并考虑了学业时间的中介作用。在2022年9月至11月期间，使用经验抽样法从343名奥地利学生中收集了3087份回复。这些数据包括社交媒体、游戏、上网、视频流和音频流的使用情况，以及花在功课上的时间和使用教育数字媒体的频率。多层结构方程模型显示，社交媒体使用、游戏和视频流与学校相关义务呈负相关。相反，互联网的使用与花在功课上的时间呈正相关。此外，游戏与学习成绩呈直接负相关。这些发现表明，虽然某些数字活动可能会取代花在功课上的时间，但使用它们并不一定会导致更差的学习成绩，除了游戏。其他数字活动可以提供教育效益，如上网。认识到数字媒体使用的风险和机遇是指导有效教育战略的关键。

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引用次数: 0

AI-assisted design communication in ceramic-crafts education: Investigating image generation tools for concept representation and pedagogical practice 陶瓷工艺教育中人工智能辅助设计交流：概念表达与教学实践的图像生成工具研究

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-08-07 DOI: 10.1016/j.compedu.2025.105419

Woojin Kang , Hyun-Soo Lee , Jin-Hyuk Hong

This study examines the implementation and effectiveness of AI-assisted visualization tools in ceramic-crafts education, with a specific focus on improving design communication and feedback exchange between instructors and students. Through empirical investigation, we developed and evaluated an AI-assisted visualization tool that leverages state-of-the-art image-generation models to enhance concept articulation in ceramic design practice. Our investigation, involving 12 first-year ceramic-crafts students and nine instructors, revealed significant improvements in three key areas: design communication clarity, feedback quality, and technical vocabulary acquisition. The findings demonstrate how AI tools can effectively augment specific aspects of ceramic-crafts education, particularly in bridging the gap between conceptual design and physical implementation. We analyze the tool's impact on student learning processes, instructor feedback mechanisms, and the preservation of traditional craft practices. The study contributes to the understanding of technology integration in craft-based education by providing empirical evidence of how AI tools can enhance specific pedagogical challenges while maintaining the essential tactile and experiential aspects of ceramic crafts. Additionally, we address critical considerations for implementing AI tools within traditional craft education, including the maintenance of hands-on learning experiences and artistic authenticity. Our research provides practical insights for ceramic-crafts educators seeking to integrate technological support while preserving fundamental craft-based teaching methodologies.

本研究考察人工智能辅助可视化工具在陶瓷工艺教育中的实施和有效性，特别关注于改善教师和学生之间的设计沟通和反馈交流。通过实证调查，我们开发并评估了一种人工智能辅助的可视化工具，该工具利用最先进的图像生成模型来增强陶瓷设计实践中的概念表达。我们的调查涉及12名陶瓷工艺一年级学生和9名教师，发现在三个关键领域有显著的改善：设计沟通的清晰度、反馈质量和技术词汇的习得。研究结果表明，人工智能工具可以有效地增强陶瓷工艺教育的特定方面，特别是在弥合概念设计和实际实施之间的差距方面。我们分析了该工具对学生学习过程、教师反馈机制和传统工艺实践保存的影响。该研究通过提供人工智能工具如何在保持陶瓷工艺的基本触觉和体验方面的同时增强特定教学挑战的经验证据，有助于理解工艺教育中的技术整合。此外，我们解决了在传统工艺教育中实施人工智能工具的关键考虑因素，包括维护实践学习经验和艺术真实性。我们的研究为陶瓷工艺教育者在保留基本工艺教学方法的同时寻求整合技术支持提供了实践见解。

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引用次数: 0

Digital innovations in teacher recruitment: An experimental study 教师招聘中的数字化创新：一项实验研究

IF 10.5 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education

Pub Date : 2025-12-01 Epub Date: 2025-09-01 DOI: 10.1016/j.compedu.2025.105450

Robert M. Klassen , Hui Wang , Joe Cutting , Sophie Thompson-Lee , Rebecca J.S. Snell , Beng Huat See , Michael Saiger

Teacher shortages are a serious challenge in many countries, made worse by declining enrolments in initial teacher education (ITE) programs and growing competition for talented young people making career decisions. To address this challenge, we developed and tested two digital interventions—a persuasive game (TeachQuest) and a realistic job preview (RJP)—designed to enhance undergraduate students' teaching interest, teaching self-efficacy, and perceptions of fit with the profession. In a two-phase experimental study (N = 957), undergraduate participants were randomly assigned to TeachQuest, the RJP, or a control condition. Results from Phase 1 showed that both interventions increased participants' interest and perceived fit with teaching, with the RJP also improving teaching self-efficacy. In Phase 2, results from a delayed post-test (six weeks later; N = 572) indicated that while motivation-related outcomes remained higher than pre-test levels, changes were non-linear, with TeachQuest sustaining interest through participants’ immersion experiences and the RJP maintaining self-efficacy through mastery experiences. Our findings suggest that immersive game-based recruitment interventions may be particularly effective in informing and engaging potential applicants, whereas RJPs may be useful in reinforcing confidence in teaching. The study provides new insights informing the design of scalable, evidence-based teacher recruitment tools that align with the interests and digital-focused lives of prospective applicants for ITE programs.

在许多国家，教师短缺是一个严峻的挑战，而初级教师教育（ITE）项目的入学率下降以及对有才能的年轻人进行职业决策的竞争加剧，使这一问题更加严重。为了应对这一挑战，我们开发并测试了两种数字干预——一种是说服性游戏（TeachQuest），另一种是现实工作预览（RJP）——旨在提高本科生的教学兴趣、教学自我效能感和对职业的适应感。在一项两阶段的实验研究中（N = 957），本科生参与者被随机分配到TeachQuest、RJP或对照条件中。第一阶段的结果显示，两种干预都提高了被试对教学的兴趣和感知契合度，RJP也提高了教学自我效能感。在第二阶段，延迟后测（六周后，N = 572）的结果表明，虽然动机相关的结果仍然高于前测水平，但变化是非线性的，TeachQuest通过参与者的沉浸体验维持兴趣，RJP通过掌握体验维持自我效能。我们的研究结果表明，基于沉浸式游戏的招聘干预在告知和吸引潜在申请人方面可能特别有效，而rfp可能有助于增强教学信心。该研究为设计可扩展的、基于证据的教师招聘工具提供了新的见解，这些工具与ITE项目潜在申请人的兴趣和以数字为中心的生活保持一致。

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引用次数: 0