Pub Date : 2025-12-19DOI: 10.1016/j.compedu.2025.105535
Lemi Baruh , Zeynep Cemalcilar , Andy Stoycheff
Cognitive biases present significant challenges in higher education, yet existing mitigation strategies are often resource-intensive or lack scalability. This study introduces and evaluates a novel, scalable intervention using brief, scenario-based videos to reduce cognitive biases that may influence self-perceptions, relationships, and decision-making in higher education contexts. We conducted a cross-national experiment (N = 1038) with teachers and learners, targeting 21 distinct biases. Participants were randomly assigned to a control or experimental condition. Both groups viewed a video depicting a bias-eliciting scenario; the experimental group was then shown an additional "debiasing" segment containing supplemental, context-altering information. Results showed the debiasing videos significantly reduced biased decisions. This effect was substantially stronger for teachers (Cohen's d = 0.51) than for learners (d = 0.11). For students, the intervention was effective only when participants viewed the videos with subtitles in their native language. Teachers, but not learners, also demonstrated a "transfer" effect, showing reduced bias in subsequent, unrelated tasks, after receiving the debiasing intervention. These findings indicate that brief, narrative-based micro-interventions are a promising and scalable tool for cognitive bias mitigation. However, their effectiveness is moderated by audience characteristics, like role as a teacher or a student, and the language of delivery, underscoring the need for context-sensitive design and implementation.
认知偏差是高等教育面临的重大挑战，但现有的缓解策略往往是资源密集型的，或者缺乏可扩展性。本研究介绍并评估了一种新颖的、可扩展的干预措施，使用简短的、基于场景的视频来减少可能影响高等教育背景下自我感知、关系和决策的认知偏见。我们对教师和学习者进行了一项跨国实验（N = 1038），针对21种不同的偏见。参与者被随机分配到对照或实验状态。两组人都观看了一段视频，视频描绘了一个引发偏见的场景；然后向实验组展示另一个“去偏见”片段，其中包含补充的、改变上下文的信息。结果显示，消除偏见的视频显著减少了有偏见的决定。这种效应在教师（Cohen’s d = 0.51）中明显强于学习者（d = 0.11）。对于学生来说，只有当参与者观看带有母语字幕的视频时，干预措施才有效。教师，而不是学习者，也表现出“转移”效应，在接受去偏见干预后，在随后的不相关任务中表现出减少的偏见。这些发现表明，简短的、基于叙述的微干预是一种有前途的、可扩展的认知偏见缓解工具。然而，它们的有效性受到受众特征的影响，比如作为教师或学生的角色，以及交付的语言，强调了对上下文敏感的设计和实施的需要。
{"title":"Mitigating cognitive biases in higher education contexts through a brief video-based intervention: A randomized controlled trial","authors":"Lemi Baruh , Zeynep Cemalcilar , Andy Stoycheff","doi":"10.1016/j.compedu.2025.105535","DOIUrl":"10.1016/j.compedu.2025.105535","url":null,"abstract":"<div><div>Cognitive biases present significant challenges in higher education, yet existing mitigation strategies are often resource-intensive or lack scalability. This study introduces and evaluates a novel, scalable intervention using brief, scenario-based videos to reduce cognitive biases that may influence self-perceptions, relationships, and decision-making in higher education contexts. We conducted a cross-national experiment (N = 1038) with teachers and learners, targeting 21 distinct biases. Participants were randomly assigned to a control or experimental condition. Both groups viewed a video depicting a bias-eliciting scenario; the experimental group was then shown an additional \"debiasing\" segment containing supplemental, context-altering information. Results showed the debiasing videos significantly reduced biased decisions. This effect was substantially stronger for teachers (Cohen's d = 0.51) than for learners (d = 0.11). For students, the intervention was effective only when participants viewed the videos with subtitles in their native language. Teachers, but not learners, also demonstrated a \"transfer\" effect, showing reduced bias in subsequent, unrelated tasks, after receiving the debiasing intervention. These findings indicate that brief, narrative-based micro-interventions are a promising and scalable tool for cognitive bias mitigation. However, their effectiveness is moderated by audience characteristics, like role as a teacher or a student, and the language of delivery, underscoring the need for context-sensitive design and implementation.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"245 ","pages":"Article 105535"},"PeriodicalIF":10.5,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigates the relationships among students’ use of ICT for learning and leisure, self-efficacy in digital competencies, and achievement in math, reading, and science, and compares differences based on gender and immigrant background. Previous studies show inconsistent relationships among these variables. Student background affects the use of ICT, and while self-efficacy may vary depending on the subject, it has had positive effects on academic achievement. In this study, self-efficacy in digital competencies is viewed as two different competence beliefs: computer and information literacy (CIL) and computational thinking (CT). Although self-efficacy in CIL and CT has had varying effects on digital skills, the effects on math, reading, and science are not well studied. We analyzed Finnish data (N = 10,239) from PISA 2022 using general and multigroup structural equation modelling. We found that ICT use for learning had little to no practical significance across groups. ICT use for leisure and self-efficacy in CT were associated with being approximately a year or more behind in math, reading, and science across groups. Self-efficacy in CIL was associated with being two or more years ahead and played a protective short-term role as a mediator, especially in immigrants. These findings imply that closer integration of ICT use for learning with subject-specific goals in authentic learning contexts may promote their contribution to achievement. Further research should examine how different uses of ICT and CT skill development interact with subject learning in practice and how schools can be supported in adopting more pedagogically purposeful digital activities.
{"title":"Understanding the relationships among ICT use, self-efficacy, and achievement in PISA 2022: A multigroup analysis featuring gender and immigrant status","authors":"Mitcho Hristov , Takumi Yada , Janne Fagerlund , Piia Näykki , Päivi Häkkinen","doi":"10.1016/j.compedu.2025.105539","DOIUrl":"10.1016/j.compedu.2025.105539","url":null,"abstract":"<div><div>This study investigates the relationships among students’ use of ICT for learning and leisure, self-efficacy in digital competencies, and achievement in math, reading, and science, and compares differences based on gender and immigrant background. Previous studies show inconsistent relationships among these variables. Student background affects the use of ICT, and while self-efficacy may vary depending on the subject, it has had positive effects on academic achievement. In this study, self-efficacy in digital competencies is viewed as two different competence beliefs: computer and information literacy (CIL) and computational thinking (CT). Although self-efficacy in CIL and CT has had varying effects on digital skills, the effects on math, reading, and science are not well studied. We analyzed Finnish data (<em>N</em> = 10,239) from PISA 2022 using general and multigroup structural equation modelling. We found that ICT use for learning had little to no practical significance across groups. ICT use for leisure and self-efficacy in CT were associated with being approximately a year or more behind in math, reading, and science across groups. Self-efficacy in CIL was associated with being two or more years ahead and played a protective short-term role as a mediator, especially in immigrants. These findings imply that closer integration of ICT use for learning with subject-specific goals in authentic learning contexts may promote their contribution to achievement. Further research should examine how different uses of ICT and CT skill development interact with subject learning in practice and how schools can be supported in adopting more pedagogically purposeful digital activities.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105539"},"PeriodicalIF":10.5,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-14DOI: 10.1016/j.compedu.2025.105538
Ming Li , Xin-Xiang Wang , Yuting Chen , Mutlu Cukurova
Writing requires both metacognitive support for cognitive monitoring to ensure clear and logical organization of ideas and motivation to sustain this process. These factors complicate writing instruction. In K–12 education, writing instruction often does not provide authentic learning experiences, resulting in low student motivation. Augmented reality (AR), which enhances real-world contexts with interactive virtual elements, has been shown to increase motivation, yet it may also introduce extraneous processing that does not effectively support metacognitive development during writing. By contrast, generative learning strategies (e.g., summarizing, imagining, and self-testing) are well recognized for fostering metacognition by prompting learners to actively organize and integrate knowledge to construct coherent mental representations, but they are often perceived as cognitively effortful and thus struggle to sustain student motivation. To overcome these limitations, this study integrates AR with generative learning strategies to propose a generative-learning-based AR (GLAR) approach. This approach aims to combine the motivational benefits of AR with the metacognitive benefits of generative learning strategies to support students' writing. Additionally, the mediating roles of motivation and metacognition in the effects of pedagogical approach on students' writing performance were examined. The effectiveness of the GLAR approach and the validity of the mediation model were evaluated in a quasi-experimental study involving 117 pupils in China. The students were randomly assigned to one of three groups: the experimental group, which received the GLAR intervention; control group 1, which received a generative learning (GL) intervention without AR; and control group 2, which received an AR-based learning (AL) intervention without GL. The following results were obtained. (1) The GLAR group outperformed the AL group in writing accuracy, organization, and metacognition. (2) The GLAR group outperformed the GL group in writing organization, creativity, motivation, and metacognition. (3) Compared with the AL approach, the GLAR approach improved writing accuracy, organization, and overall writing performance through metacognition as a mediator. (4) Compared with the GL approach, the GLAR approach improved writing creativity and overall writing performance through motivation as a mediator and improved writing organization through the sequential mediation of motivation and metacognition. The present results demonstrated both the effectiveness of the proposed GLAR approach in improving students’ writing performance and the mediating role of motivation in its effect on metacognition.
{"title":"Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition","authors":"Ming Li , Xin-Xiang Wang , Yuting Chen , Mutlu Cukurova","doi":"10.1016/j.compedu.2025.105538","DOIUrl":"10.1016/j.compedu.2025.105538","url":null,"abstract":"<div><div>Writing requires both metacognitive support for cognitive monitoring to ensure clear and logical organization of ideas and motivation to sustain this process. These factors complicate writing instruction. In K–12 education, writing instruction often does not provide authentic learning experiences, resulting in low student motivation. Augmented reality (AR), which enhances real-world contexts with interactive virtual elements, has been shown to increase motivation, yet it may also introduce extraneous processing that does not effectively support metacognitive development during writing. By contrast, generative learning strategies (e.g., summarizing, imagining, and self-testing) are well recognized for fostering metacognition by prompting learners to actively organize and integrate knowledge to construct coherent mental representations, but they are often perceived as cognitively effortful and thus struggle to sustain student motivation. To overcome these limitations, this study integrates AR with generative learning strategies to propose a generative-learning-based AR (GLAR) approach. This approach aims to combine the motivational benefits of AR with the metacognitive benefits of generative learning strategies to support students' writing. Additionally, the mediating roles of motivation and metacognition in the effects of pedagogical approach on students' writing performance were examined. The effectiveness of the GLAR approach and the validity of the mediation model were evaluated in a quasi-experimental study involving 117 pupils in China. The students were randomly assigned to one of three groups: the experimental group, which received the GLAR intervention; control group 1, which received a generative learning (GL) intervention without AR; and control group 2, which received an AR-based learning (AL) intervention without GL. The following results were obtained. (1) The GLAR group outperformed the AL group in writing accuracy, organization, and metacognition. (2) The GLAR group outperformed the GL group in writing organization, creativity, motivation, and metacognition. (3) Compared with the AL approach, the GLAR approach improved writing accuracy, organization, and overall writing performance through metacognition as a mediator. (4) Compared with the GL approach, the GLAR approach improved writing creativity and overall writing performance through motivation as a mediator and improved writing organization through the sequential mediation of motivation and metacognition. The present results demonstrated both the effectiveness of the proposed GLAR approach in improving students’ writing performance and the mediating role of motivation in its effect on metacognition.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105538"},"PeriodicalIF":10.5,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145753449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-14DOI: 10.1016/j.compedu.2025.105537
Minju Kim, Pey-Yan Liou
This study summarizes the predictive effects of individual-level information and communication technology (ICT) and country-level factors on students’ learning outcomes, including cognitive, affective, and behavioral domains. Moreover, we synthesized how country-level factors shape the predictive effects of student-level ICT factors on learning outcomes. We systematically reviewed empirical studies that conducted secondary analyses of the Programme for International Student Assessment (PISA) data incorporating country-level factors into their analyses. The analysis showed that the most frequently studied topics in PISA-derived ICT research were student-level ICT attitude and ICT use, followed by country-level factors directly related to ICT. The association between student-level ICT adoption and academic achievement varied depending on the educational setting, such as academic domains and instructional designs. Meanwhile, student attitude was consistently positively associated with learning outcomes. Country-level factors, such as national ICT access in education and human capital indicators, were generally positively associated with learning outcomes. Conversely, national ICT infrastructure and economic indicators showed mixed or negative results. Furthermore, country-level factors moderated the relationship between student-level ICT factors and learning outcomes, exhibiting facilitating, buffering, diminishing, or exacerbating effects. This study highlights that the educational effect of ICT is highly context-dependent, meaning it requires pedagogically aligned integration within learning contexts and institutional support at the broader institutional and national contexts to ensure effective learning outcomes.
{"title":"National contexts and information and communication technology in education: A systematic review of PISA studies","authors":"Minju Kim, Pey-Yan Liou","doi":"10.1016/j.compedu.2025.105537","DOIUrl":"10.1016/j.compedu.2025.105537","url":null,"abstract":"<div><div>This study summarizes the predictive effects of individual-level information and communication technology (ICT) and country-level factors on students’ learning outcomes, including cognitive, affective, and behavioral domains. Moreover, we synthesized how country-level factors shape the predictive effects of student-level ICT factors on learning outcomes. We systematically reviewed empirical studies that conducted secondary analyses of the <em>Programme for International Student Assessment</em> (PISA) data incorporating country-level factors into their analyses. The analysis showed that the most frequently studied topics in PISA-derived ICT research were student-level ICT attitude and ICT use, followed by country-level factors directly related to ICT. The association between student-level ICT adoption and academic achievement varied depending on the educational setting, such as academic domains and instructional designs. Meanwhile, student attitude was consistently positively associated with learning outcomes. Country-level factors, such as national ICT access in education and human capital indicators, were generally positively associated with learning outcomes. Conversely, national ICT infrastructure and economic indicators showed mixed or negative results. Furthermore, country-level factors moderated the relationship between student-level ICT factors and learning outcomes, exhibiting facilitating, buffering, diminishing, or exacerbating effects. This study highlights that the educational effect of ICT is highly context-dependent, meaning it requires pedagogically aligned integration within learning contexts and institutional support at the broader institutional and national contexts to ensure effective learning outcomes.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105537"},"PeriodicalIF":10.5,"publicationDate":"2025-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145753450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-13DOI: 10.1016/j.compedu.2025.105536
Jia Chen Liu, Alan C.K. Cheung, Hyunwoo Yang
With the increasing application of generative AI tools, such as ChatGPT, many schools have developed school-based policies to regulate teachers' and students' use of these technologies. However, empirical evidence on the effectiveness of such policies remains limited. This study examines the relationship between school-based ChatGPT policies and students' computer and information literacy (CIL), and whether these policies moderate CIL disparities across students' gender, socioeconomic status (SES), and immigration background. The data come from International Computer and Information Literacy Study (ICILS) 2023, where school-based ChatGPT policies are distinguished for teachers and for students, each with three categories: unrestricted use, restricted use, and not allowed. Employing cross-level interaction models with random slopes, three findings emerge: (1) female, higher-SES, and non-immigrant students exhibit higher levels of CIL after controlling for student- and school-level covariates, including school-based ChatGPT policies; (2) policies permitting students' unrestricted use are negatively associated with CIL, whereas other policies for students and teachers show no significant direct relationship with CIL; (3) moderation is observed. Policies allowing teachers' use, whether unrestricted or restricted, narrow SES-related CIL gaps, while those permitting students’ unrestricted use exacerbate digital gender divide. These results highlight the need for well-designed and institution-supported AI use policies to promote equitable digital competence development in schools and to prevent the widening of existing digital divides.
{"title":"Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds","authors":"Jia Chen Liu, Alan C.K. Cheung, Hyunwoo Yang","doi":"10.1016/j.compedu.2025.105536","DOIUrl":"10.1016/j.compedu.2025.105536","url":null,"abstract":"<div><div>With the increasing application of generative AI tools, such as ChatGPT, many schools have developed school-based policies to regulate teachers' and students' use of these technologies. However, empirical evidence on the effectiveness of such policies remains limited. This study examines the relationship between school-based ChatGPT policies and students' computer and information literacy (CIL), and whether these policies moderate CIL disparities across students' gender, socioeconomic status (SES), and immigration background. The data come from International Computer and Information Literacy Study (ICILS) 2023, where school-based ChatGPT policies are distinguished for teachers and for students, each with three categories: unrestricted use, restricted use, and not allowed. Employing cross-level interaction models with random slopes, three findings emerge: (1) female, higher-SES, and non-immigrant students exhibit higher levels of CIL after controlling for student- and school-level covariates, including school-based ChatGPT policies; (2) policies permitting students' unrestricted use are negatively associated with CIL, whereas other policies for students and teachers show no significant direct relationship with CIL; (3) moderation is observed. Policies allowing teachers' use, whether unrestricted or restricted, narrow SES-related CIL gaps, while those permitting students’ unrestricted use exacerbate digital gender divide. These results highlight the need for well-designed and institution-supported AI use policies to promote equitable digital competence development in schools and to prevent the widening of existing digital divides.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105536"},"PeriodicalIF":10.5,"publicationDate":"2025-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145753451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1016/j.compedu.2025.105534
Negar Monazam-Tabrizi , Yusuf Kurt , William il-Kuk Kang
Crises such as pandemics disrupt the motivational, feedback, and emotional processes that sustain effective learning. Digital learning platforms (DLPs) are often positioned as tools to maintain educational continuity, yet their associations with effective learning in disrupted contexts remains insufficiently understood. This study examines whether DLP use moderates the relationships between low motivation, insufficient feedback, negative emotions, and students' effective learning during crisis-driven remote education. Using a mixed-methods design, quantitative data from 216 UK university students were analysed using partial least squares structural equation modelling (PLS-SEM), and qualitative insights derived from open-ended questionnaire responses were analysed using thematic analysis. Findings indicate that diminished motivation, inadequate feedback, and negative emotions are negatively associated with learning effectiveness during crises. While DLP use was positively associated with effective learning, it did not significantly moderate the relationships between low motivation, insufficient feedback, negative emotions, and students’ effective learning. Qualitative insights suggest that more favourable learner experiences occur when technological affordances are aligned with instructional design, instructor presence and emotional support. The study points to the value of incorporating motivation-enhancing strategies, personalised feedback and affective support within digital learning environments. It contributes to digital pedagogy by highlighting that DLPs relate more strongly to effective learning when their features are integrated with coherent pedagogical design, meaningful social interaction and emotionally supportive practices. These insights extend beyond crisis contexts and offer guidance for designing resilient, inclusive, and human-centred digital learning systems.
{"title":"Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion","authors":"Negar Monazam-Tabrizi , Yusuf Kurt , William il-Kuk Kang","doi":"10.1016/j.compedu.2025.105534","DOIUrl":"10.1016/j.compedu.2025.105534","url":null,"abstract":"<div><div>Crises such as pandemics disrupt the motivational, feedback, and emotional processes that sustain effective learning. Digital learning platforms (DLPs) are often positioned as tools to maintain educational continuity, yet their associations with effective learning in disrupted contexts remains insufficiently understood. This study examines whether DLP use moderates the relationships between low motivation, insufficient feedback, negative emotions, and students' effective learning during crisis-driven remote education. Using a mixed-methods design, quantitative data from 216 UK university students were analysed using partial least squares structural equation modelling (PLS-SEM), and qualitative insights derived from open-ended questionnaire responses were analysed using thematic analysis. Findings indicate that diminished motivation, inadequate feedback, and negative emotions are negatively associated with learning effectiveness during crises. While DLP use was positively associated with effective learning, it did not significantly moderate the relationships between low motivation, insufficient feedback, negative emotions, and students’ effective learning. Qualitative insights suggest that more favourable learner experiences occur when technological affordances are aligned with instructional design, instructor presence and emotional support. The study points to the value of incorporating motivation-enhancing strategies, personalised feedback and affective support within digital learning environments. It contributes to digital pedagogy by highlighting that DLPs relate more strongly to effective learning when their features are integrated with coherent pedagogical design, meaningful social interaction and emotionally supportive practices. These insights extend beyond crisis contexts and offer guidance for designing resilient, inclusive, and human-centred digital learning systems.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"246 ","pages":"Article 105534"},"PeriodicalIF":10.5,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-11DOI: 10.1016/j.compedu.2025.105528
Qi Guo , Richard E. West , Jered Borup
In this study, we developed and collect initial evidence of the validity of scores from an instrument to identify parents' perceptions of their ability to support their students' engagement in online learning. The instrument can also diagnose what level and type of help they need. This study randomly split 660 participating parents from seven K–12 Indiana online schools into two subgroups. We conducted an exploratory factor analysis (EFA) for one group to form constructs regarding the number of factors represented by the items. We then conducted a confirmatory factor analysis (CFA) for the second group data to assess the factors generated from the EFA results. The results indicated good fit for a three-factor model representing three constructs: (a) parent perceptions of their learner's independent engagement, (b) parents' confidence to support student engagement, (c) school provided support to parents. Items demonstrated strong reliability within each factor.
{"title":"Development and validation of the HOPE (Helping Online Parents with Engagement) instrument for measuring parents’ ability to support online learner engagement","authors":"Qi Guo , Richard E. West , Jered Borup","doi":"10.1016/j.compedu.2025.105528","DOIUrl":"10.1016/j.compedu.2025.105528","url":null,"abstract":"<div><div>In this study, we developed and collect initial evidence of the validity of scores from an instrument to identify parents' perceptions of their ability to support their students' engagement in online learning. The instrument can also diagnose what level and type of help they need. This study randomly split 660 participating parents from seven K–12 Indiana online schools into two subgroups. We conducted an exploratory factor analysis (EFA) for one group to form constructs regarding the number of factors represented by the items. We then conducted a confirmatory factor analysis (CFA) for the second group data to assess the factors generated from the EFA results. The results indicated good fit for a three-factor model representing three constructs: (a) parent perceptions of their learner's independent engagement, (b) parents' confidence to support student engagement, (c) school provided support to parents. Items demonstrated strong reliability within each factor.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105528"},"PeriodicalIF":10.5,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732458","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-11DOI: 10.1016/j.compedu.2025.105533
Aranka Bijl , Sebastiaan de Klerk , Bernard P. Veldkamp , Saskia Wools
Assessing complex vocational skills such as information problem solving is challenging, as it requires balancing authentic, construct-relevant tasks with standardized assessment conditions to ensure fair and meaningful results. This study responds to this challenge by addressing the gap in empirical validation of simulation games for summative assessment by validating Crossroads – a simulation game designed to measure information problem solving among municipal enforcement officials responsible for maintaining public safety. Grounded in the information problem solving model, the assessment focused on three of the model's constituent skills: scanning, processing, and organizing and presenting information. Performance on these skills was operationalized through six subscales. Using a known-groups design, the performance of first-year students, final-year students, and practicing municipal enforcement officials was examined. Participants completed a domain-specific information problem solving task in Crossroads: planning a surveillance route. A confirmatory factor analysis was conducted to investigate the underlying latent structure of the performance data. The results supported a one-factor model, suggesting that performance across subscales reflects a single underlying construct. Significant performance differences were observed between final-year students and both first-year students and practicing officials. Participants evaluated Crossroads positively in terms of usability and face validity. The findings provide evidence supporting the use of simulation games for summative assessment, demonstrating that Crossroads can elicit and differentiate levels of information problem solving in an assessment balancing authentic task characteristics with standardized assessment criteria. Several limitations highlight directions for future research, including expanding construct coverage, eliminating prior knowledge confounds, and balancing game autonomy with assessment structure.
{"title":"Assessing information problem solving through a simulation game: Validation evidence from a municipal enforcement official context","authors":"Aranka Bijl , Sebastiaan de Klerk , Bernard P. Veldkamp , Saskia Wools","doi":"10.1016/j.compedu.2025.105533","DOIUrl":"10.1016/j.compedu.2025.105533","url":null,"abstract":"<div><div>Assessing complex vocational skills such as information problem solving is challenging, as it requires balancing authentic, construct-relevant tasks with standardized assessment conditions to ensure fair and meaningful results. This study responds to this challenge by addressing the gap in empirical validation of simulation games for summative assessment by validating <em>Crossroads</em> – a simulation game designed to measure information problem solving among municipal enforcement officials responsible for maintaining public safety. Grounded in the information problem solving model, the assessment focused on three of the model's constituent skills: scanning, processing, and organizing and presenting information. Performance on these skills was operationalized through six subscales. Using a known-groups design, the performance of first-year students, final-year students, and practicing municipal enforcement officials was examined. Participants completed a domain-specific information problem solving task in <em>Crossroads</em>: planning a surveillance route. A confirmatory factor analysis was conducted to investigate the underlying latent structure of the performance data. The results supported a one-factor model, suggesting that performance across subscales reflects a single underlying construct. Significant performance differences were observed between final-year students and both first-year students and practicing officials. Participants evaluated <em>Crossroads</em> positively in terms of usability and face validity. The findings provide evidence supporting the use of simulation games for summative assessment, demonstrating that <em>Crossroads</em> can elicit and differentiate levels of information problem solving in an assessment balancing authentic task characteristics with standardized assessment criteria. Several limitations highlight directions for future research, including expanding construct coverage, eliminating prior knowledge confounds, and balancing game autonomy with assessment structure.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105533"},"PeriodicalIF":10.5,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145731636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning analytics (LA) can be an effective support for self-regulation of higher education students. Supporting different students on their academic paths requires considering students' self-efficacy beliefs and data-literacy skills as well as their varying uses and interpretations of LA. In this quasi-experimental study, we collected quantitative survey data on higher education students (N = 105) with and without access to a student-facing LA dashboard designed to support students on an academic path level. We collected data on students' perceived support for study planning and monitoring at three timepoints during one academic year. Utilizing latent growth curve modeling, the study investigated how students with different self-efficacy beliefs and data-literacy skills perceive receiving self-regulation support from LA throughout an academic year compared to peers with only regular digital tools. Our results showed that students with access to the LA dashboard reported a larger increase in perceived support compared to peers with access to only regular digital tools. Students with high data-literacy skills perceived receiving more support from LA compared to peers with low data-literacy. Students' self-efficacy beliefs did not significantly impact the extent of perceived support from LA. The results highlight the ethical risk of complex digital solutions, which, over time, put less technology-savvy students at a greater disadvantage and mainly benefit already higher-skilled students. The results strengthen current understanding on how LA supports higher education students on their academic paths but call for further investigation into ways of fostering students' data-literacy skills to maximize the support and overcome equity concerns.
{"title":"Longitudinal effects of learning analytics support for study planning and monitoring: Role of self-efficacy and data literacy","authors":"Anceli Kaveri , Ismail Celik , Egle Gedrimiene , Anni Silvola , Hanni Muukkonen","doi":"10.1016/j.compedu.2025.105532","DOIUrl":"10.1016/j.compedu.2025.105532","url":null,"abstract":"<div><div>Learning analytics (LA) can be an effective support for self-regulation of higher education students. Supporting different students on their academic paths requires considering students' self-efficacy beliefs and data-literacy skills as well as their varying uses and interpretations of LA. In this quasi-experimental study, we collected quantitative survey data on higher education students (N = 105) with and without access to a student-facing LA dashboard designed to support students on an academic path level. We collected data on students' perceived support for study planning and monitoring at three timepoints during one academic year. Utilizing latent growth curve modeling, the study investigated how students with different self-efficacy beliefs and data-literacy skills perceive receiving self-regulation support from LA throughout an academic year compared to peers with only regular digital tools. Our results showed that students with access to the LA dashboard reported a larger increase in perceived support compared to peers with access to only regular digital tools. Students with high data-literacy skills perceived receiving more support from LA compared to peers with low data-literacy. Students' self-efficacy beliefs did not significantly impact the extent of perceived support from LA. The results highlight the ethical risk of complex digital solutions, which, over time, put less technology-savvy students at a greater disadvantage and mainly benefit already higher-skilled students. The results strengthen current understanding on how LA supports higher education students on their academic paths but call for further investigation into ways of fostering students' data-literacy skills to maximize the support and overcome equity concerns.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"246 ","pages":"Article 105532"},"PeriodicalIF":10.5,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145730840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined, using eye-tracking technology, the gaze patterns of guided exposure to deepfake and authentic portrait images in comparison to unguided exposure to assess their influence on the acquisition and application of critical thinking literacy among first-year Bachelor students. Employing a between-groups experimental design, we analyzed visual gaze patterns between students who participated in the experiment group (n = 24) and those in the control group (n = 44). The results revealed significant differences in visual attention patterns, with the experimental group exhibiting a longer duration and broader distribution of fixations compared to the control group. The experimental group also achieved higher accuracy in identifying deepfake portrait images and exhibited a greater propensity to classify images as GenAI-generated. Nonetheless, both groups overestimated their detection capabilities, with no significant difference in perceived performance. As GenAI technologies continue to evolve, higher education institutions must prioritize the development of the essential 21st-century literacies, integrating cognitive training with technological solutions to combat GenAI-generated misinformation. This research contributes to the fields of GenAI literacy and critical thinking education by providing objective evidence, as measured through eye-tracking, that targeted interventions can significantly alter cognitive processing strategies. Educational practice must balance the development of critical evaluation skills with fostering a realistic awareness of human limitations, thereby preparing students to become discerning consumers and responsible creators in an increasingly complex digital information landscape.
{"title":"Enhancing students’ critical thinking literacy in a generative AI context: Eye movement patterns of deepfake detection","authors":"Hayley Weigelt , Elad Segev , Gila Kurtz , Omri Kahana , Nohar Raz Fogel","doi":"10.1016/j.compedu.2025.105529","DOIUrl":"10.1016/j.compedu.2025.105529","url":null,"abstract":"<div><div>This study examined, using eye-tracking technology, the gaze patterns of guided exposure to deepfake and authentic portrait images in comparison to unguided exposure to assess their influence on the acquisition and application of critical thinking literacy among first-year Bachelor students. Employing a between-groups experimental design, we analyzed visual gaze patterns between students who participated in the experiment group (n = 24) and those in the control group (n = 44). The results revealed significant differences in visual attention patterns, with the experimental group exhibiting a longer duration and broader distribution of fixations compared to the control group. The experimental group also achieved higher accuracy in identifying deepfake portrait images and exhibited a greater propensity to classify images as GenAI-generated. Nonetheless, both groups overestimated their detection capabilities, with no significant difference in perceived performance. As GenAI technologies continue to evolve, higher education institutions must prioritize the development of the essential 21st-century literacies, integrating cognitive training with technological solutions to combat GenAI-generated misinformation. This research contributes to the fields of GenAI literacy and critical thinking education by providing objective evidence, as measured through eye-tracking, that targeted interventions can significantly alter cognitive processing strategies. Educational practice must balance the development of critical evaluation skills with fostering a realistic awareness of human limitations, thereby preparing students to become discerning consumers and responsible creators in an increasingly complex digital information landscape.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"244 ","pages":"Article 105529"},"PeriodicalIF":10.5,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145731718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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