Journal of Computer Assisted Learning最新文献_第6页

Innovation Resistance in EdTech: Functional, Psychological, and Technological Barriers to VR Adoption 教育技术中的创新阻力：VR采用的功能、心理和技术障碍

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-09 DOI: 10.1111/jcal.70149

Yanan Dai, Abdullah Al Mamun, Mohammad Enamul Hoque, Mengling Wu, Yanan Cai

Background

Virtual reality (VR) provides a unique immersive teaching experience and brings significant changes to existing education models. However, barriers may influence the resistance to and non-adoption of VR.

Objectives

Grounded in innovation resistance theory (IRT), this study thus examined the resistance attitudes and non-adoption intention (NAI) of university students toward VR technology from three aspects: functional, psychological, and technological barriers. This approach helps reveal the potential problems of VR technology in the promotion of university education. In addition, this study investigated the mediating effect of resistance on the relationship between these barriers and NAI and the moderating effect of VR attractiveness on the association between resistance and NAI.

Methods

This study collected data from students currently receiving higher education in China through questionnaires and analyzed the data using structural equation modeling.

Results

Results showed that value barrier, cognitive rigidity, and perceived complexity affected the resistance attitudes and NAI of current students toward using VR technology for learning. Furthermore, the attractiveness of VR technology had a negative moderating effect on the relationship between the students' resistance attitudes and NAI while resistance exerted a mediating effect.

Conclusions

The findings of this study could provide insights for university administrators to reduce students' resistance to VR technology adoption, particularly by addressing three key factors: minimizing value barriers, fostering cognitive flexibility, and simplifying perceived complexity. These efforts are expected to reduce students' resistance toward VR technology and ultimately encourage its adoption.

虚拟现实（VR）提供了一种独特的沉浸式教学体验，给现有的教育模式带来了重大变化。然而，障碍可能会影响对虚拟现实的抵制和不采用。本研究以创新阻力理论（IRT）为基础，从功能障碍、心理障碍和技术障碍三个方面考察大学生对虚拟现实技术的抵制态度和不采用意愿（NAI）。这种方法有助于揭示VR技术在促进大学教育方面的潜在问题。此外，本研究还探讨了抗性对这些障碍与NAI之间关系的中介作用以及VR吸引力对抗性与NAI之间关系的调节作用。方法采用问卷调查的方式收集中国高校在校生的数据，采用结构方程模型对数据进行分析。结果结果表明，价值障碍、认知刚性和感知复杂性影响当前大学生对VR技术学习的抵制态度和自主学习能力。此外，虚拟现实技术的吸引力对学生的抗拒态度与NAI之间的关系具有负向调节作用，而抗拒则具有中介作用。本研究的结果可以为大学管理者提供见解，以减少学生对VR技术采用的抵制，特别是通过解决三个关键因素：最大限度地减少价值障碍，培养认知灵活性，简化感知复杂性。这些努力有望减少学生对虚拟现实技术的抵制，并最终鼓励其采用。

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引用次数: 0

Developing and Integrating Metaverse Into EFL Listening Skills to Increase Learners' Self-Determination Based on Social Constructivist Theory 基于社会建构主义理论，将元认知融入英语听力技能中，提高学习者的自主性

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-05 DOI: 10.1111/jcal.70151

Ferdi Çelik, Ceylan Yangın Ersanlı

Background

This mixed-method, controlled quasi-experimental study aimed to examine the effects of metaverse-based English as a foreign language (EFL) instruction on high school students' listening skills and self-determination levels. The lessons, which were designed based on social constructivist theory, were implemented for a total of 8 weeks and 16 lessons, 2 h per week. The main problem investigated is how the metaverse can be utilised to overcome the lack of motivation and engagement in EFL learning, especially in the development of listening skills.

Objectives

The objective was to determine whether metaverse listening lessons based on social constructivist theory could significantly enhance students' listening scores and self-determination levels compared to regular classroom settings.

Methods

A total of 106 Turkish high school students (experimental = 53 and control = 53) were observed for 8 weeks. Lessons were conducted in researcher-designed metaverse environments for the experimental group and in regular classrooms for the control group. Data were collected through a standardised listening test adapted to measure listening achievement, the self-determination scale adapted into Turkish and validated, weekly reflective forms and a checklist developed by the researchers. Quantitative data were analysed using frequentist methods in SPSS 27, while qualitative data were analysed using thematic analysis and content analysis in MAXQDA 24.

Results

The findings revealed that metaverse listening lessons based on social constructivist theory led to significant increases in students' listening scores and self-determination levels. Students reported higher motivation and confidence as metaverse lessons provided authentic contexts, increased engagement through socially interactive tasks and made the learning process enjoyable. However, it was observed that the metaverse environment posed some limitations in terms of technical infrastructure (internet speed and device quality) and cognitive load, for which suggestions were offered to overcome these problems.

Conclusions

The study presents practical recommendations for policymakers, teachers and researchers, and supports the integration of metaverse-based instruction to enhance listening skills and self-determination among high school students.

本研究旨在探讨基于元记忆的英语作为外语教学对高中生听力技能和自我决定水平的影响。这些课程是根据社会建构主义理论设计的，共8周，16节课，每周2小时。研究的主要问题是如何利用元环境来克服英语学习中缺乏动机和投入的问题，特别是在听力技能的发展方面。目的探讨基于社会建构主义理论的元情境听力课程是否能显著提高学生的听力分数和自我决定水平。方法对106名土耳其高中生（实验组53人，对照组53人）进行为期8周的观察。实验组在研究人员设计的虚拟环境中上课，对照组在常规教室上课。数据是通过标准化听力测试收集的，该测试适用于衡量听力成就，自决量表适用于土耳其并经过验证，每周反思形式和研究人员开发的清单。定量数据采用SPSS 27中的频率分析方法进行分析，定性数据采用MAXQDA 24中的主题分析和内容分析进行分析。结果基于社会建构主义理论的元记忆听力课显著提高了学生的听力成绩和自我决定水平。学生们报告说，由于虚拟现实课程提供了真实的背景，通过社会互动任务增加了参与度，并使学习过程变得愉快，因此学生们的动机和信心更高。然而，观察到元环境在技术基础设施（互联网速度和设备质量）和认知负荷方面存在一些限制，并提出了克服这些问题的建议。结论本研究为政策制定者、教师和研究人员提供了切实可行的建议，并支持整合基于元记忆的教学来提高高中生的听力技能和自我决定能力。

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引用次数: 0

Enhancing English Reading Comprehension, Learning Motivation and Attitude Through AI-Supported Pre-Reading Scaffolding 通过人工智能支持的预读脚手架提高英语阅读理解、学习动机和态度

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-03 DOI: 10.1111/jcal.70150

Chih-Chung Lin, Tzu-Hsuan Lin, Chi-Kay Tang

Background

The integration of generative artificial intelligence (Gen-AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen-AI has shown promise in supporting language production skills, its application in reading, particularly in pre-reading scaffolding, remains underexplored.

Objectives

This study aimed to examine the effects of AI-supported pre-reading scaffolding, using ChatGPT, on university EFL students' English reading comprehension, learning motivation, and attitudes towards English learning, compared to traditional teacher-led scaffolding.

Methods

A quasi-experimental pretest-posttest design was employed with 66 first-year university EFL students. Participants were assigned to either a teacher-led control group (n = 34) or an AI-supported experimental group (n = 32). Both groups received structured question-posing scaffolding prior to reading tasks, but delivery methods differed. The control group interacted with instructors, while the experimental group used a custom-designed online platform integrating ChatGPT. ANCOVA was used to analyse the post-intervention outcomes across three domains: reading comprehension, motivation, and attitudes.

Results

ANCOVA results indicated that students in the AI-supported group outperformed the teacher-led group in English reading comprehension, F(1, 63) = 5.06, p = 0.02, partial η² = 0.07. Similarly, learning motivation was higher in the AI group, F(1, 63) = 5.90, p = 0.01, partial η² = 0.08. For learning attitude, the AI-supported group also demonstrated an advantage, F(1, 63) = 14.77, p < 0.001, partial η² = 0.19. These results suggest a moderate-to-large effect of AI-supported pre-reading scaffolding on both cognitive and affective outcomes.

Conclusions

Integrating Gen-AI into pre-reading scaffolding enhances both cognitive and affective outcomes in EFL reading contexts. These findings support the potential of AI-based instructional tools to provide scalable, interactive, and learner-centered support for reading development in higher education.

生成式人工智能（Gen-AI）与第二语言（L2）教育的整合为个性化和适应性教学开辟了新的可能性。虽然Gen-AI在支持语言生成技能方面显示出了希望，但它在阅读方面的应用，特别是在阅读前搭建方面的应用，仍未得到充分探索。本研究旨在考察人工智能支持的阅读前脚手架（使用ChatGPT）与传统教师主导的脚手架相比，对大学英语学生的英语阅读理解、学习动机和英语学习态度的影响。方法采用准实验的前测后测设计对66名大学一年级英语学生进行调查。参与者被分配到教师领导的对照组（n = 34）或人工智能支持的实验组（n = 32）。两组人在阅读任务之前都接受了结构化的提问脚手架，但传递方法不同。对照组与教师互动，实验组使用定制的集成ChatGPT的在线平台。ANCOVA用于分析三个领域的干预后结果：阅读理解、动机和态度。结果ANCOVA结果显示，人工智能支持组学生的英语阅读理解成绩优于教师主导组，F(1,63) = 5.06, p = 0.02，偏η2 = 0.07。同样，AI组的学习动机更高，F(1,63) = 5.90, p = 0.01，偏η2 = 0.08。在学习态度方面，人工智能支持组也表现出优势，F(1,63) = 14.77, p < 0.001，偏η2 = 0.19。这些结果表明，人工智能支持的预阅读支架对认知和情感结果都有中等到较大的影响。结论将Gen-AI整合到阅读前支架中可以提高英语阅读情境中的认知和情感结果。这些发现支持了基于人工智能的教学工具的潜力，为高等教育中的阅读发展提供可扩展的、交互式的和以学习者为中心的支持。

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引用次数: 0

Self-Efficacy, Emotions and Mathematics Achievement: Longitudinal Effects of Flipped Learning 自我效能感、情绪与数学成绩：翻转学习的纵向效应

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-03 DOI: 10.1111/jcal.70148

Petri Nokelainen, Terhi Kaarakka, Jani Hirvonen, Ilmari Puhakka, Riikka Kangaslampi, Simo Ali-Löytty, Vikke Vuorenpää, Elina Viro

<div> <section> <h3> Background</h3> <p>First-year engineering mathematics courses present a critical academic challenge, often leading to a significant decline in student self-efficacy, a key predictor of retention and success. While flipped learning is a proposed solution, a lack of longitudinal research using robust comparison groups has limited our understanding of its true impact over time. This study addresses this gap by examining the interplay of a flipped learning model, self-efficacy, emotions, and achievement across a full academic year.</p> </section> <section> <h3> Objectives</h3> <p>To longitudinally investigate how a student-centred flipped learning model influences the development of first-year engineering students' self-efficacy compared to a student-centred lecture-based model, and to examine the roles of emotional valence and mathematics achievement in this process.</p> </section> <section> <h3> Methods</h3> <p>This quasi-experimental study involved 393 first-year engineering students at a Finnish university. Students were organised into a flipped learning intervention group and a lecture-based control group for four compulsory mathematics courses over the 2019–2020 academic year. Data on self-efficacy and emotional valence were collected at five time points and analysed, along with mathematics achievement scores, using multilevel modelling.</p> </section> <section> <h3> Results</h3> <p>While an overall decline in self-efficacy was observed, the developmental pattern differed by group: the control group showed a steady linear decline, while the intervention group exhibited a non-linear trend of decline and pre-pandemic recovery. However, the flipped learning intervention significantly mitigated this overall decline, with the intervention group maintaining a consistently higher trajectory of self-efficacy. While this treatment effect was statistically significant, its practical effect size was small, a finding that aligns with prior meta-analyses in engineering disciplines. Positive emotions and higher achievement were positively related to self-efficacy for all students, but no significant interaction effects with the instructional model were found.</p> </section> <section> <h3> Conclusions</h3> <p>Flipped learning can serve as a protective buffer against the erosion of student confidence in challenging first-year engineering mathematics courses. The findings suggest that the primary benefit of the model stems not simply from inv

大一的工程数学课程是一项重要的学术挑战，经常导致学生自我效能感的显著下降，而自我效能感是学生留任和成功的关键预测指标。虽然翻转学习是一种建议的解决方案，但缺乏使用强大的比较组的纵向研究，限制了我们对其真正影响的理解。本研究通过考察翻转学习模式、自我效能感、情绪和整个学年的成就之间的相互作用，解决了这一差距。目的纵向考察以学生为中心的翻转学习模式与以学生为中心的授课模式相比对工科大一学生自我效能感发展的影响，并考察情绪效价和数学成绩在这一过程中的作用。方法对芬兰一所大学的393名工科一年级学生进行准实验研究。在2019-2020学年，学生们被分为翻转学习干预组和讲座型对照组，学习四门必修的数学课程。在五个时间点收集了自我效能感和情绪效价的数据，并使用多层模型分析了数学成就分数。结果自我效能感总体下降，但不同组的发展模式不同：对照组呈稳定的线性下降，干预组呈非线性下降趋势，并在大流行前恢复。然而，翻转学习干预显著缓解了这种整体下降，干预组保持了一贯较高的自我效能。虽然这种治疗效果在统计学上是显著的，但它的实际效应大小很小，这一发现与先前在工程学科中的荟萃分析一致。所有学生的积极情绪与高成就对自我效能感均有显著正相关，但与教学模式无显著交互作用。结论翻转学习可以作为一种保护性缓冲，防止学生在具有挑战性的一年级工程数学课程中信心的侵蚀。研究结果表明，该模式的主要好处不仅仅来自反向教学，还来自结构化的、协作的社会互动，这种互动可以促进掌握经验和同伴支持。教育工作者应该优先考虑这些组成部分，在学生向高等教育过渡的关键时期为他们提供支持。

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引用次数: 0

Fostering Computational Thinking: Individual Factors and Mutual Engagement in Middle-School Pair Programming 培养计算思维：中学结对编程中的个人因素与相互参与

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-11-02 DOI: 10.1111/jcal.70147

Fan Xu, Ana-Paula Correia

Background

Computational thinking (CT) is an essential skill for preparing the younger generation to succeed in an AI-driven world, with pair programming emerging as a widely used approach to foster these skills. However, the role of individual factors and mutual engagement in shaping CT skills within pair programming remains underexplored, particularly in middle school contexts.

Objectives

This study investigates how individuals' attitudes towards programming and collaboration, as well as individuals' prior computer and programming experience, influence CT skills in pair programming. Given the collaborative nature of pair programming, this research extends beyond individual outcomes to explore the mutual influence between partners, examining how these factors shape both individual and partner CT skills. Additionally, it evaluates mutual engagement as a moderator of these relationships.

Methods

Eighty-four eighth-grade students participated in pair programming sessions using P5.js, a creative coding platform. Through the Actor-Partner Interdependence Model and dyadic data analysis, we evaluated the actor and partner effects of each individual factor and their interactions with mutual engagement.

Results and Conclusions

Students' CT scores were positively associated with their attitudes towards programming and collaboration, but not with prior computer or programming experience. Their attitudes towards collaboration and programming frequency also positively influenced partners' CT performance. Mutual engagement moderates the actor effect of prior experience and the partner effect of social value (a subcomponent of attitudes towards programming) on CT performance. These findings enhance understanding of the social and cognitive dynamics in pair programming and provide actionable insights for designing activities that foster CT among young learners.

计算思维（CT）是培养年轻一代在人工智能驱动的世界中取得成功的基本技能，结对编程正成为培养这些技能的一种广泛使用的方法。然而，在结对编程中，个体因素和相互参与在塑造CT技能方面的作用仍未得到充分探索，特别是在中学环境中。目的本研究探讨个人对编程和协作的态度，以及个人先前的计算机和编程经验如何影响结对编程中的CT技能。鉴于结对编程的协作性质，本研究超越了个人结果，探索了合作伙伴之间的相互影响，考察了这些因素如何塑造个人和合作伙伴的CT技能。此外，它评估了相互参与作为这些关系的调节者。方法84名八年级学生使用创意编程平台P5.js进行结对编程。通过行动者-伙伴相互依赖模型和二元数据分析，我们评估了每个个体因素的行动者和伙伴效应以及它们与相互参与的相互作用。结果与结论学生的CT分数与他们对编程和协作的态度呈正相关，但与先前的计算机或编程经验无关。他们对合作的态度和编程频率对合作伙伴的CT表现也有积极的影响。相互参与调节了先前经验的行动者效应和社会价值（对节目态度的一个子成分）对CT表现的伙伴效应。这些发现增强了对结对编程中的社会和认知动态的理解，并为设计培养年轻学习者CT的活动提供了可行的见解。

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引用次数: 0

Research of Ethical Adoption of College Students' Learning Applications of Generative Artificial Intelligence 大学生生成式人工智能学习应用的伦理采纳研究

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-30 DOI: 10.1111/jcal.70146

Xu Fang, Yutong Cai

Background

The application of generative artificial intelligence (GenAI) in education has been deepening. However, at the same time, behaviours that jeopardise academic health, such as learners' over-reliance on generative AI and massive plagiarism of generated content of generative AI in essay writing, have begun to emerge, and the issue of generative AI ethics should not be underestimated. It is necessary to develop an in-depth understanding of the issue of ethical adoption of generative AI for learners.

Objectives

This article examines the determinants of ethical adoption of generative artificial intelligence (GenAI) learning applications among college students. It explores the mechanisms through which these factors operate and investigates the moderating effects of key variables. Based on these findings, the study proposes targeted recommendations to foster responsible GenAI integration in education, offering valuable insights for the wider adoption of GenAI technologies in educational contexts.

Methods

This study constructs an ethical adoption model for college students' use of GenAI learning applications, integrating the technology acceptance model and the unified theory of acceptance and use of technology. Following the theoretical model development, empirical research was conducted—encompassing questionnaire surveys, quantitative data analysis and results interpretation—to validate the proposed framework.

Results

The results demonstrate that college students' intention to adopt ethical practices regarding generative AI, facilitating conditions and the management system exhibit a positive correlation with actual compliance with ethical norms. Among these factors, ethical intention exerts the strongest effect. Furthermore, students' performance expectation concerning the ethical adoption of generative AI is positively correlated with their ethical adoption intention. Gender, grade level, voluntariness of use and prior experience significantly moderate these influence pathways.

Conclusions

This study identifies key factors influencing college students' adoption of generative artificial intelligence (GenAI) in learning applications. The findings offer theoretical and practical insights to inform the responsible integration of GenAI technologies in educational settings.

生成性人工智能（GenAI）在教育领域的应用日益深入。然而，与此同时，危及学术健康的行为，如学习者对生成人工智能的过度依赖，以及在论文写作中大量抄袭生成人工智能的生成内容，已经开始出现，生成人工智能的伦理问题不容低估。有必要对学习者采用生成式人工智能的伦理问题有深入的了解。本文探讨了大学生在伦理上采用生成式人工智能（GenAI）学习应用的决定因素。它探讨了这些因素运作的机制，并调查了关键变量的调节作用。基于这些发现，该研究提出了有针对性的建议，以促进负责任地将GenAI整合到教育中，为在教育环境中更广泛地采用GenAI技术提供了有价值的见解。方法将技术接受模型与技术接受与使用统一理论相结合，构建大学生使用GenAI学习应用的伦理接受模型。在理论模型建立之后，我们进行了实证研究，包括问卷调查、定量数据分析和结果解释，以验证所提出的框架。结果结果表明，大学生对生成式人工智能伦理实践的意愿、促进条件和管理制度与实际遵守伦理规范呈正相关。在这些因素中，伦理意图的作用是最强的。此外，学生对生成式人工智能伦理采用的表现期望与其伦理采用意愿正相关。性别、年级水平、自愿使用和既往经验显著调节了这些影响途径。结论本研究确定了影响大学生在学习应用中采用生成式人工智能（GenAI）的关键因素。这些发现为在教育环境中负责任地整合GenAI技术提供了理论和实践见解。

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引用次数: 0

The Role of Social Media Feedback Mechanisms in Enhancing Motivation and Learning Outcomes: A Self-Determination Theory Perspective on Adolescents Learning English 社交媒体反馈机制对青少年英语学习动机和学习成果的促进作用：自我决定理论视角

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-27 DOI: 10.1111/jcal.70132

Xiaoli Hu

Introduction

Social media has become an effective instrument to enhance adolescents' knowledge-gaining experiences, even in language acquisition. The mechanisms of interactive feedback in such sites can affect motivation and engagement, especially if looked at through the lens of Self-Determination Theory, which highlights the role of competence, relatedness, and autonomy in promoting motivation.

Aim

This research aims to analyse social media's interactive feedback mechanisms' effect on learners' motivation to learn English, specifically focusing on how these mechanisms affect perceived competence, autonomy, and relatedness in consequent learning outcomes.

Methods

The data were collected from 324 adolescents using a stratified random sampling. Quantitative data were analysed using Statistical Package for the Social Sciences (SPSS) for correlation and mediation, while qualitative data were analysed using NVivo for thematic exploration.

Results

The findings indicate that the study variables mediate the effect of feedback on intrinsic motivation; consequently, they improve outcomes in learning. Furthermore, there is evidence that extrinsic motivation was influenced positively by the feedback mechanism, which mediated the relationship between this mechanism and learning outcomes in the English language.

Novelty

The novelty of this study is in exploring the impact of interactive feedback mechanisms on social media in enhancing adolescents' competence, autonomy, relatedness, and motivation in learning English, filling a gap in digital learning research.

Conclusions

The results reveal the highly significant impact of providing interactive feedback on motivating adolescents and enhancing the latter's outcomes in learning English.

社交媒体已经成为增强青少年知识获取经验的有效工具，甚至在语言习得方面也是如此。这些网站中的互动反馈机制可以影响动机和参与度，特别是如果从自我决定理论的角度来看，该理论强调了能力、相关性和自主性在促进动机方面的作用。本研究旨在分析社交媒体的互动反馈机制对学习者学习英语动机的影响，特别关注这些机制如何影响学习者的感知能力、自主性和学习结果的相关性。方法采用分层随机抽样法对324名青少年进行调查。定量数据使用社会科学统计软件包（SPSS）进行相关性和中介分析，而定性数据使用NVivo进行专题探索分析。结果研究结果表明，研究变量在反馈对内在动机的影响中起中介作用；因此，他们提高了学习成绩。此外，有证据表明，外在动机受到反馈机制的积极影响，并在反馈机制与英语学习成果之间起到中介作用。本研究的新颖之处在于探索社交媒体互动反馈机制对提高青少年英语学习能力、自主性、关联性和动机的影响，填补了数字化学习研究的空白。结论互动反馈对青少年英语学习的激励和效果的提高具有显著的促进作用。

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引用次数: 0

From the Performer to the Evaluator: Exploring the Effects of the Evaluation-Explanation-Comparison-Based SVVR on Students' Vocal Music Appreciation and Singing Skills 从表演者到评价者：探讨评价-解释-比较的SVVR对学生声乐欣赏和演唱技能的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-22 DOI: 10.1111/jcal.70145

Hai-Jie Wang, Kai Chen, Youmei Wang, Chen-Chen Liu

Background

Vocal music is a multifaceted subject, as students not only need to master skills but also to appreciate and critically interpret the singing process. Conventional vocal music learning methods emphasise practice and feedback, but deeper learning often stems from reflective assessment, especially when students adopt the perspective of an evaluator, as this role enhances their understanding of evaluative criteria and sharpens their performance focus. However, students rarely have access to authentic evaluation experiences in real-world settings since they are typically positioned as performers rather than evaluators.

Objective

To address this challenge, this study introduces the spherical video-based virtual reality (SVVR) technology that enables students to play the role of vocal evaluators in a highly realistic and immersive context. Nevertheless, without appropriate support, the immersive nature of virtual environments may lead learners to become disoriented and overlook knowledge acquisition. Thus, a structural scaffolding of Evaluation-Explanation-Comparison was proposed for SVVR to support effective reflection and assessment.

Method

A quasi-experimental study was conducted to investigate the effectiveness of the approach with a total of 28 students recruited as the experimental group, while 27 students were in the control group.

Results and Conclusions

The results showed that the method significantly improved students' vocal music appreciation scores and singing skills, as well as their learning motivation, self-efficacy and critical thinking. Furthermore, this study explored learners' feelings and experiences under different methods through interview analyses. This innovative approach offers a creative pathway for vocal music education, highlighting the potential of leveraging technology and new instructional frameworks to promote students' assessment and enhance learning outcomes.

声乐是一门多方面的学科，因为学生不仅需要掌握技巧，还需要欣赏和批判性地解释歌唱过程。传统的声乐学习方法强调练习和反馈，但更深层次的学习往往源于反思性评估，特别是当学生采用评估者的观点时，因为这个角色增强了他们对评估标准的理解，并使他们的表演重点更加突出。然而，学生很少有机会在现实环境中获得真实的评估经验，因为他们通常被定位为表演者而不是评估者。为了应对这一挑战，本研究引入了基于视频的球形虚拟现实（SVVR）技术，使学生能够在高度逼真和身临其境的环境中扮演声音评估者的角色。然而，如果没有适当的支持，虚拟环境的沉浸性可能会导致学习者迷失方向，忽视知识的获取。为此，本文提出了SVVR的评价-解释-比较结构框架，以支持有效的反思和评估。方法采用准实验研究的方法，以28名学生为实验组，27名学生为对照组，考察该方法的有效性。结果与结论结果表明，该方法显著提高了学生的声乐欣赏分数和演唱技巧，并显著提高了学生的学习动机、自我效能感和批判性思维。此外，本研究还通过访谈分析，探讨了学习者在不同方法下的感受和体验。这种创新的方法为声乐教育提供了一条创造性的途径，突出了利用技术和新的教学框架促进学生评估和提高学习成果的潜力。

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引用次数: 0

Exploring Artificial Intelligence Integration and Student-AI Interaction in K-12 Education: A Scoping Review 探索K-12教育中的人工智能集成和学生-人工智能互动：范围综述

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-20 DOI: 10.1111/jcal.70144

Yerin Seung, James D. Basham, Taehyun Kim, Jennifer Lohoefener

Background

Artificial intelligence (AI) can support more personalised learning in K-12 education, reshaping the educational experience for all students. However, little is known about how AI is being designed and implemented to support accessible and equitable learning experiences for all students, including those with disabilities and academic challenges.

Objectives

This scoping review investigated how AI has been integrated in K-12 educational settings and what types of AI, devices and modalities are used to support student-AI interaction of diverse learners.

Methods

We identified 70 empirical studies that included student-AI interaction in K-12 education between 2014 and 2023. The review focused on the scope of literature, types of AI and devices used, and the modalities used for student-AI interaction in K-12 education.

Results and Conclusions

The number of empirical studies on AI integration has surged worldwide in an interdisciplinary fashion across school levels and subjects. However, only a limited number of studies reported the diversity of students. Chatbots and tutoring systems were the most often used AI tools, computers and tablets being the most often used devices. Research across diverse academic backgrounds commonly adopted a single modality to interact with AI. At the same time, multimodalities were more prevalent for the AI's output, both of which were text-dominated. We discussed the necessity for interdisciplinary collaboration and adopting multimodal AI to enhance accessibility for students with diverse backgrounds.

人工智能（AI）可以在K-12教育中支持更加个性化的学习，重塑所有学生的教育体验。然而，人们对人工智能是如何设计和实施的，以支持所有学生（包括那些有残疾和学业困难的学生）获得无障碍和公平的学习体验，知之甚少。本范围综述调查了人工智能如何被整合到K-12教育环境中，以及使用何种类型的人工智能、设备和模式来支持不同学习者的学生与人工智能互动。方法选取了70项实证研究，其中包括2014年至2023年K-12教育中学生与人工智能的互动。这篇综述的重点是文献的范围、人工智能的类型和使用的设备，以及在K-12教育中用于学生与人工智能互动的模式。人工智能整合的实证研究在世界范围内以跨学科、跨学科的方式激增。然而，只有有限数量的研究报告了学生的多样性。聊天机器人和辅导系统是最常用的人工智能工具，电脑和平板电脑是最常用的设备。不同学术背景的研究通常采用单一模式与人工智能互动。与此同时，人工智能输出的多模态更为普遍，两者都以文本为主。我们讨论了跨学科合作和采用多模式人工智能的必要性，以提高不同背景学生的可访问性。

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引用次数: 0

Exploring the Influence of Various Digital Game-Based Learning Platforms on Critical Thinking 探讨各种数字游戏学习平台对批判性思维的影响

IF 4.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning

Pub Date : 2025-10-16 DOI: 10.1111/jcal.70141

Tsung-Yen Chuang, Szu-Kai Tsai, Yu-Hsuan Lu

Background

Current education increasingly emphasises the development and significance of Critical Thinking (CT), aiming to enhance individuals' adaptability in a rapidly evolving society. However, few effective teaching methods have been identified for integrating CT into existing on-site courses. While previous studies have focused on the advantages of Digital Game-Based Learning (DGBL) in CT education, there remains a lack of in-depth evaluation and comparative analysis of the different platforms employed—such as Virtual Reality (VR) and Personal Computer (PC) environments.

Objectives

This study aims to examine the differences in CT efficacy across various DGBL platforms, as well as to analyse the effects of incorporating seven CT teaching steps into digital games on the development of CT skills among elementary students.

Methods

The study employs a custom-made digital game with two versions (VR and PC) integrated with the seven CT teaching steps. It is designed as a quasi-experiment involving 40 participants, equally divided into a VR group (N = 20) and a PC group (N = 20). Students' CT abilities are evaluated before and after the teaching activities. Additionally, interviews are conducted to further explore students' experiences and perceptions of the two teaching platforms, with a particular focus on how these platforms facilitate the development of their CT skills.

Results and Conclusions

The results indicate that participants in the VR group engaged in DGBL demonstrate significant enhancements in CT abilities, particularly within the category of ‘Interpretation’. This observation suggests that the operational framework of the VR platform fosters a comprehensive observational capacity among students. Moreover, the evidence substantiates that different digital game platforms exert varying influences on the development of CT, thereby illustrating the potential of VR as a particularly effective tool for promoting CT in educational contexts.

当前的教育越来越强调批判性思维的发展和重要性，旨在提高个人在快速发展的社会中的适应能力。然而，很少有有效的教学方法可以将CT整合到现有的现场课程中。虽然以前的研究主要集中在数字游戏学习（DGBL）在CT教育中的优势，但仍然缺乏对不同平台（如虚拟现实（VR）和个人电脑（PC）环境）的深入评估和比较分析。本研究旨在探讨不同DGBL平台的CT效果差异，并分析将CT七个教学步骤融入数字游戏对小学生CT技能发展的影响。方法采用定制的VR和PC两种版本的数字游戏，结合CT的七个教学步骤进行研究。它被设计成一个有40名参与者的准实验，平均分为VR组（N = 20）和PC组（N = 20）。在教学活动前后对学生的CT能力进行评估。此外，还进行了访谈，以进一步探讨学生对这两个教学平台的体验和看法，特别关注这些平台如何促进他们的CT技能发展。结果和结论结果表明，参与DGBL的VR组参与者在CT能力方面表现出显著的增强，特别是在“解释”类别中。这一观察表明，VR平台的操作框架培养了学生的综合观察能力。此外，有证据表明，不同的数字游戏平台对CT的发展产生了不同的影响，从而说明VR作为在教育环境中推广CT的特别有效工具的潜力。

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引用次数: 0