Journal of Computer Assisted Learning最新文献_第3页

Enhancing Critical Thinking and Self-Efficacy With GenAI: A Social Cognitive Perspective Using Structural Equation Modelling 用GenAI增强批判性思维和自我效能：使用结构方程模型的社会认知视角

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2026-01-01 DOI: 10.1002/jcal.70176

Da Teng, Xue Zhou, Hosam Al-Samarraie, Lei Fang

Background

The integration of Generative Artificial Intelligence (GenAI) into higher education is growing rapidly, yet its impact on learning processes remains underexplored. Existing research and theories, such as social cognitive theory (SCT), largely focus on human-to-human learning interactions, leaving a gap in understanding how cognitive and motivational mechanisms operate in human–AI contexts.

Objectives

This study investigates how GenAI features influence students' critical thinking and self-efficacy, with a specific focus on the mediating role of cognitive engagement.

Methods

Drawing on SCT, we conceptualised GenAI features—playfulness, perceived learning value and output quality—as environmental stimuli influencing student outcomes via cognitive engagement. Survey data were collected from 223 undergraduate and postgraduate students. Structural equation modelling was used to test both direct effects and the mediating role of cognitive engagement.

Results and Conclusions

The results indicate that GenAI playfulness and perceived learning value significantly enhance students' cognitive engagement, which then positively affects their critical thinking and self-efficacy. Cognitive engagement functioned as a key mediator in these relationships. However, output quality did not exhibit a significant effect, suggesting that engagement, rather than content quality alone, is crucial for fostering meaningful cognitive development. This study extends SCT by adapting it to human–AI learning contexts and provides actionable insights for designing GenAI tools that enhance learner engagement and development.

生成式人工智能（GenAI）与高等教育的整合正在迅速发展，但其对学习过程的影响仍未得到充分探讨。现有的研究和理论，如社会认知理论（SCT），主要关注人与人之间的学习互动，在理解认知和动机机制如何在人类-人工智能环境中运作方面存在空白。本研究探讨GenAI特征如何影响学生的批判性思维和自我效能感，并特别关注认知参与的中介作用。方法利用SCT，我们将GenAI特征（游戏性、感知学习价值和输出质量）概念化为通过认知参与影响学生成绩的环境刺激。调查数据来自223名本科生和研究生。结构方程模型被用来测试认知参与的直接影响和中介作用。结果与结论GenAI游戏性和感知学习价值显著提高了学生的认知投入，进而正向影响学生的批判性思维和自我效能感。认知参与在这些关系中起着关键的中介作用。然而，输出质量并没有表现出显著的影响，这表明对于培养有意义的认知发展至关重要的是参与，而不仅仅是内容质量。本研究通过将SCT应用于人类-人工智能学习环境来扩展SCT，并为设计GenAI工具提供可操作的见解，以提高学习者的参与度和发展。

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引用次数: 0

Effects of Virtual Reality Game-Assisted Inquiry-Based Learning on Bilingual Visual Arts Education 虚拟现实游戏辅助探究性学习对双语视觉艺术教育的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2026-01-01 DOI: 10.1002/jcal.70182

Chih-Wei Yang, Jung Huang, Min-Chi Chiu, Chih-Hung Chen

Background

Conventional language learning methods primarily focus on reading, writing, speaking and listening, which may be abstract for some students. Bilingual learning improves language fluency and oral communication skills, while art education fosters students' perception and expressive abilities, allowing them to deepen their language acquisition through visualisation. Visual art, through elements such as imagery, colour and composition, makes language learning more engaging and intuitive. The exploratory and hands-on nature of artistic creation further facilitates students' natural use of language, enhancing their expressive abilities. However, classrooms and art exhibitions are constrained by space and resources, limiting students' opportunities for direct engagement with art.

Objectives

This study compared the effects of a virtual reality game-assisted inquiry learning (VRG-IBL) approach with a mobile game-assisted inquiry-based learning (MG-IBL) approach on students' artworks, motivation and self-efficacy.

Methods

An experiment was conducted with two elementary school classes in central Taiwan, comparing VRG-IBL and MG-IBL under equivalent instructional content.

Results

The results indicated that students in the VRG-IBL group demonstrated superior academic performance and learning motivation. Moreover, the VRG-IBL approach benefited the students' self-efficacy with initial moderate and high self-efficacy.

Conclusions

The VRG-IBL approach enables students to repeatedly practice language skills and engage in artistic creation within an immersive environment, significantly enhancing their learning outcomes. This learning approach offers an innovative and practical approach to bilingual visual arts education, enriching students' learning experiences and language proficiency.

传统的语言学习方法主要侧重于读、写、说、听，这对一些学生来说可能是抽象的。双语学习提高了语言的流畅性和口头沟通能力，而艺术教育则培养了学生的感知和表达能力，让他们通过视觉化加深语言习得。视觉艺术通过意象、色彩和构图等元素，使语言学习更吸引人，更直观。艺术创作的探索性和实践性进一步促进了学生对语言的自然运用，提高了他们的表达能力。然而，教室和艺术展览受到空间和资源的限制，限制了学生直接接触艺术的机会。本研究比较了虚拟现实游戏辅助探究学习（VRG-IBL）和移动游戏辅助探究学习（MG-IBL）对学生艺术作品、动机和自我效能感的影响。方法以台湾中部两个小学班级为研究对象，比较VRG-IBL与MG-IBL在同等教学内容下的差异。结果VRG-IBL组学生表现出优异的学习成绩和学习动机。此外，VRG-IBL方法对学生的自我效能感有促进作用，学生的自我效能感在初始阶段为中、高。VRG-IBL教学法使学生能够在沉浸式环境中反复练习语言技能并进行艺术创作，显著提高学习效果。这种学习方法为双语视觉艺术教育提供了一种创新和实用的方法，丰富了学生的学习经验和语言能力。

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引用次数: 0

Science Centres as Metacognitive Learning Environments: Insights From Eye-Tracking and Metacognitive-Oriented Worksheets 科学中心作为元认知学习环境：来自眼动追踪和元认知导向工作表的见解

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-29 DOI: 10.1002/jcal.70180

Gamze Türkmen, Zahide Yıldırım

<div> <section> <h3> Background</h3> <p>Informal science learning environments, such as science centres, provide unique opportunities for students to engage in conceptual understanding through interactive and multimodal experiences. However, without structured support, student engagement may remain superficial in those environments. To help students engage in activities in science centres, such support can be provided through metacognitive regulation activities that play important roles in promoting deeper learning. Although these internal processes are difficult to observe, eye-tracking technologies and metacognitive-focused worksheets (MoWs) may offer promising ways to externalise and analyse students' self-regulatory strategies in real-world settings.</p> </section> <section> <h3> Objectives</h3> <p>This study aimed to explore how MoWs in combination with mobile eye-tracking technology support and monitor metacognitive engagement and conceptual understanding of 7th grade students during collaborative learning in science centres. The study focused on three scientific topics: work and energy, mirrors and light absorption and the solar system and beyond.</p> </section> <section> <h3> Methods</h3> <p>Using a multiple case study design, data were collected from 72 seventh grade students participating in peer-to-peer collaborative learning sessions at two different science centres. Data sources included recordings from eye-tracking sessions, video observations and student-generated responses on MoWs. A multimodal data triangulation approach was used to identify metacognitive behaviours aligned with the orientation, planning, monitoring and evaluating phases. Coding schemes were developed and refined through iterative analysis of gaze data, verbal discourse and behavioural indicators.</p> </section> <section> <h3> Results</h3> <p>The findings suggest that MoWs can support students in these specific settings to activate prior knowledge, plan in real time and collaboratively monitor and evaluate their own learning. Monitoring was the most frequently observed metacognitive behaviour, followed by orienting and evaluating. Eye-tracking data revealed shared patterns of visual attention, gaze synchronisation and strategic information processing during collaboration. Students' correct use of scientific concepts also varied across subjects. The highest accuracy was observed in the <i>solar system and beyond unit</i>, while the highest misunderstandings were found to be related to <i>mirrors and light absorption</i>.</p> </section> <section> <h3> Implications</h3>

非正式的科学学习环境，如科学中心，为学生提供了通过互动和多模式体验参与概念理解的独特机会。然而，如果没有结构化的支持，在这些环境中，学生的参与可能仍然是肤浅的。为了帮助学生参与科学中心的活动，可以通过元认知调节活动来提供这种支持，元认知调节活动在促进深度学习中起着重要作用。虽然这些内部过程很难观察到，但眼动追踪技术和元认知聚焦工作表（MoWs）可能为在现实环境中外化和分析学生的自我调节策略提供了有希望的方法。本研究旨在探讨移动眼动追踪技术如何支持和监测七年级学生在科学中心协作学习中的元认知参与和概念理解。这项研究集中在三个科学主题上：功与能量、镜子与光吸收、太阳系及其他领域。方法采用多案例研究设计，收集了在两个不同的科学中心参加点对点协作学习的72名七年级学生的数据。数据来源包括眼动追踪课程的记录、视频观察和学生对MoWs的反馈。采用多模态数据三角测量方法识别与定向、计划、监测和评估阶段一致的元认知行为。通过对凝视数据、言语话语和行为指标的反复分析，开发和完善了编码方案。结果MoWs可以支持学生在这些特定环境中激活先验知识，实时计划，协同监测和评估自己的学习。监测是最常见的元认知行为，其次是定向和评估。眼动追踪数据揭示了协作过程中视觉注意、凝视同步和战略信息处理的共享模式。学生对科学概念的正确使用也因学科而异。观测到的精度最高的是太阳系及以外的单位，而最大的误解是与镜子和光吸收有关。本研究证明了将MoWs和眼动追踪技术作为学习和分析工具来支持和分析学生在非正式学习环境中的元认知调节的价值。这些发现为设计结构化而灵活的学习活动提供了实用的见解，这些活动鼓励更深层次的认知参与，促进科学教育中的概念理解。该研究还试图通过提出一个基于注视的框架来评估真实、协作学习环境中的元认知过程，从而为该领域做出方法论上的贡献。

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引用次数: 0

AI-Powered Applications’ Effects on English Language Learners’ Cognitive, Metacognitive, and Resource Management Strategies, and Language Achievement 人工智能应用对英语学习者认知、元认知、资源管理策略和语言成就的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-28 DOI: 10.1002/jcal.70171

Junhua Chen, Goudarz Alibakhshi

Background

Generative AI (GenAI) offers scalable feedback and planning support, yet rigorous evidence on how AI-supported instruction shapes EFL learners' self-regulated strategies and achievement remains limited.

Objectives

The main objectives are to test whether a feedback-oriented GenAI integration improves (a) cognitive, metacognitive, and resource-management strategies and (b) English achievement in university EFL coursework.

Methods

Ten intact classes of undergraduates (N = 310) at Allameh Tabataba'i University were randomised at the class level to an AI condition (n = 139) or control (n = 171). The AI group completed a 6-h AI-literacy workshop and 12 weeks of guided practice using ChatGPT, Poe, and Bard within a draft-first → AI critique → human evaluation workflow; the control group received the same curriculum without AI. Outcomes included adapted SILL subscales (cognitive, metacognitive, and resource management) and a researcher-developed achievement composite (comprising reading, vocabulary, and writing). A MANCOVA with pretests as covariates, followed by prespecified ANCOVAs, reported adjusted means with 95% CIs and accounted for class-level clustering. Qualitative data comprised 834 biweekly reflective journals, which were thematically analysed using double coding (Cohen's κ = 0.88).

Results

The AI group outperformed the control across all four outcomes; a MANCOVA indicated a significant multivariate effect, with follow-up ANCOVAs showing partial η² values of approximately 0.16–0.22. The journals illuminated mechanisms—planning/monitoring, time efficiency, confidence, and calibrated help-seeking—and flagged the risks of cognitive offloading without explicit guardrails.

Conclusions

When embedded in coherent pedagogy and supported by AI literacy, feedback-oriented GenAI can strengthen the use of self-regulated strategies and improve language achievement in university EFL contexts. Implementation should include clear usage norms and reflective monitoring to sustain learning quality.

生成式人工智能（GenAI）提供了可扩展的反馈和规划支持，但关于人工智能支持的教学如何塑造英语学习者的自我调节策略和成就的严格证据仍然有限。主要目的是测试以反馈为导向的GenAI整合是否能改善(a)认知、元认知和资源管理策略，以及(b)大学英语课程中的英语成绩。方法将Allameh Tabataba'i大学10个完整班级的本科生（N = 310）按班级水平随机分为AI组（N = 139）和对照组（N = 171）。人工智能小组完成了为期6小时的人工智能扫盲研讨会和12周的指导实践，使用ChatGPT、Poe和Bard，在一个先起草→人工智能批评→人工评估的工作流程中；对照组接受同样的课程，但没有人工智能。结果包括适应的sstill子量表（认知、元认知和资源管理）和研究人员开发的成就复合量表（包括阅读、词汇和写作）。以预检验为协变量的MANCOVA，随后是预先指定的ancova，报告了95% ci的调整平均值，并考虑了类别水平聚类。定性数据包括834份双周反思期刊，采用双重编码（Cohen’s κ = 0.88）对其进行主题分析。结果人工智能组在所有四个结果上都优于对照组；MANCOVA显示显著的多变量效应，随访ancova显示偏η值约为0.16-0.22。这些期刊阐明了机制——计划/监控、时间效率、信心和校准的求助——并标记了没有明确护栏的认知卸载的风险。当嵌入连贯的教学方法并得到人工智能素养的支持时，以反馈为导向的GenAI可以加强自我调节策略的使用，并提高大学英语环境中的语言成就。实施应包括明确的使用规范和反思性监控，以维持学习质量。

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引用次数: 0

Digital Literacy, Social Support, and Well-Being Among FL Learners: A Moderated Moderation Approach 外语学习者的数字素养、社会支持和幸福感：一个有调节的调节方法

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-22 DOI: 10.1002/jcal.70184

Lihong Ma, Yi Zhang

Background

With increasing digitalization in education, the role of digital literacy in shaping students' learning experiences and well-being has attracted growing attention. However, research examining this relationship among foreign language (FL) learners remains limited, and the potential moderating effects of social support are insufficiently explored.

Purpose

Addressing these gaps, this study examined the relationship between digital literacy and the well-being of FL learners, investigated how parental support moderates this relationship, and explored how teacher support further moderates the moderating effect of parental support.

Method

A total of 1582 students (M_age = 14.09 years, SD = 1.20), spanning Grades 7 to 12, were recruited through convenience sampling from Beijing, China. Participants provided self-reported data on their digital literacy, teacher support, parental support, and well-being in FL learning.

Results

The results revealed a significant positive association between digital literacy and the well-being of FL learners. Moreover, parental support amplified the positive effects of digital literacy on FL learner well-being, and this moderating effect was further strengthened by higher levels of teacher support.

Conclusion

These findings offer valuable insights into the interplay between individual competencies and ecological support systems, highlighting important implications for FL teaching and learning practices aimed at enhancing FL learner well-being.

随着教育数字化程度的提高，数字素养在塑造学生学习体验和幸福感方面的作用越来越受到关注。然而，对外语学习者的这种关系的研究仍然有限，社会支持的潜在调节作用也没有得到充分的探讨。为了解决这些差距，本研究考察了数字素养与外语学习者幸福感之间的关系，调查了父母支持如何调节这种关系，并探讨了教师支持如何进一步调节父母支持的调节作用。方法采用方便抽样方法，在北京市抽取7 ~ 12年级学生1582人（M_age = 14.09, SD = 1.20）。参与者提供了关于他们的数字素养、教师支持、父母支持和外语学习幸福感的自我报告数据。结果发现数字素养与外语学习者的幸福感之间存在显著的正相关。此外，家长支持放大了数字素养对外语学习者幸福感的积极影响，而教师支持水平的提高进一步强化了这种调节作用。这些研究结果对个体能力和生态支持系统之间的相互作用提供了有价值的见解，强调了旨在提高外语学习者幸福感的教学实践的重要意义。

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引用次数: 0

A New Approach to Field Learning—Virtual Field Trips: A Systematic Review 实地学习的新途径——虚拟实地考察：系统综述

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-19 DOI: 10.1002/jcal.70170

Rong Hu, Ying Zhang

Background

Virtual field trips (VFTs), an innovative educational form, developed rapidly in recent years, driven by computer visualisation technologies. During the COVID-19 pandemic, VFTs gained significant attention for their ability to transcend time and space. As offline activities resume, it is crucial to summarise and explore VFTs' educational potential and research directions in the post-pandemic era.

Objectives

This study aims to provide a comprehensive overview of the literature characterisation and systematic analysis of the research hotspots and development trends of VFTs to provide reference for researchers and practitioners.

Methods

This study employed bibliometric and content analyses to investigate the characteristics of studies on VFTs from 2004 to 2024, indexed in the Web of Science and Scopus databases. CiteSpace was utilised to perform collaboration network analysis, clustering, and burst detection.

Results and Conclusions

The results indicated that between 2004 and 2024, research on VFTs showed a growing trend. Key nations of publishing and research strength were from the United States, China, and the United Kingdom. Research on VFTs predominantly focused on geology, while climate change emerged as another popular theme. The tools supporting VFTs primarily include content creation, content viewing, and content distribution tools, as well as the implementation forms of VFTs, namely digital information platforms, online courses, and virtual 3D worlds. Over the past two decades, studies have centred not only on the advantages and effectiveness of VFTs but also on teaching strategies tailored to factors that impact student learning outcomes. The field has evolved through stages of the Emergent Phase, the Focused Phase, and the Deepening Phase, shifting from technological exploration to learner experience and, subsequently, to the integration of educational theory. Future research should focus on multi-sensory experiences, instructor competency and integrating teaching theories.

虚拟实地考察（VFTs）是近年来在计算机可视化技术的推动下迅速发展起来的一种创新教育形式。在2019冠状病毒病大流行期间，VFTs因其超越时空的能力而备受关注。随着线下活动的恢复，总结和探索VFTs在大流行后时代的教育潜力和研究方向至关重要。本研究旨在全面综述VFTs的文献特征，系统分析VFTs的研究热点和发展趋势，为研究者和实践者提供参考。方法采用文献计量学和内容分析的方法，对2004 - 2024年在Web of Science和Scopus数据库中收录的VFTs研究进行分析。使用CiteSpace进行协作网络分析、聚类和突发检测。结果与结论2004 ~ 2024年，VFTs研究呈增长趋势。出版和研究实力的主要国家来自美国、中国和英国。对vft的研究主要集中在地质学上，而气候变化成为另一个流行的主题。支持虚拟现实的工具主要包括内容创建、内容查看和内容分发工具，以及虚拟现实的实现形式，即数字信息平台、在线课程和虚拟3D世界。在过去的二十年里，研究不仅集中在VFTs的优势和有效性上，而且集中在针对影响学生学习成果的因素量身定制的教学策略上。该领域经历了涌现阶段、聚焦阶段和深化阶段，从技术探索转向学习者体验，随后又转向教育理论的整合。未来的研究应集中在多感官体验、教师能力和整合教学理论等方面。

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引用次数: 0

Goal-Setting and Self-Explanation in Elementary Programming: A Self-Regulated Learning Study 初级程序设计中的目标设定与自我解释：一项自我调节学习研究

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-17 DOI: 10.1002/jcal.70177

Ming-Puu Chen, Chia-Yen Feng

Background

In the dynamic field of programming education, cultivating learners' autonomy and perseverance is paramount, a goal effectively underpinned by self-regulated learning (SRL). SRL empowers students to actively manage their own learning processes through strategic planning, monitoring and evaluation. Among the myriad of SRL strategies, goal-setting serves as a critical pre-action planning and monitoring mechanism, guiding learners towards specific achievements, while self-explanation acts as a powerful metacognitive tool for real-time monitoring and reflection, helping learners to articulate and refine their understanding. Despite their theoretical importance within SRL, there remains a significant gap in understanding how these specific strategies—particularly variations in goal-setting and self-explanation—can be optimally implemented and their combined effects investigated within elementary programming contexts, especially considering the unique cognitive and developmental needs of younger learners.

Objectives

This study aimed to examine the effects of different goal-setting and self-explanation strategies on elementary students' programming performance and learning attitudes.

Methods

A 2 × 2 quasi-experimental design was conducted with 160 sixth-grade students in an 8-week Scratch-based game project, Maze Escape. Students were assigned to four groups combining goal-setting (phase vs. overall) and self-explanation (focused vs. open-ended), and their programming performance and learning attitudes were assessed after the intervention.

Results and Conclusions

Students who received phase-goal instructions combined with focused self-explanation showed stronger comprehension of core programming concepts. Those assigned to overall-goal setting with focused explanation demonstrated the best performance in programming application and problem-solving. These strategies also enhanced learning motivation, particularly for students who received either phase goal-setting or focused self-explanation, underscoring the value of integrating SRL supports in elementary programming.

在动态的编程教育领域，培养学习者的自主性和毅力是至关重要的，这一目标是由自我调节学习（self-regulated learning， SRL）有效支撑的。SRL通过战略规划、监督和评估，使学生能够积极地管理自己的学习过程。在众多的SRL策略中，目标设定是一种关键的行动前计划和监测机制，引导学习者实现特定的成就，而自我解释是一种强大的元认知工具，用于实时监测和反思，帮助学习者表达和完善他们的理解。尽管这些策略在SRL中具有重要的理论意义，但在理解这些特定策略（特别是目标设定和自我解释的变化）如何在初级编程环境中得到最佳实施以及它们的综合效果研究方面仍然存在重大差距，特别是考虑到年轻学习者独特的认知和发展需求。目的探讨不同目标设定策略和自我解释策略对小学生编程成绩和学习态度的影响。方法采用2 × 2准实验设计，对160名六年级学生进行为期8周的“迷宫逃脱”游戏实验。学生被分为目标设定组（阶段组与整体组）和自我解释组（集中组与开放式组），干预后评估他们的编程表现和学习态度。结果与结论接受阶段目标指导结合集中自我解释的学生对核心编程概念的理解能力更强。那些被分配到总体目标设定和重点解释的学生在编程应用和问题解决方面表现最好。这些策略也增强了学习动机，特别是对于那些接受了阶段目标设定或集中自我解释的学生，强调了在初级编程中整合SRL支持的价值。

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引用次数: 0

Intelligent Tutoring Systems Need Teachers 智能辅导系统需要教师

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-17 DOI: 10.1002/jcal.70159

Lisa Bardach, Korbinian Moeller, Miguel Ruiz-Garcia, Younes Strittmatter, Jennifer Meyer, Sebastian Musslick, Markus Spitzer

Background

The development and distribution of digital learning software, such as intelligent tutoring systems (ITSs), has evolved into a billion-dollar industry, impacting a vast number of students worldwide. A large number of studies on ITSs have focused on their effects on learning outcomes. However, less is known about student engagement and dropout when ITSs are used in real classroom settings over extended periods, particularly with regard to how these patterns may be linked to different assignment scenarios within ITSs.

Objective

The present study aimed to explore whether student engagement and dropout varied based on whether mathematics problems within the ITS were assigned by teachers or self-assigned by students.

Methods

We evaluated rich data from an ITS for learning mathematics used in Germany and the Netherlands (~139,000,000 problems; n ~ 194,000 students) between 2016 and 2023. To examine whether students' engagement and dropout, both within and between students, varied based on the two assignment scenarios (teacher assigned vs. self-assigned problems), we employed regression and survival analyses.

Results and Conclusions

Our results revealed that, in both Germany and the Netherlands, students with teacher-assigned problems consistently (i) dropped out later, (ii) were active for significantly more weeks and (iii) worked through more mathematics problems each week than those who self-assigned problems. The results were robust across academic school years in the examined period. Overall, our study raises questions about the use of digital learning software as a stand-alone solution and suggests embedding such software in real-life learning scenarios involving teachers.

智能辅导系统（ITSs）等数字学习软件的开发和分发已经发展成为一个价值数十亿美元的产业，影响着全球大量的学生。大量的研究都集中在其对学习结果的影响。然而，当在长时间的真实课堂环境中使用信息技术系统时，对学生的参与度和退学情况知之甚少，特别是关于这些模式如何与信息技术系统中的不同作业场景联系起来。目的本研究旨在探讨ITS中的数学问题是由教师布置的还是由学生自行布置的，是否会影响学生的参与度和辍学率。我们评估了2016年至2023年间德国和荷兰使用的用于学习数学的ITS的丰富数据（约1.39亿题；n ~ 19.4万名学生）。为了检验学生内部和学生之间的参与和退学是否根据两种作业场景（教师布置的问题和自己布置的问题）而变化，我们采用了回归和生存分析。结果和结论我们的研究结果显示，在德国和荷兰，由老师布置问题的学生始终(1)退学较晚，(2)活跃的时间明显更长，(3)每周解决的数学问题比那些自己布置问题的学生多。在研究期间，整个学年的结果都很稳定。总的来说，我们的研究提出了关于使用数字学习软件作为独立解决方案的问题，并建议将此类软件嵌入到涉及教师的现实学习场景中。

{"title":"Intelligent Tutoring Systems Need Teachers","authors":"Lisa Bardach, Korbinian Moeller, Miguel Ruiz-Garcia, Younes Strittmatter, Jennifer Meyer, Sebastian Musslick, Markus Spitzer","doi":"10.1002/jcal.70159","DOIUrl":"https://doi.org/10.1002/jcal.70159","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The development and distribution of digital learning software, such as intelligent tutoring systems (ITSs), has evolved into a billion-dollar industry, impacting a vast number of students worldwide. A large number of studies on ITSs have focused on their effects on learning outcomes. However, less is known about student engagement and dropout when ITSs are used in real classroom settings over extended periods, particularly with regard to how these patterns may be linked to different assignment scenarios within ITSs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>The present study aimed to explore whether student engagement and dropout varied based on whether mathematics problems within the ITS were assigned by teachers or self-assigned by students.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>We evaluated rich data from an ITS for learning mathematics used in Germany and the Netherlands (~139,000,000 problems; <i>n</i> ~ 194,000 students) between 2016 and 2023. To examine whether students' engagement and dropout, both within and between students, varied based on the two assignment scenarios (teacher assigned vs. self-assigned problems), we employed regression and survival analyses.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusions</h3>\u0000 \u0000 <p>Our results revealed that, in both Germany and the Netherlands, students with teacher-assigned problems consistently (i) dropped out later, (ii) were active for significantly more weeks and (iii) worked through more mathematics problems each week than those who self-assigned problems. The results were robust across academic school years in the examined period. Overall, our study raises questions about the use of digital learning software as a stand-alone solution and suggests embedding such software in real-life learning scenarios involving teachers.</p>\u0000 </section>\u0000 </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"42 1","pages":""},"PeriodicalIF":4.6,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jcal.70159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145824702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital Adaptive Learning in Secondary Mathematics: A Qualitative Interview Study With Austrian Teachers on Perceptions, Needs, and Implementations 中学数学中的数字适应性学习：对奥地利教师的认知、需求和实施的定性访谈研究

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-17 DOI: 10.1002/jcal.70178

Selina Baldinger, Robert Weinhandl, Jonas Mayrhofer

Background

One of the advances in learning with technology is digital adaptive learning (AL) materials for mathematics. Although empirical studies have shown the benefits of AL for learners and teachers, little research has been done on teachers' perceptions and needs of digital AL and their plans for implementation in mathematics classrooms. This gap is critical because teachers serve as the primary decision-makers regarding the adoption of resources. Without their decision to integrate digital AL materials, the potential advantages of digital AL cannot be realised.

Objective

Hence, the underlying study aims to address this gap by uncovering teachers' perceptions and needs of digital AL materials and their plans for implementation in secondary mathematics classrooms.

Methods

To achieve this goal, we employ a qualitative research approach using semi-structured interviews with 11 Austrian mathematics teachers. The interview guide is based on an adapted version of the Technology Acceptance Model. The data is analysed using reflexive thematic analysis.

Results and Conclusions

Our findings reveal that mathematics teachers show a limited perception of digital AL. Teachers emphasise the need for materials to adapt task difficulty, provide error-focused feedback, and personalise task contexts. They see potential in using AL during individual practice phases to support differentiation. However, barriers such as limited material availability and varying levels of digital confidence among teachers hinder its adoption in mathematics classrooms. With these insights, we provide fruitful information for educational stakeholders, material developers, and researchers on how to foster the implementation of digital AL materials in mathematics classrooms.

数字化自适应学习（AL）材料是利用技术进行学习的一个进步。尽管实证研究表明人工智能对学习者和教师都有好处，但很少有人研究教师对数字人工智能的看法和需求，以及他们在数学课堂上实施人工智能的计划。这一差距至关重要，因为教师是资源采用的主要决策者。如果没有他们整合数字人工智能材料的决定，数字人工智能的潜在优势就无法实现。因此，本研究旨在通过揭示教师对数字人工智能材料的看法和需求，以及他们在中学数学课堂上实施的计划，来解决这一差距。为了实现这一目标，我们采用了一种定性研究方法，对11名奥地利数学教师进行了半结构化访谈。面试指南是基于技术接受模型的改编版本。数据分析使用反身性主题分析。结果和结论我们的研究结果表明，数学教师对数字人工智能的认知有限。教师强调需要材料来适应任务难度，提供以错误为中心的反馈，并个性化任务背景。他们看到了在个别实践阶段使用人工智能来支持差异化的潜力。然而，诸如有限的材料可用性和教师之间不同程度的数字信心等障碍阻碍了它在数学课堂上的采用。有了这些见解，我们为教育利益相关者、材料开发者和研究人员提供了关于如何在数学课堂中促进数字人工智能材料实施的富有成效的信息。

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引用次数: 0

Design and Validation of the AI-Integrated Metacognitive Self-Regulation of Future Thinking Scale (MSRFTS) for Female University Students 女大学生未来思维元认知自我调节量表的设计与验证

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-12-15 DOI: 10.1002/jcal.70175

Hissah Fahad AlMuhaysh

Objectives

The purpose of this article is to design and validate the AI-Integrated Metacognitive Self-Regulation of Future Thinking Scale (MSRFTS), an instrument developed to assess students' ability to plan, monitor, and adapt their future thinking strategies in AI-enhanced learning environments. The scale is specifically contextualised for female university students in Saudi Arabia and is intended to provide evidence regarding its structural validity, psychometric functioning, and predictive importance.

Methods

This exploratory mixed-methods study was conducted in 2025 in Saudi Arabia. The initial items were developed through a systematic literature review and semi-structured interviews. Quantitative data were collected from 888 female students across multiple disciplines using stratified random sampling. Psychometric analyses included Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Exploratory Graph Analysis (EGA), and Random Forest Modelling (RFM). Reliability was evaluated using Cronbach's alpha (α) and McDonald's omega (ω), while test–retest reliability was assessed using the Intraclass Correlation Coefficient (ICC) over a 2-week interval. Measurement invariance was examined across academic semester levels.

Results and Conclusions

EFA identified five key factors—Future Goal Clarification, Strategic Future Planning, Adaptive Future Reappraisal, Reflective Anticipation, and Temporal Monitoring of Progress—that together explained 67.10% of the total variance. CFA results demonstrated acceptable fit indices (CFI > 0.91, RMSEA = 0.073). Reliability indicators showed strong internal consistency (α and ω > 0.80), and ICC values (0.89–0.95) indicated high test–retest stability. EGA confirmed the robustness of the five-factor structure, and Random Forest Modelling revealed that Future Goal Clarification had the highest predictive importance for overall MSRFT levels. Measurement invariance testing confirmed the scale's structural stability across academic subgroups. Collectively, these findings indicate that the MSRFTS is a valid and reliable tool for assessing metacognitive self-regulation of future thinking in AI-mediated learning contexts among female university students and for informing research and interventions in AI-enhanced self-regulated learning in higher education.

本文的目的是设计和验证人工智能集成的未来思维元认知自我调节量表（MSRFTS），这是一种评估学生在人工智能增强的学习环境中规划、监控和适应未来思维策略的能力的工具。该量表专门针对沙特阿拉伯的女大学生，旨在提供有关其结构效度、心理功能和预测重要性的证据。方法于2025年在沙特阿拉伯进行探索性混合方法研究。最初的项目是通过系统的文献回顾和半结构化访谈制定的。采用分层随机抽样的方法对888名不同学科的女大学生进行了定量调查。心理测量分析包括探索性因子分析（EFA）、验证性因子分析（CFA）、探索性图分析（EGA）和随机森林模型（RFM）。信度采用Cronbach's alpha （α）和McDonald's omega （ω）进行评估，而重测信度采用类内相关系数（ICC）在2周间隔内进行评估。测量不变性在学术学期水平进行了检验。结果和结论EFA确定了五个关键因素——未来目标澄清、战略性未来规划、适应性未来重新评估、反思性预测和进度的时间监测——它们共同解释了总方差的67.10%。CFA结果显示可接受的拟合指数（CFI > 0.91, RMSEA = 0.073）。信度指标具有较强的内部一致性（α和ω >； 0.80）， ICC值（0.89-0.95）具有较高的重测稳定性。EGA证实了五因素结构的稳健性，随机森林模型显示未来目标澄清对总体MSRFT水平具有最高的预测重要性。测量不变性检验证实了量表在学术分组中的结构稳定性。总的来说，这些发现表明MSRFTS是一个有效和可靠的工具，用于评估女大学生在人工智能介导的学习环境中未来思维的元认知自我调节，并为高等教育中人工智能增强的自我调节学习的研究和干预提供信息。

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引用次数: 0