Computers & Education最新文献_第5页

Comparing the deceptive impact of misleading data visualizations: Implications for adaptive data literacy support in computer-based learning environments 比较误导性数据可视化的欺骗性影响：在基于计算机的学习环境中对适应性数据素养支持的影响

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-19 DOI: 10.1016/j.compedu.2025.105508

Jihyun Rho , Martina Angela Rau , Xiaojin Zhu

Misleading data visualizations are increasingly prevalent in digital learning environments, posing significant challenges to learners' ability to accurately interpret quantitative information. While prior research has examined individual types of misleading visual features, few studies have systematically compared their relative impacts on learner comprehension or explored how data literacy moderates these effects. This study addresses these gaps by empirically evaluating the deceptive potential of 14 types of misleading data visualizations and examining how learners’ data literacy influences interpretation accuracy. Using a within-subjects experimental design, 68 undergraduate students interpreted both misleading and non-misleading versions of various charts. Results revealed that certain misleading features, particularly axis-related distortions such as inverted y-axes, irregular x-axis intervals, and dual axes, significantly reduced interpretation accuracy. Although higher data literacy improved performance, some misleading features continued to impair comprehension even among visually literate learners. These findings highlight the need for instructional interventions and learning technologies that explicitly address visual misinformation. We discuss implications for data literacy education, learning design, and the development of educational tools that support critical interpretation of data visualizations.

在数字学习环境中，误导性的数据可视化越来越普遍，对学习者准确解释定量信息的能力构成了重大挑战。虽然先前的研究已经检查了个别类型的误导性视觉特征，但很少有研究系统地比较了它们对学习者理解的相对影响，或探索数据素养如何调节这些影响。本研究通过实证评估14种误导性数据可视化的欺骗潜力，并检查学习者的数据素养如何影响解释准确性，解决了这些差距。采用受试者内实验设计，68名本科生解释了各种图表的误导和非误导版本。结果表明，某些误导性特征，特别是与轴相关的扭曲，如倒置的y轴，不规则的x轴间隔和双轴，显着降低了解释精度。虽然更高的数据素养提高了表现，但一些误导性的特征继续损害理解，即使在视觉识字的学习者中也是如此。这些发现强调了明确解决视觉错误信息的教学干预和学习技术的必要性。我们讨论了数据素养教育、学习设计和支持数据可视化批判性解释的教育工具的开发的含义。

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引用次数: 0

Teacher-led robot intervention in early primary school classrooms improves pupil and teacher outcomes 教师主导的小学早期课堂机器人干预改善了学生和教师的成果。

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-20 DOI: 10.1016/j.compedu.2025.105510

Amy A.E. Hughes , Sarah A. Gerson , Johanna E. van Schaik

Programming is often taught through robots in early primary education to support young children's computational thinking (CT), but many teachers lack the confidence and training to use them effectively. This paper presents a school-based robot intervention for children aged 4–7 (n = 430) and their classroom teachers (n = 17), delivered under three conditions: Intervention (robot intervention only), Intervention+ (intervention plus teacher education), and Control (no intervention). The two intervention groups assessed whether teacher education, in addition to classroom robot experience, influenced pupils' prediction and debugging, transferable skills (programming transfer and picture sequencing), and teachers' beliefs (enjoyment, relevance, self-efficacy, anxiety). The intervention improved children's prediction and debugging scores significantly, but only Intervention+ significantly outperformed Control for both prediction and debugging. Performance on the programming transfer and picture sequencing tasks improved across all groups. Teachers in both intervention groups reported improved relevance beliefs, though only Intervention+ showed a significant difference from Control. Self-efficacy also improved significantly in Intervention+ only. These findings offer practical guidance for embedding programming with robots in primary education and underscore the importance of teacher education for significant impact.

在小学早期教育中，编程通常是通过机器人来教授的，以支持幼儿的计算思维（CT），但许多教师缺乏信心，也缺乏有效使用机器人的培训。本文针对4-7岁儿童（n = 430）及其任课教师（n = 17）进行了基于学校的机器人干预，分为三种情况：干预（仅机器人干预）、干预+（干预加教师教育）和控制（不干预）。两个干预组评估除了课堂机器人经验外，教师教育是否影响学生的预测和调试、可转移技能（编程迁移和图片排序）以及教师的信念（享受、相关性、自我效能感、焦虑）。干预显著提高了儿童的预测和调试成绩，但只有干预+在预测和调试两方面均显著优于对照组。所有小组在编程转移和图片排序任务上的表现都有所提高。两个干预组的教师都报告了相关性信念的改善，尽管只有干预+与控制组有显著差异。自我效能感在干预+组也有显著提高。这些发现为在小学教育中嵌入机器人编程提供了实践指导，并强调了教师教育的重要性。

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引用次数: 0

Think digital, thrive digital: A multilevel exploration from school principals' digital mindset to teachers’ digital flourishing 思考数字化，繁荣数字化：从校长数字化思维到教师数字化繁荣的多层次探索

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-20 DOI: 10.1016/j.compedu.2025.105506

Masoumeh Kouhsari , Junjun Chen , Kosar Shirzad

Employing a multilevel modelling approach, this study explored the impact of school principals' digital mindsets on teachers' digital flourishing, both directly and indirectly via teachers' digital self-efficacy. A total of 417 school principals and 3336 teachers in Tehran, the capital of Iran, participated in the study. The results indicate that principals' empathy and agility were directly and positively associated with teachers' digital flourishing, while all four dimensions of principals' digital mindsets-empathy, innovativeness, openness, and agility-were positively related to teachers' digital flourishing indirectly through teachers’ digital self-efficacy. The findings provide valuable insights that can inform policymakers and practitioners in making informed decisions and interventions aimed at enhancing principal digital mindsets, teacher digital flourishing, and ultimately school digital transformation.

本研究采用多层次建模方法，探讨校长数字化心态对教师数字化繁荣的直接和间接影响，通过教师数字化自我效能感来实现。伊朗首都德黑兰共有417名校长和3336名教师参与了这项研究。结果表明，校长共情和敏捷性与教师数字繁荣直接正相关，而校长数字心态的共情、创新、开放和敏捷性四个维度通过教师数字自我效能间接与教师数字繁荣正相关。研究结果提供了有价值的见解，可以为政策制定者和从业者提供信息，帮助他们做出明智的决策和干预措施，以增强校长的数字化思维、教师的数字化繁荣，并最终实现学校的数字化转型。

引用次数: 0

The roles of cognitive and metacognitive strategies in game-based virtual reality learning 认知策略和元认知策略在基于游戏的虚拟现实学习中的作用

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-21 DOI: 10.1016/j.compedu.2025.105512

Chih-Hung Chen

Virtual Reality (VR) provides immersive learning experiences that can potentially promote learning motivation and performance; however, high spatial presence in VR may impair cognitive and perceptual processing due to resource overload. While current perspectives on multimedia learning emphasize the important role of cognitive and metacognitive strategies, recent studies have suggested that high-immersion VR may, in some cases, be less effective in terms of supporting student learning. Moreover, prior research has depicted distinct learning effects of cognitive and metacognitive prompts. Some studies have declared that cognitive prompts, alone or combined with metacognitive prompts, enhance learning outcomes more than metacognitive prompts alone, while others have highlighted the greater advantages of their combination compared to cognitive prompts alone. A game-based VR learning system with cognitive and metacognitive strategies was designed in this study to support students' inquiry-based science learning activities, and to examine their individual and interaction effects on learning outcomes. A two-factor experimental design was adopted to address the research questions assessing the effects of this approach on students’ science learning achievements, problem-solving tendencies, and self-efficacy. Furthermore, four groups of students aged between 10 and 11 years old participated in the experiment, each following different prompt conditions: cognitive (cognitive vs. non-cognitive) and metacognitive (metacognitive vs. non-metacognitive) mechanisms during the game-based VR learning activities. Results indicated that students learning with cognitive prompts but without metacognitive prompts displayed better learning achievements and stronger problem-solving tendencies compared to those with no prompts. Moreover, students using only cognitive prompts displayed significantly stronger problem-solving tendencies than those utilizing both cognitive and metacognitive prompts. Furthermore, students with cognitive prompts revealed higher self-efficacy than those without cognitive prompts. This study offers new insights into the roles of cognitive and metacognitive strategies in game-based VR learning, highlighting the potential benefits of cognitive prompts for supporting multimedia learning within high-immersion environments.

虚拟现实（VR）提供身临其境的学习体验，可以潜在地促进学习动机和表现；然而，在虚拟现实中，由于资源超载，高空间存在可能会损害认知和感知加工。虽然目前关于多媒体学习的观点强调认知和元认知策略的重要作用，但最近的研究表明，在某些情况下，高度沉浸式VR在支持学生学习方面可能效果较差。此外，先前的研究已经描述了认知提示和元认知提示的不同学习效果。一些研究表明，单独使用认知提示或与元认知提示结合使用，比单独使用元认知提示更能提高学习效果，而另一些研究则强调了两者结合使用比单独使用认知提示更有优势。本研究设计了一个基于游戏的虚拟现实学习系统，该系统具有认知和元认知策略，以支持学生基于探究的科学学习活动，并研究他们的个体和互动对学习成果的影响。本研究采用双因素实验设计，探讨该方法对学生科学学习成绩、问题解决倾向和自我效能感的影响。此外，四组年龄在10 - 11岁的学生参与了实验，每组学生在基于游戏的VR学习活动中遵循不同的提示条件：认知（认知vs.非认知）和元认知（元认知vs.非元认知）机制。结果表明，有认知提示而没有元认知提示的学生比没有提示的学生表现出更好的学习成绩和更强的问题解决倾向。此外，仅使用认知提示的学生比同时使用认知和元认知提示的学生表现出更强的问题解决倾向。此外，有认知提示的学生比没有认知提示的学生表现出更高的自我效能。这项研究为认知和元认知策略在基于游戏的VR学习中的作用提供了新的见解，强调了在高度沉浸环境中支持多媒体学习的认知提示的潜在好处。

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引用次数: 0

Young children's Internet of Toys play at home: Status quo and associations with academic performance 幼儿在家玩互联网玩具：现状及其与学习成绩的关系

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-14 DOI: 10.1016/j.compedu.2025.105505

Li Ling , Nicola Yelland , Camille Dickson-Deane

Contemporary children are growing up with Internet-connected playthings, often referred to as the Internet of Toys (IoToys), which can extend physical play into the virtual realm. Thus, it is important for parents, educators, and policymakers to understand the possible influences that the IoToys might bring to young children's learning and development. The present study examined 730 Chinese children's (5–8 years old) IoToys play at home from three perspectives including the devices for play, the content of play and the time spent on play. It also explored whether associations existed between young children's IoToys play and their academic performance in early primary school. Findings suggest that over 60% of Chinese young children started to play with the IoToys at or before the age of five. Although the amount of time spent on the IoToys was discovered to have no significant relationship with young children's academic performance, one type of play content showed significant associations. Specifically, social media play on the IoToys was negatively associated with children's academic performance in both literacy (B = −0.375, p < 0.001, 95% C.I. = [-0.566, −0.185]) and mathematics (B = −0.373, p < 0.001, 95% C.I. = [-0.563, −0.182]). Implications for practice and future research are discussed.

当代儿童是伴随着联网玩具长大的，这些玩具通常被称为玩具互联网（IoToys），它们可以将物理游戏扩展到虚拟领域。因此，对于家长、教育工作者和政策制定者来说，了解IoToys可能给幼儿的学习和发展带来的影响是很重要的。本研究对730名中国儿童（5-8岁）在家玩IoToys的情况进行了调查，从玩设备、玩内容和玩时间三个方面进行了调查。该研究还探讨了幼儿玩IoToys和他们在小学早期的学习成绩之间是否存在关联。调查结果显示，超过60%的中国幼儿在5岁或5岁之前就开始玩IoToys。虽然研究发现花在IoToys上的时间与幼儿的学习成绩没有显著关系，但有一种游戏内容显示出显著的关联。具体来说，在IoToys上玩社交媒体与儿童在读写（B = - 0.375, p < 0.001, 95% C.I. =[-0.566, - 0.185]）和数学（B = - 0.373, p < 0.001, 95% C.I. =[-0.563, - 0.182]）方面的学习成绩呈负相关。讨论了对实践和未来研究的启示。

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引用次数: 0

Community of inquiry in motion: Modeling inquiry dynamics with movement analysis (MOVA) 运动中的探究共同体：用运动分析（MOVA）建模探究动力学

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-21 DOI: 10.1016/j.compedu.2025.105513

Shen Ba , Zachari Swiecki , Yuanru Tan , Guoqing Lu , David Williamson Shaffer , Dragan Gašević

Collaborative inquiry is a well-established pedagogical approach for fostering learner collaboration, critical thinking, and higher-order thinking skills. However, its complex and dynamic nature presents challenges for educators and learners in monitoring and regulating group interactions effectively. While previous research guided by the community of inquiry (CoI) model has employed descriptive, correlational, and sequential analyses to examine relationships among CoI elements, these approaches often treat such relationships as static, overlooking their evolving interdependence throughout the inquiry process. To address this gap, this study integrated the CoI model with epistemic frame theory (EFT) to conceptualize the dynamic interplay among CoI elements. Based on this integrated framework, the study introduced movement analysis (MOVA), a method for modeling and visualizing collaborative inquiry as transitions between distinct inquiry states, each defined by the collective configuration of CoI presences. MOVA was applied to data collected from a university-level course involving 108 students across two classes, each divided into eight groups. Throughout the inquiry sessions, students generated 1617 messages using a multi-user instant messaging tool. Findings showed that the inquiry states identified by MOVA aligned with the three CoI presences and revealed how these elements co-occurred to fulfill specific inquiry functions. MOVA also expanded the CoI model by demonstrating the evolving interdependence among presences and the cyclical nature of collaborative inquiry. Furthermore, MOVA enabled cross-group comparisons of inquiry processes based on the common set of inquiry states.

协作探究是培养学习者协作、批判性思维和高阶思维技能的一种行之有效的教学方法。然而，群体互动的复杂性和动态性给教育者和学习者有效地监控和调节群体互动带来了挑战。虽然以前的研究以调查社区（CoI）模型为指导，采用描述性、相关性和顺序分析来检查调查社区元素之间的关系，但这些方法通常将这种关系视为静态的，忽略了它们在整个调查过程中不断发展的相互依存关系。为了解决这一差距，本研究将CoI模型与认知框架理论（EFT）相结合，概念化了CoI元素之间的动态相互作用。基于这个集成框架，该研究引入了运动分析（MOVA），这是一种将协作查询作为不同查询状态之间的转换进行建模和可视化的方法，每个查询状态都由CoI存在的集体配置定义。MOVA应用于一门大学水平课程的数据，该课程涉及两个班级的108名学生，每个班级分为8组。在整个探究环节中，学生们使用多用户即时通讯工具生成了1617条信息。结果表明，MOVA识别的查询状态与三个CoI存在一致，并揭示了这些元素如何共同发生以实现特定的查询功能。MOVA还通过展示存在之间不断发展的相互依存关系和协作探究的周期性，扩展了CoI模型。此外，MOVA支持基于公共查询状态集的查询过程的跨组比较。

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引用次数: 0

STEM education: Understanding secondary students’ epistemic cognition in the design process with the support of a personalized multi-agent system STEM教育：在个性化多智能体系统支持下理解中学生在设计过程中的认知

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-10 DOI: 10.1016/j.compedu.2025.105504

Lei Gao , Morris Siu-Yung Jong , Ching Sing Chai , Keru Li

The engineering design process is a vital component of integrated STEM education, where students' design practices both shape and are shaped by their epistemic cognition (EC). Nonetheless, research on secondary students' EC in STEM contexts is limited, and implementing personalized STEM instruction that accommodates diverse students' interests and needs poses significant challenges. Harnessing a Multi-Agent System (MAS) afforded by Generative Artificial Intelligence (GAI) offers a promising pathway to address this gap. Grounded in the design thinking model of EDIPT (Empathize-Define-Ideate-Prototype-Test), this study developed a Personalized MAS, namely EPMAS, to support secondary students' STEM project-based design process. Twenty students, grouped into dyads, participated in a five-day STEM winter camp. We sought to explore students' EC within the EPMAS-supported design process and their perceptions of the system. Data were collected through in-depth group interviews, supplemented with student artifacts and interaction log data, and analyzed using theoretical thematic analysis. Findings revealed students' engagement with epistemic aims, ideals, and reliable processes, reflecting their developed understanding of engineering design. Contrary to common concerns about over-reliance on GAI, students demonstrated high epistemic agency, critically employing EPMAS's stepwise guidance as part of their epistemic repertoire to pursue creative solutions. These results suggest that EPMAS-supported authentic STEM learning holds promise for broader school adoption.

工程设计过程是综合STEM教育的重要组成部分，学生的设计实践既塑造了他们的认识论认知（EC），也被其塑造。尽管如此，对STEM背景下中学生EC的研究是有限的，并且实施个性化的STEM教学，以适应不同学生的兴趣和需求，这构成了重大挑战。利用由生成式人工智能（GAI）提供的多智能体系统（MAS）为解决这一差距提供了一条有希望的途径。本研究以EDIPT （empathize - definition - ideidea - prototype - test）的设计思维模式为基础，开发了一个个性化的MAS，即EPMAS，以支持中学生基于STEM项目的设计过程。20名学生分成两组，参加了为期五天的STEM冬令营。我们试图探索学生在epmas支持的设计过程中的EC以及他们对系统的看法。通过深入的小组访谈收集数据，辅以学生工件和互动日志数据，并采用理论主题分析进行分析。研究结果显示，学生对认知目标、理想和可靠过程的参与反映了他们对工程设计的理解。与对GAI过度依赖的普遍担忧相反，学生们表现出高度的认知能动性，批判性地将EPMAS的逐步指导作为其认知曲目的一部分，以追求创造性的解决方案。这些结果表明，epmas支持的真实STEM学习有望被更广泛的学校采用。

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引用次数: 0

The impact of different collaboration formats on mathematical problem-solving in augmented reality 增强现实中不同协作形式对数学问题解决的影响

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-10-30 DOI: 10.1016/j.compedu.2025.105491

Candace Walkington , Julianna Washington-Henderson , Jonathan Hunnicutt , Mitchell J. Nathan

Augmented reality (AR), where digital holograms are layered over the real world, is rapidly being applied to different educational domains, including mathematics education. However, little is known about how AR can be effectively designed for collaborative use. There are both practical and theory-based reasons to set up collaboration in AR in different ways, which result in different costs and opportunities for learning. Here we compare parallel collaboration, where each student separately experiences AR holograms on their own AR device, to observer/observed collaboration, where one student experiences AR overlays on their AR device, while another observes their first-person camera feed, to joint collaboration, where students see a single, synced AR hologram that updates based on their partners’ actions. We report a pre-registered within-subjects study where n = 70 high school students in pairs confronted holographic geometry tasks. We examine their actions and gestures, as well as their post-test performance, as it varied by the collaboration condition through which they learned the target mathematical concepts. Results suggest that parallel collaboration is most effective overall, with some evidence that joint collaboration might be superior for higher-knowledge learners. In addition, different collaboration formats predict different uses of gestures and actions, but we do not see positive associations between these gestures and actions and post-test performance. Implications for theory, design, and educators are discussed.

增强现实（AR）技术将数字全息图分层置于现实世界之上，正迅速应用于不同的教育领域，包括数学教育。然而，对于如何有效地设计AR以供协作使用，人们知之甚少。在AR中建立协作的方式不同，既有现实的原因，也有理论的原因，这就导致了不同的成本和学习机会。在这里，我们比较了并行协作（每个学生分别在自己的AR设备上体验AR全息图）、观察者/被观察者协作（一个学生在自己的AR设备上体验AR叠加，而另一个学生观察他们的第一人称摄像头反馈）和联合协作（学生看到一个同步的AR全息图，该全息图会根据合作伙伴的动作更新）。我们报告了一项预先注册的受试者研究，其中n = 70名高中生成对面对全息几何任务。我们检查了他们的动作和手势，以及他们在测试后的表现，因为它随着他们学习目标数学概念的合作条件而变化。结果表明，并行协作总体上是最有效的，有证据表明，联合协作可能对更高知识的学习者更有利。此外，不同的协作格式预测了手势和动作的不同使用，但我们没有看到这些手势和动作与测试后表现之间的积极联系。讨论了对理论、设计和教育工作者的影响。

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引用次数: 0

Embracing the challenge: Predicting self-testing in non-formal online courses using machine learning 迎接挑战：利用机器学习预测非正式在线课程中的自我测试

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-11-20 DOI: 10.1016/j.compedu.2025.105507

Maria Klose , Philipp Handschuh , Diana Steger , Cordula Artelt

Technology-driven advancements have made adaptive and interactive learning techniques more accessible. Online courses increasingly integrate self-tests that offer automated and immediate feedback. Self-tests can help learners to identify knowledge gaps and to reinforce their retention and comprehension. However, not all learners readily use self-tests, raising the question of which factors may impact learners' engagement with self-tests. The present study focused on non-formal education, covering 45 online courses offered by Bavarian universities. Analyses were based on a sample of N = 1261 participants aged 16–84 years. We used a machine learning approach to predict learners' engagement with self-tests and to identify important influencing factors. Therefore, we included 50 predictor variables in an elastic net regression to explore the role of learner- and course-related characteristics. The predictor variables were drawn from self-report, process, and meta data. Overall, learners differed substantially in their self-testing behavior. The prediction model explained 11 % of the variance in learners' engagement with self-tests. Despite the model's modest explanatory power, the analysis identified potentially relevant predictors. The two most important predictor variables were learner commitment and the intention to obtain a confirmation of participation. Accordingly, course designers might implement extrinsic incentives—such as confirmations of participation—as a potentially useful strategy to encourage learners' engagement with self-tests. From a methodological perspective, the study highlights the importance of using appropriate statistical methods—such as machine learning algorithms—to understand complex learning behaviors.

技术驱动的进步使适应性和互动式学习技术更容易获得。在线课程越来越多地集成了自我测试，提供自动和即时的反馈。自我测试可以帮助学习者识别知识差距，并加强他们的记忆和理解。然而，并不是所有的学习者都愿意使用自我测试，这就提出了哪些因素会影响学习者参与自我测试的问题。目前的研究重点是非正规教育，涵盖了巴伐利亚大学提供的45门在线课程。分析基于N = 1261名年龄在16-84岁之间的参与者的样本。我们使用机器学习方法来预测学习者对自我测试的参与程度，并确定重要的影响因素。因此，我们在弹性网络回归中纳入了50个预测变量，以探索学习者和课程相关特征的作用。预测变量来自自我报告、过程和元数据。总体而言，学习者在自我测试行为上存在显著差异。预测模型解释了学习者参与自我测试的11%的差异。尽管该模型的解释能力有限，但分析发现了潜在的相关预测因素。两个最重要的预测变量是学习者承诺和获得参与确认的意图。因此，课程设计者可能会实施外部激励——比如参与确认——作为一种潜在的有用策略来鼓励学习者参与自测。从方法论的角度来看，该研究强调了使用适当的统计方法（如机器学习算法）来理解复杂学习行为的重要性。

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引用次数: 0

Retraction notice to “Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC” [Computers & Education 240 (206) 105451] 关于“协作ai -in- loop教学会话代理增强cMOOC中的社交和认知存在”的撤回通知[Computers & Education 240 (206) 105451]

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

Computers & Education

Pub Date : 2026-03-01 Epub Date: 2025-12-04 DOI: 10.1016/j.compedu.2025.105516

Jianjun Xiao , Yulin Tian , Cixiao Wang

引用次数: 0