Most recent papers:

• Students and Instructors' Perceptions of Integrating Generative AI in Assessment Within the Context of the UAE.
  Fatima Salem Al Mohsen, Areej ElSayary.
  Journal of Computer Assisted Learning. 5 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nGenerative artificial intelligence (GenAI) is transforming assessment practices in higher education, offering opportunities for efficiency and personalization while raising concerns related to academic integrity, fairness, and responsible use. Understanding how different users perceive and engage with GenAI is essential, particularly within rapidly advancing digital contexts such as the United Arab Emirates (UAE).\n\n\nObjectives\nThis study investigates students' and instructors' perceptions of GenAI integration in assessment and examines the relationships among perceived usefulness, perceived ease of use, perceived risk, attitudes, and responsible use, including the moderating role of user type.\n\n\nMethods\nAn explanatory sequential mixed‐methods design was employed. Quantitative data were collected from 193 participants (163 students and 30 instructors) using a validated survey instrument. Correlation, regression, mediation, and moderation analyses were conducted, complemented by qualitative thematic analysis of open‐ended responses.\n\n\nResults\nFindings revealed significant positive relationships among all constructs. Perceived usefulness and ease of use were combined into a higher‐order Technology Acceptance Model construct that strongly predicted attitudes. Perceived risk significantly influenced both attitudes and responsible use, emerging as the strongest predictor of responsible behaviour. Attitude partially mediated the relationship between technology acceptance and responsible use. User role significantly moderated this relationship, with a stronger effect observed among instructors. Qualitative findings indicated generally positive but cautious attitudes, highlighting concerns about over‐reliance, accuracy, and academic integrity, alongside a continued intention to use GenAI.\n\n\nConclusions\nGenAI adoption in assessment is shaped by a balance between perceived benefits and risk awareness. The findings highlight the importance of promoting responsible use through clear policies, training, and assessment design, offering practical implications for integrating GenAI within higher education systems.\n\n"]

  August 04, 2026   doi: 10.1002/jcal.70304   open full text
• The Impact of ChatGPT on Higher Education: A Systematic Review of Global Opportunities, Perceptions, and Challenges.
  Olukayode Emmanuel Apata, Oi‐Man Kwok, Segun Timothy Ajose.
  Journal of Computer Assisted Learning. 6 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nThe advent of artificial intelligence (AI) has fundamentally changed how education is delivered and how students perform. Since its launch, ChatGPT, a popular generative AI tool, has generated mixed reactions.\n\n\nObjectives\nThis research systematically reviews the opportunities, perceptions, and challenges of using ChatGPT among faculty members and students at higher education levels. Our review identified key themes and patterns in the literature and provided a comprehensive understanding of the different opinions held by students and faculty.\n\n\nMethods\nWe included peer‐reviewed journal articles and conference papers published between January 1, 2022 and October 20, 2025, sourced from APA PsycInfo, CINAHL Ultimate, Education Source Ultimate, ERIC and Web of Science. From 1046 initial records, 58 articles met the inclusion criteria. We also conducted a targeted search on December 10, 2024, which identified 12 additional studies from Google Scholar (6) and Consensus App (6). We then performed a final search on October 20, 2025, using the Consensus App, resulting in 12 more recent studies, bringing the total to 82 articles. Thematic content analysis and descriptive statistics identified key themes and patterns across the literature.\n\n\nResults and Conclusion\nOur review showed that faculty members and students hold differing opinions regarding ChatGPT's accuracy, reliability, and ethical implications, as well as its future role in higher education. Some view ChatGPT as a valuable tool for teaching and learning, while others remain sceptical. We conclude that appropriate measures should be taken to ensure that ChatGPT is used responsibly and equitably in higher education.\n\n"]

  August 03, 2026   doi: 10.1002/jcal.70309   open full text
• Teacher Mediation and the Contingent Promise of Generative AI in Mathematics Education.
  Allan Mesa Canonigo.
  Journal of Computer Assisted Learning. 6 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nThe integration of generative AI (GenAI) into education, specifically into teaching and learning, offers potential for personalised learning, but at the same time, it poses a challenge to whether it fosters student agency. Moreover, it also threatens to exacerbate entrenched inequalities, which have the potential to create new barriers for most of the learners. A gap exists in understanding how GenAI can be rethought as a dynamic scaffold that promotes cognitive struggle for conceptual understanding while actively advancing equitable participation.\n\n\nObjective\nThe study aims to critically analyse how secondary school mathematics teachers implement GenAI for adaptive scaffolding. Moreover, this study aims to investigate the pedagogical and ethical tensions, particularly concerning equity and power dynamics, that emerge from using GenAI during classroom interactions.\n\n\nMethods\nThis study employed a qualitative research design. Data were collected over an eight‐week intervention, which included in‐depth teacher interviews (n = 10), student focus groups (n = 24), and classroom observations in two public secondary schools purposively selected for their contrasting socioeconomic and technology integration profiles.\n\n\nResults\nBased on the results and findings, five distinct teacher‐mediated GenAI scaffolding practices that support equitable knowledge construction were identified. Findings indicate that strategies such as prompting for problem formulation through AI‐generated inquiry and facilitating critical comparison of AI‐generated outputs were associated with deeper student engagement and reasoning within the conditions of this study, particularly when teachers exercised intentional critical mediation. Conversely, unmediated use of GenAI amplified significant challenges, such as a redistribution of epistemic authority, a tangible “algorithmic divide” in AI performance between well‐resourced and under‐resourced schools, and risks due to the absence of how data should be handled. The technology consistently amplified existing pedagogical conditions, which are both effective and inequitable.\n\n\nConclusion\nThe promise of GenAI is strictly contingent on a commitment to equity. This means that its outcomes are determined not by the GenAI itself but by pedagogical intentionality and systemic support. Unexamined adoption poses risks that worsen disparities for marginalised students and reinforces passive learning. Thus, by proposing a framework for equitable integration centred on the teacher's role as a critical mediator, this expertise serves as a model for sustainable pedagogical practice in the digital age.\n\n"]

  August 03, 2026   doi: 10.1002/jcal.70307   open full text
• The Effects of K‐12 Artificial Intelligence Education in Enhancing AI Literacy: A Meta‐Analysis.
  Wonjin Yu, Nari Kim, Ammi Chang, Wanju Huang.
  Journal of Computer Assisted Learning. 6 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nThe initiation of K‐12 artificial intelligence education has been led by numerous governments and institutions. However, most existing meta‐analyses have focused on the effectiveness of AI tools for learning support (AI in education; AIED), rather than AI education, and research on comprehensive evidence on how AI education improves learners' AI literacy remains limited.\n\n\nObjectives\nThis meta‐analysis aims to provide an additional understanding of the future direction of K‐12 AI education by synthesising and analysing existing interventions in AI education classes to enhance learners' AI literacy and holistically discussing their effectiveness.\n\n\nMethods\nA total of 16 source articles were searched and analysed from 8 databases, considering our inclusion and exclusion criteria, yielding 57 effect sizes. These effect sizes were used to examine the effectiveness of various K‐12 AI education classes in enhancing AI literacy.\n\n\nResults and Conclusion\nThe analysis showed a significant overall mean effect of AI education classes (g = 0.892, CI: [0.548, 1.236], p < 0.001) on enhancing AI literacy. Moreover, moderator analyses by publication type, year of publication, and school level of the participants did not reveal any significant patterns, indicating that K‐12 AI education classes exhibit consistently positive effects across different contexts. The findings underscore the importance of continued research on K‐12 AI education and offer a strong rationale for its ongoing integration by policymakers across various governments. To support discussion on this topic, future studies can reference this research and investigate the topic with more published articles.\n\n"]

  August 03, 2026   doi: 10.1002/jcal.70308   open full text
• A Study on the Role of Midjourney, A Generative Artificial Intelligence Tool, in Enhancing Student Creativity in Illustration Design Classes.
  Shuaisen He.
  Journal of Computer Assisted Learning. 10 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nGenerative artificial intelligence text‐to‐image tools are increasingly used in design education, but evidence is limited on whether structured classroom integration improves expert‐rated creativity outcomes while controlling homogenisation. The objective was to test whether a Studio GenAI Creativity Enhancement Model (S GCEM) workflow using Midjourney improves expert‐rated illustration creativity versus a conventional non‐generative workflow and whether process metrics explain observed differences.\n\n\nMethods\nA parallel‐group, two‐section quasi‐experiment was conducted in an undergraduate illustration design studio. Students in the intervention section used S GCEM with Midjourney for early‐stage ideation only, mandatory prompt and version logs, and identical critique milestones to the control section (manual brainstorming, thumbnail sketching, non‐generative references). The analytic sample was n = 162 (S GCEM n = 82; control n = 80). Baseline and final artefacts were scored on 1–5 rubrics for originality, appropriateness, and elaboration. Ideation breadth and iteration depth were derived from logs. Analyses used analysis of covariance and regression.\n\n\nResults\nFinal Product Creativity was higher under S GCEM than control after baseline adjustment, F(1,159) = 9.000, p = 0.003, partial η2 = 0.053. Final Originality differed by condition, F(1,159) = 6.000, p = 0.015, partial η2 = 0.036; Appropriateness, F(1,159) = 4.000, p = 0.047, partial η2 = 0.024; and Elaboration, F(1,159) = 9.000, p = 0.003, partial η2 = 0.054. Ideation breadth increased under S GCEM, B = 0.95, t = 4.13, p = 0.001, 95% CI 0.50–1.40, and iteration depth increased, B = 0.70, t = 3.50, p = 0.001, 95% CI 0.30–1.10. Homogenisation was lower under S GCEM, U = 2500, z = −3.05, p = 0.002, r = 0.24.\n\n\nConclusion\nA structured Midjourney‐supported ideation workflow improved expert‐rated illustration creativity while increasing documented ideation activity and reducing homogenisation indicators.\n\n"]

  July 30, 2026   doi: 10.1002/jcal.70305   open full text
• Effects of Digital Technology on Creativity and Emotional Skills in Music Education: A Quantitative Study.
  Ya Ni, Yingjin Shan.
  Journal of Computer Assisted Learning. 10 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nDigital technology has greatly transformed the traditional way of teaching music, particularly in the field of music creation. Students are less aware of using digital technology to gain creativity, skills and engagement. This study aims to evaluate the effects of digital technology on the creativity and emotions of students.\n\n\nMethod\nA quantitative method was employed using an online questionnaire and responses were collected from 487 respondents. Data analysis through Statistical Package for the Social Sciences (SPSS) helps to test Pearson correlation, Confirmatory Factor Analysis, path coefficient, one‐way ANOVA and two‐way ANOVA.\n\n\nResults\nThe outcome reveals that there is a substantial positive correlation among the constructs in music education (r = 0.505 to 0.786, p < 0.01). Younger participants have experienced a higher impact on learning than older groups (F = 89.619, η2 = 0.360). Age and gender differences affect music education (p < 0.05), except for playing instruments (p = 0.074). In this interaction, age shows a stronger and more reliable effect than gender, which is considered a main factor. Digital technology in music creates a substantial effect in learning style, personalised learning experiences, engagement, emotions and creativity (β = 0.228 to 0.786).\n\n\nConclusion\nDigital technology positively influences music education in terms of better engagement with students, the development of their skills and makes learning personal and collaborative. Adaptive platforms, virtual instruments and other tools facilitate cognitive, emotional and creative development. The effect of its influence on music coaching, especially on the psychological development and reflective practice of students, should be studied in future.\n\n"]

  July 30, 2026   doi: 10.1002/jcal.70303   open full text
• The Contribution of Generative Artificial Intelligence as a Novice Learner to Students in the Learning by Teaching Model.
  Haiyan Wang, Congyao Wang, Jiawen Liu, Mei Cao.
  Journal of Computer Assisted Learning. 11 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nLearning by Teaching (LbT) is regarded as an effective generative learning approach. However, its effectiveness is often constrained by implementation conditions, as well as the cognitive level and motivation of students acting as learners, limiting its full potential. With the widespread application of generative artificial intelligence (GAI) in education, this approach has gained new opportunities for development. Nevertheless, existing studies have mainly focused on the “student questions–GAI answers” interaction, which essentially remains a form of passive learning and fails to promote deep knowledge construction.\n\n\nObjectives\nThis study introduces GAI into the LbT model, assigning it the role of a novice learner. Students shift from knowledge receivers to knowledge constructors, aiming to enhance their knowledge understanding, self‐efficacy and metacognitive strategies.\n\n\nMethods\nThe participants were 68 preservice teachers, including 33 in the experimental group and 35 in the control group. Two GAI roles were designed: generative artificial intelligence as a novice learner (GAI‐NL) and generative artificial intelligence as a teacher (GAI‐T). Students in the experimental group explained knowledge to GAI‐NL, while students in the control group asked questions to GAI‐T.\n\n\nResults\nThe results indicate that students in the experimental group showed significant improvement in the knowledge comprehension dimension. Their self‐efficacy was also significantly higher than that of the control group. Regarding metacognitive strategies, the experimental group scored significantly higher than the control group on the dimension of metacognitive knowledge and learning strategies; however, no significant difference was found between the groups in the ability to plan and monitor learning. In terms of attitudes toward the GAI role, the experimental group reported a higher mean score on perceived usefulness, whereas no significant difference was observed between the groups on perceived ease of use.\n\n\nConclusion\nThe GAI‐NL role operationalizes and extends the LbT model, creating a replicable and transferable learning environment. Through dialogue strategies such as Request for Explanation, Request for Examples, Verification Reasoning and Request for Supplementation, it guides students to deepen their understanding of knowledge. Students' self‐efficacy was strengthened, and their knowledge about their own learning improved, mainly supported by strategies such as Judgement, Opposing Perspective and Confirm Understanding. However, no significant improvement was observed in ability to plan and monitor learning, likely because the strategies focused more on knowledge presentation and understanding than on regulating the learning process. Future research should enhance GAI‐NL's support for learning planning and monitoring to comprehensively promote learners' metacognitive abilities.\n\n\nImplications\nBased on the role design of GAI as a novice learner, this study developed dialogue strategies to support the GAI‐NL role and empirically examined its effectiveness within the LbT model. The findings provide theoretical and practical evidence for reconstructing the roles of generative artificial intelligence in instructional contexts.\n\n"]

  July 29, 2026   doi: 10.1002/jcal.70299   open full text
• Exploring the Impact of AI‐Based Learning Environments on Student Self‐Regulation and Adaptive STEM Learning.
  Ataallh Aodh Alatoai, Ali Saleh Alshahri.
  Journal of Computer Assisted Learning. 11 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nAlthough AI‐based STEM environments provide adaptive feedback and personalised learning pathways, empirical evidence explaining how these systems shape students' self‐regulation and adaptive problem‐solving processes remains limited. Prior research has largely focused on perceptions of AI use or tool validation rather than modelling the cognitive mechanisms underlying adaptive STEM learning.\n\n\nObjective\nThis study examines how AI‐supported STEM environments influence secondary school students' self‐regulated learning processes and identifies which metacognitive components most strongly predict adaptive STEM performance.\n\n\nMethods\nA total of 649 secondary students engaged in structured AI‐enhanced STEM learning activities. Interaction‐derived indicators of metacognitive monitoring, strategic adjustment, cognitive flexibility and transfer were analysed. Network analysis was employed to model the structural interrelations among cognitive and metacognitive processes, and multiple regression models were conducted to determine their predictive contribution to adaptive STEM learning outcomes.\n\n\nResults\nNetwork modelling revealed a densely connected structure among metacognitive and adaptive learning processes, with cognitive transfer and adaptability (CTA) and AI‐enhanced self‐regulated learning (ASRL) emerging as central nodes. Regression analyses indicated that metacognitive and adaptive components significantly predicted adaptive STEM performance, explaining 68% of the variance in learning outcomes (R2 = 0.68, F[4, 55] = 31.74, p < 0.001). AI‐based metacognitive awareness (β = 0.38, p < 0.001) and cognitive transfer and adaptability (β = 0.29, p < 0.001) were the strongest predictors of adaptive learning performance.\n\n\nConclusions\nAI‐supported STEM environments foster adaptive learning primarily through strengthening students' metacognitive awareness and cognitive transfer processes. These findings clarify the cognitive mechanisms through which AI feedback enhances learning and provide empirical guidance for designing intelligent systems that promote transferable and self‐regulated STEM competencies.\n\n"]

  July 29, 2026   doi: 10.1002/jcal.70297   open full text
• Can Generative AI Empower Tibetan Students in English Writing? Exploring Performance Gains, Self‐Efficacy Enhancement and Cultural Expression.
  Ming Cheng.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nTibetan university students often write in English within a complex multilingual environment involving Tibetan, Chinese and English. Previous studies have suggested that multilingual learners may experience challenges related to cross‐linguistic transfer, as well as difficulties in expressing culturally specific concepts in English writing. At the same time, limited research has examined how contextually relevant AI‐supported feedback is experienced in minority‐language educational contexts.\n\n\nObjective\nThis study explored associations between participation in a contextually relevant GenAI‐supported writing intervention (implemented through the Doubao app) and Tibetan college students' English writing performance, self‐efficacy (SE) and experiences of cultural expression in English writing.\n\n\nMethods\nA 16‐week quasi‐experiment was conducted with 60 Tibetan students paired into an experimental group (EG, n = 30, using AI with cultural support) and a control group (CG, n = 30, traditional teaching). Data were collected through writing tests, an SE scale and semi‐structured interviews.\n\n\nResults\nThe EG demonstrated higher scores than the CG on several writing measures, particularly Vocabulary and Language Use, and these differences remained evident in the delayed post‐test. Positive patterns were also observed across writing SE measures. Interview data suggested that some participants perceived cultural terminology support and contrastive linguistic feedback as helpful during writing and revision activities.\n\n\nConclusion\nThe findings suggest that participation in a contextually relevant AI‐supported writing intervention was associated with positive writing outcomes among Tibetan trilingual learners. Participants perceived feedback addressing Tibetan–English structural differences and culturally specific terminology as helpful during writing tasks. Further research is needed to better understand the specific contribution of these context‐sensitive features.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70298   open full text
• The Effects of Out‐of‐Class AI‐Generated Feedback on EFL Learners' Writing Achievement and Emotions: Evidence From a Quasi‐Experimental Study.
  Ge Qu, Zhenhua Lyu, Qing Yang.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nResearch has investigated how AI‐generated feedback affects L2 writing development. Less attention has been paid, however, to students' emotional experiences when using generative AI tools in informal language learning or to how these experiences relate to writing outcomes.\n\n\nObjectives\nThis study examined EFL learners' writing performance and emotional experiences in relation to their use of AI‐generated feedback beyond the classroom.\n\n\nMethods\nGuided by the broaden‐and‐build theory, this quasi‐experimental mixed‐methods study involved 110 Chinese EFL learners enrolled in an Academic Writing course in northern China. Participants were recruited from two intact Academic Writing classes, with one existing class assigned to the experimental group (n = 55) and the other existing class assigned to the control group (n = 55). Both groups received the same classroom instruction on academic writing. Compared with the control group, the experimental group received additional guidance on how to use ChatGPT to generate out‐of‐class writing feedback and engaged in self‐directed AI‐supported writing revision outside the classroom. The final writing assessment was conducted in class under comparable conditions for both groups. Writing performance was evaluated using an analytic rubric, and learners' anxiety, enjoyment and boredom were measured by established self‐report scales. Open‐ended responses were analysed inductively.\n\n\nResults and Conclusions\nThe experimental group achieved significantly higher writing scores and reported significantly lower anxiety, boredom and enjoyment than the control group. Qualitative data showed that learners found AI‐generated feedback helpful for organising ideas and improving language use; however, they also expressed concerns about communication issues and over‐dependence on AI tools. These findings contribute to research on AI‐mediated informal digital learning of English and suggest that AI‐generated feedback may be associated with both L2 writing development and learners' emotional experiences.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70293   open full text
• Human or GenAI Support? Conditions Impacting Students' Strategy Choices in an Essay Revision Task.
  Sehrish Iqbal, Jelena Jovanović, Yizhou Fan, Mladen Raković, Xinyu Li, Guanliang Chen, Dragan Gašević.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nStudents often struggle to effectively self‐regulate their learning strategies during writing tasks and typically require external support from teachers, peers or AI tools to overcome these challenges. While emerging research explores how generative AI can dialogically interact with students to support the writing process, little is known about how such AI support influences writing strategies during the essay‐revision task. Furthermore, there is limited understanding of how GenAI support compares to other external conditions (human feedback or no support) in shaping writing strategies and how it interacts with internal learning factors such as writing skills, metacognitive accuracy and learning motivation.\n\n\nObjectives\nOur study aims to investigate the relationship of self‐regulated learning (SRL) strategies that students adopt for an essay‐revision task with learning conditions (both internal and external) and learning performance.\n\n\nMethods\nUsing a technology‐enhanced learning environment, we collected trace data from 87 participants during essay‐writing and revision tasks. We applied Mixture Markov Models (MMMs) to model the writing/revision processes, then used the resulting transition matrix within the Expectation–Maximization (EM) clustering algorithm to identify SRL strategies. A series of statistical tests were applied to examine the relationship of strategies that students adopt for a revision task with learning conditions (internal and external) and learning performance.\n\n\nResults and Conclusions\nWe found moderate associations between writing strategies during the essay‐revision task and internal conditions (writing strategies adopted in the preceding essay‐writing task) and large associations with external conditions (external support). However, no association was found between writing strategies during the essay‐revision task and learning performance. These findings inform the development of educational interventions to improve students' writing strategies.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70300   open full text
• Development and Validation of the AI Learning, Metacognitive, and Epistemic Barriers Scale (AIME‐B) for Secondary School Principals in Jordan.
  Yusra Jadallah abed Khasawneh, Najwa Ahmed Salim Khasawneh, Mohamad Ahmad Saleem Khasawneh, Nabil Saleh Sufyan, Asma Jadallah Khasawneh.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nRapid adoption of artificial intelligence (AI) in education is reshaping teaching, learning, and administration. Beyond technical skills, AI integration requires cognitive, metacognitive/self‐regulatory, and epistemic preparedness; thus, latent barriers may constrain how secondary school principals interpret, evaluate, and use AI‐generated information in decision‐making, creating a need for a psychometrically sound instrument.\n\n\nObjectives\nThis study aimed (1) to develop and (2) to validate the AI Learning, Metacognitive, and Epistemic Barriers Scale (AIME‐B) for secondary school principals in Jordan, to assess cognitive, metacognitive/self‐regulatory, and epistemic constraints that hinder reflective, context‐appropriate engagement with AI outputs in school administration and decision‐making.\n\n\nMethods\nUsing an exploratory mixed‐methods design, data were collected from 712 secondary school principals in Jordan (2025). The initial psychometric form contained 40 items; following item purification, the final scale retained 38 items loading on six factors.\n\n\nResults and Conclusions\nInternal consistency was high (α = 0.891–0.958; ω = 0.880–0.958), and within‐model convergent evidence was acceptable (AVE > 0.50; CR > 0.84). The first‐order CFA supported six correlated dimensions. Revision‐stage comparisons using the item‐level confirmatory dataset favoured the correlated six‐factor model over one‐factor, four‐factor, two theoretically plausible five‐factor, second‐order, and bifactor alternatives. The bifactor solution did not support a strong general factor, reinforcing primary interpretation of the six subscales. Gender invariance and bootstrapped EGA provided supplementary evidence regarding score comparability and clustering stability. Overall, the AIME‐B provides initial, context‐specific evidence supporting the internal structure and internal consistency of scores among Jordanian secondary school principals; temporal stability, external validity, and cross‐context generalizability require further study.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70301   open full text
• From Competency to Agency: Teachers' Views of the Purposes of AI Education.
  Janne Fagerlund, Pekka Mertala, Jukka Lehtoranta, Emilia Mattila, Laura Salo, Tiina Korhonen.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nAs artificial intelligence (AI) becomes an increasingly prominent societal and educational phenomenon, teachers are required to determine not only how but also why students are educated about it in the classroom. Understanding teachers' thinking about the purposes of AI education is crucial, as they guide day‐to‐day choices about classroom uses of AI.\n\n\nObjectives\nThis qualitative study investigates the purposes that teachers associate with AI education in primary and early childhood contexts and how AI has been taken up in teaching and learning.\n\n\nMethods\nDrawing on Gert Biesta's three‐dimensional framework of well‐rounded educational purpose, which emphasises students' holistic growth through the domains of qualification, socialisation, and subjectification, this study presents an abductive analysis of interview data from 13 Finnish teachers involved in national AI education development projects.\n\n\nResults and Conclusions\nThe teachers' views reflected an exploratory phase of AI education, characterised by an emphasis on skill development (qualification); a focus that risks overlooking students' critical and personal engagement with these prominent technologies. It also triggers diverse interpretations and teaching practices, ranging from an instrumental approach, where education is guided by goals such as future employability, to an orientation that foregrounds emancipation and self‐expression in the present. While the teachers acknowledged the importance of fostering AI agency (subjectification), their approaches lacked robust strategies to support it. This study foregrounds such gaps and conceptualises a potential synergy between the domains where students' self‐determined, informed engagement with AI is placed at the centre of educational efforts in AI education.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70302   open full text
• Research Trends on the TPACK in Science Education From 2009 to 2023: A Systematic Content Analysis.
  İdris Aktaş, Haluk Özmen.
  Journal of Computer Assisted Learning. 13 days ago
  ["Journal of Computer Assisted Learning, Volume 42, Issue 5, October 2026. ", "\nABSTRACT\n\nBackground\nThe number of TPACK studies has increased significantly in recent years, aiming to explore effective ways to support teachers. However, subject‐specific content has received limited attention, especially within review‐based research. Therefore, there is a need for a systematic analysis of TPACK studies in the context of subject content.\n\n\nObjectives\nThis study aims to reveal the research trends of articles published on TPACK in science education from 2009 to 2023 through systematic content analysis.\n\n\nMethods\nA total of 90 articles published in English retrieved from the Web of Science, ERIC, and Scopus databases were analysed. The articles were analysed according to the following themes: research rationales, research objectives, examined variables, technological tools/teaching methods/science content domains, research methods, implementation processes, sampling groups, data collection tools, and main results.\n\n\nResults\nThe articles were generally carried out to determine the TPACK levels of science teachers and to develop their competencies for integrating technology into science teaching such as wikis, Facebook, WhatsApp, Moodle, 3D technologies, mobile devices, virtual reality, or new teaching methods such as inquiry‐based instruction supported by technology. Many studies reported that teachers demonstrated relatively low or moderate levels of TPACK, including in some studies conducted after professional development programs. In recent years the articles focused on new research areas such as examining the impact of TPACK‐based science teaching on student learning outcomes, developing teachers' inquiry‐based teaching skills with digital technologies, and linking TPACK with educational robotics, ICT, and STEM education in science education.\n\n\nConclusion\nTPACK‐based professional development programs in science education improve teachers' professional knowledge and skills. TPACK research has expanded with new pedagogical methods and technological advances. However, domain‐specific TPACK remains underexplored.\n\n"]

  July 27, 2026   doi: 10.1002/jcal.70287   open full text
• Not All Received Peer Feedback Is Equal: The Self‐Regulation Bridge Between Online Peer Feedback and Learning Outcomes.
  Erqi Zhang, Zhaoli Zhang, Xiaojuan Li, Jiahao Li, Hai Liu.
  Journal of Computer Assisted Learning. July 02, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nPeer feedback is widely used to enhance learning outcomes in online or blended learning. Previous research has suggested that online peer feedback could promote self‐regulation, while the precise role of self‐regulated learning in the relationship between specific types of received peer feedback and learning outcomes remains unclear. This knowledge gap limits the effective design of online peer feedback interventions.\n\n\nObjectives\nThis study aimed to examine the effects of three types of peer feedback (affective feedback, cognitive feedback, and metacognitive feedback) on feedback receivers' learning outcomes and to explore the mediating role of self‐regulated learning in these relationships.\n\n\nMethods\nA total of 248 undergraduate students participated in the online peer feedback activity for a blended English writing course. At the end of the course, students completed a questionnaire measuring their perceptions of the received peer feedback and their self‐regulated learning. Structural equation modelling was employed to investigate the direct and indirect effects among the variables.\n\n\nResults and Conclusions\nResults showed that only metacognitive feedback had a significant direct effect on feedback receivers' learning outcomes, but affective feedback and cognitive feedback did not. Importantly, self‐regulated learning significantly mediated the effects of all three types of peer feedback on feedback receivers' learning outcomes. These findings highlight that not all received peer feedback is equal, and fostering self‐regulated learning is crucial for translating online peer feedback into improved learning outcomes.\n\n"]

  July 02, 2026   doi: 10.1002/jcal.70288   open full text
• Engagement Dynamics in AI‐Mediated Informal Digital Learning of English: Effects on L2 Speaking Performance, Anxiety, and Sequential Behaviour Patterns.
  Yuting Chen, Qing Ma, Morris Siu‐Yung Jong, Youlin Yang, Mutlu Cukurova, Ming Li.
  Journal of Computer Assisted Learning. July 01, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nIn Informal digital learning of English (IDLE) environments, recent advances in generative artificial intelligence (AI) have created new opportunities for self‐directed second language (L2) speaking practise through responsive and low‐stakes interaction. However, AI‐mediated IDLE (AI‐IDLE) is not experienced uniformly: learners differ in how they engage with AI, and such differences may be reflected not only in speaking performance and foreign language speaking anxiety (FLSA) but also in the sequential behaviours through which engagement is enacted.\n\n\nObjectives\nThis study aimed to investigate how different profiles of learner engagement in AI‐IDLE are associated with L2 speaking performance, FLSA, and sequential behaviour patterns during AI‐learner interaction.\n\n\nMethods\nAn AI‐IDLE environment was developed to provide scaffolded, avatar‐based speaking practise in contextualised scenarios. Sixty university L2 learners participated in this study. Latent profile analysis (LPA) was conducted based on self‐reported engagement measures to identify distinct engagement profiles. Differences in speaking performance and FLSA were compared across profiles, and sequential behaviour analysis was employed to examine enacted engagement as reflected in AI‐learner interaction sequences.\n\n\nResults and Conclusion\nThree engagement profiles were identified. Differences across profiles were observed in both speaking performance and FLSA. Sequential analysis further revealed that learners exhibited distinct patterns of interaction with AI, characterised by varying degrees of iteration and continuity in behaviour sequences. These findings suggest that distinct engagement profiles are associated not only with different learning outcomes but also with qualitatively different patterns of interaction with AI.\n\n\nImplications for Practise\nThe study contributes to AI‐IDLE research by integrating person‐centred and process‐oriented perspectives, highlighting the importance of examining both perceived and enacted engagement. The findings offer implications for the design of AI‐IDLE that support sustained interaction, adaptive feedback use, and reduced FLSA.\n\n"]

  July 01, 2026   doi: 10.1002/jcal.70278   open full text
• Games Without Borders: Digital Play as a Global Communicative Infrastructure for Climate Policy Engagement.
  Rebecca Harris, Paul Hollins, Anchal Garg, Pradeep Hewage, Paul Watson, Celestine Iwendi, Jude Ower, Joost Schuur.
  Journal of Computer Assisted Learning. July 01, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nDigital games are increasingly used for civic purposes, yet questions remain about whether commercially mediated, non‐deliberative interactions can constitute meaningful civic engagement. Existing research largely overlooks how entertainment platform infrastructures shape the democratic legitimacy and interpretability of user input at scale.\n\n\nObjectives\nThis paper investigates whether ambient interactions within commercial games can meaningfully be understood as civic engagement, and under what conditions.\n\n\nMethods\nWe analyse Play2Act, a climate‐focused questionnaire embedded across 24 popular commercial mobile games as part of the GREAT project, which engaged over 181,000 participants from nearly every country. Drawing on civic media, platform studies and digital participation literatures, we examine the methodological, ethical and interpretive dimensions of embedding policy‐relevant surveys in entertainment environments. The analysis focuses on how civic voice is structured by game design, platform affordances and datafication logics.\n\n\nResults and Conclusions\nPlay2Act exemplifies what we term para‐civic infrastructure: socio‐technical systems that simulate civic input without supporting deliberation or accountability. Without evidence of participant intentionality or comprehension of the civic framing, these data are best understood as ambient civic signals rather than direct expressions of democratic will. We conclude that digital games are valuable diagnostic sites for understanding civic engagement at scale, and call for more dialogic and transparent design in future civic‐technological interventions.\n\n"]

  July 01, 2026   doi: 10.1002/jcal.70290   open full text
• Cumulative Presentation Enhances Learning Outcomes by Directing Learners' Visual Attention.
  Hikaru Ito, Hiroko Ichikawa.
  Journal of Computer Assisted Learning. June 25, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nThe Cognitive Theory of Multimedia Learning (CTML) has established fruitful principles to guide learners' attention and reduce their cognitive load. Although these principles have been shown to improve learning outcomes, it remains useful to examine learners' cognitive processes during learning using eye‐tracking techniques.\n\n\nObjectives\nTo mitigate cognitive load by segmenting content and directing the learner's attention to visual elements synchronised with auditory narration, we cumulatively presented visual segments within a single PowerPoint slide. We referred to this format as a cumulative presentation.\n\n\nMethods\nForty Japanese university students participated. They first completed a pre‐test to assess their prior knowledge, and subsequently viewed a biology lesson slideshow accompanied by teacher narration. In the cumulative presentation condition, visual elements were incrementally revealed alongside the narration, whereas in the whole‐slide presentation condition, all elements were presented simultaneously prior to narration. Throughout the session, we tracked the participants' eye movements. Following the lesson, all participants completed a post‐test identical to the pre‐test.\n\n\nResults and Conclusions\nLearning outcomes were significantly higher in the cumulative presentation condition than in the whole‐slide presentation condition (Cohen's d = 0.49). Participants in the cumulative presentation condition fixated earlier on visual elements congruent with the teacher's lecture (d = 1.76) and for longer durations (Cohen's d = 1.15). These findings demonstrate the effectiveness of cumulative presentation in enhancing learning and visual attention, provide empirical support for the segmenting principle, and suggest practical implications for designing multimedia instructional materials.\n\n"]

  June 25, 2026   doi: 10.1002/jcal.70286   open full text
• A Day Begins With Morning: How Morning Goal Motivation Profiles Shape Daily Emotions From a Complex Dynamic Systems Perspective.
  Meng‐Ting Lo, Yen‐Yu Chen, Shao‐Hsuan Lin.
  Journal of Computer Assisted Learning. June 25, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nIndividuals pursue goals for autonomous or controlled reasons, and distinct combinations of these motivations form daily motivational profiles. Although such profiles have been studied, little is known about their day‐to‐day stability and variability, which is critical for understanding how motivation evolves over time. How motivational and emotional dynamics emerge in the daily lives of university students remains unclear, and person‐oriented temporal analyses can reveal maladaptive patterns that mean‐level analyses often obscure.\n\n\nObjectives\nThis study aims to identify daily autonomous and controlled goal‐pursuit motivation profiles, examine their day‐to‐day stability and variability and explore how these profiles relate to university students' emotional transitions throughout the day.\n\n\nMethods\nUsing the VaSSTra method, we identified profiles that summarise students' motivational states for each day, examined sequences of these profiles across days, and clustered students who exhibited similar patterns of transitions. Multilevel modelling and transition network analysis were employed to explore the relationship between these profiles and students' emotional experiences and transitions.\n\n\nResults and Conclusions\nThree profiles emerged: high controlled goals, moderate intrinsic goals, and autonomous and moderate controlled goals. Transition network analysis revealed that students with moderate intrinsic or autonomous and moderate controlled profiles tended to maintain more positive emotional states, exhibiting fewer systematic emotional transitions. In contrast, on days marked by a high controlled goal‐pursuit profile, students were more likely to shift towards heightened negative emotions. This study extends theoretical perspectives on motivation and demonstrates the value of novel learning analytics for untangling the complex, interactive relationships between motivation and emotions.\n\n"]

  June 25, 2026   doi: 10.1002/jcal.70284   open full text
• How AI‐Generated Feedback Hinders or Helps Learning: A Heterogeneous TNA Study of Learning Dynamics.
  Sonsoles López‐Pernas, Kamila Misiejuk, Mohammed Saqr.
  Journal of Computer Assisted Learning. June 24, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nDespite growing integration of generative AI in educational settings, little is known about whether and to what extent AI‐generated real‐time feedback can support first‐grade students in solving multimodal mathematical tasks.\n\n\nObjectives\nOur study aims to examine student–AI feedback dynamics from a process‐oriented perspective, focusing on how students interact with AI feedback after incorrectly solving multimodal mathematical tasks and which interaction patterns lead to successful re‐attempts.\n\n\nMethods\nWe analyze data from 13,000 first‐grade pupils across two countries who completed a single‐session assessment of 16 foundational numeracy skills via multimodal tasks, where incorrect and correct responses triggered real‐time feedback from a GPT‐4.1‐based system. All feedback instances were collected and qualitatively coded to investigate how student‐AI interaction sequences differ between successful and unsuccessful re‐attempts, and to what extent specific actions or interaction patterns predict successful attempts. Data were examined using Heterogeneous Transition Network Analysis and sequential pattern mining. Moreover, chi‐squared tests and regression models were used to test the association between successful and unsuccessful attempts and interaction types and sequences thereof.\n\n\nResults\nFindings revealed that feedback effectiveness depended not on type alone but on how it was embedded within broader interaction sequences. Successful re‐attempts were more likely to follow clarification‐oriented feedback, whereas unsuccessful ones were more commonly preceded by question‐based prompts or direct orders, which reflect more highly anthropomorphic and authoritative forms of address. The absence of AI feedback was associated with poorer recovery.\n\n\nConclusions\nThese findings are situated within the broader concern that misaligned generative AI scaffolding and feedback may deepen confusion or reinforce misconceptions instead of supporting learning.\n\n"]

  June 24, 2026   doi: 10.1002/jcal.70285   open full text
• Evaluating Students' Learning Experiences in Blended Learning Environment Integrated With Interactive GeoGebra Applets: A Self‐Determination Theory Perspective.
  Serpil Yorganci.
  Journal of Computer Assisted Learning. June 18, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nStudents' learning outcomes and experiences vary depending on the learning environment, and their reinforcement relies on meeting specific innate needs. In this context, self‐determination is considered a key theory that fosters students' learning experiences. The self‐determination theory (SDT) has been repeatedly addressed in the literature in online, blended, and face‐to‐face learning environments in both research and practice contexts. Despite a significant number of existing studies, little is still known about the potential reasons for this impact of learning environments on students, from the perspective of how learning environments integrating various dynamic and interactive technologies affect students' engagement levels and meet their various needs to maintain their motivation.\n\n\nObjectives\nTherefore, in this study, interactive GeoGebra applets are conceptualized not only as teaching tools but also as need‐supportive learning affordances that can transform how students interact with mathematical content. The instructional materials and learning activities were systematically designed in accordance with SDT to support students' autonomy, competence, and relatedness. Accordingly, the present research compares online, blended, and face‐to‐face learning environments, focusing particularly on how GeoGebra‐supported instruction in blended and online settings differently supports psychological needs, student engagement, and learning performance.\n\n\nMethods\nUsing a quasi‐experimental design in the study, three carefully defined instructional conditions were compared: a blended learning environment supported by interactive GeoGebra applets, a fully online learning environment with the same applications, and a traditional face‐to‐face learning environment without such interaction. A total of 400 preliminary undergraduate students participated in the study.\n\n\nResults and Conclusions\nThe results show that the BL setting supported by interactive GeoGebra applets, developed in line with Self‐Determination Theory (SDT)‐aligned teaching strategies, improves students' learning outcomes and engagement, and fulfils competence and relatedness needs, whereas autonomy satisfaction remained consistent across all instructional conditions. Findings show the promising effects of the BL environment, particularly for low‐performing students. The study offers practical implications for educators and instructional designers, providing a robust framework for integrating need‐supportive digital tools into mathematics curricula to enhance both cognitive and psychological outcomes.\n\n"]

  June 18, 2026   doi: 10.1002/jcal.70283   open full text
• Design Dimensions for Planning Artificial Intelligence‐Supported Learning.
  Merike Saar, Aleksandra Ljalikova, Shatha N. Alkhasawneh, Davinia Hernández‐Leo.
  Journal of Computer Assisted Learning. June 17, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nTeachers often lack the time and structured guidance needed to address the pedagogical and ethical challenges involved in the integration of artificial intelligence in education (AIED). Although prior research identifies these challenges, empirically grounded frameworks that help teachers integrate AIED in responsible and pedagogically meaningful ways remain limited. Addressing this gap is essential to ensure AIED enhances student engagement and higher‐order thinking skills (HOTS) rather than undermining them.\n\n\nObjectives\nThis study examines how teachers' understanding and adoption of AI tools change after participating in a collaborative professional development course on ethical and constructive AI use, and how students perceive and engage with AI‐supported learning. Drawing on study findings and the ACAD meta‐theoretical framework, the study proposes design dimensions for planning AI‐supported learning.\n\n\nMethods\nThe study involved 45 teachers and 266 students from three countries. Data sources included pre‐ and post‐course teacher surveys on ethical and constructive AI use; student surveys on engagement and perceived AI affordances; and qualitative analysis of 12 teacher‐designed lesson plans examining student engagement levels (informed by the ICAP framework), development of HOTS, and AI roles in planned activities.\n\n\nResults and Conclusions\nResults show that effective AI adoption is not intuitive. Teachers grounded in critical thinking pedagogy and collaborative practice communities were better able to recognise and adapt AIED's instructional value. Students reported greater engagement when AI functioned as a tutor, study companion, or Socratic opponent rather than merely a design aid. AI affordances were perceived as either challenging or encouraging depending on activity design. Based on these insights, the study proposes design dimensions for teachers to support responsible and pedagogically aligned AI integration into learning tasks.\n\n"]

  June 17, 2026   doi: 10.1002/jcal.70282   open full text
• How to Make Computer‐Based Feedback More Effective: The Benefits of Allowing Learners to Choose Feedback Types.
  Jing Wang, Shaoying Gong, Jiangnan Guo, Zhen Wang, Yanqing Wang.
  Journal of Computer Assisted Learning. June 17, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nPrior studies in computer‐based feedback predominantly concentrated on feedback assigned by the program to learners, in which case learners only received feedback passively, without consideration for their preferences or autonomy. It remains unclear whether allowing learners to choose feedback types of varying complexity can improve learning.\n\n\nObjectives\nThe current study examined the effects of self‐selected feedback on emotions, motivation, and learning performance.\n\n\nMethods\nWe implemented a single‐factor between‐subjects design, involving 310 middle school students tasked with completing 10 multiple‐choice items on the topic of quadratic radicals. Learners either passively received program‐provided feedback with different complexities (Knowledge of Correct Response [KCR], Cue Feedback, and Explanation Feedback) or chose between any of these three feedback types after responses.\n\n\nResults and Conclusions\nThe results showed that: (a) learners in self‐selected feedback condition reported higher decisional autonomy than those in the program‐provided feedback conditions; (b) learners in self‐selected feedback condition experienced more positive emotions than those in the program‐provided KCR or cue feedback conditions, and reported stronger motivation than those in the program‐provided KCR; (c) learners in self‐selected feedback condition also outperformed those in the program‐provided KCR condition; (d) in the program‐provided feedback condition, more detailed information resulted in better learning performance (explanation > cue > KCR).\n\n\nImplications\nThese findings underscored the significance of allowing learners to choose feedback type to improve learning in computer‐based learning environments and provided empirical evidence to support more learner‐centered approaches to feedback design.\n\n"]

  June 17, 2026   doi: 10.1002/jcal.70273   open full text
• The Interplay of Teacher Agency and TPACK in AI‐Integrated Science Education: Insights From Exemplary Practice Cases.
  Hyojoon Kim, Eun‐Jeong Yu.
  Journal of Computer Assisted Learning. June 17, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nTeacher agency plays a pivotal role in technology‐enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny.\n\n\nObjective\nThis study empirically examined how manifestations of teacher agency—individual, co‐ and collective—are interlinked with the enactment of TPK and TCK in exemplary cases of instructional innovation, with a focus on the integration of emerging technologies, including AI.\n\n\nMethods\nSeventeen award‐winning science education reports, treated as instructional artefacts, were analysed using a hybrid deductive–inductive thematic analysis. The study first categorised cases based on established TPK/TCK and teacher agency frameworks, then utilised a cross‐matrix approach to identify empirical typologies and represent the multilayered intersections.\n\n\nResults\nTPK was evident across all cases and appeared to support teacher agency across individual, co‐ and collective domains, where broadly applicable tools enhanced instructional orchestration and resource sharing. In contrast, TCK appeared selectively in subject‐specific contexts, demanding disciplinary expertise and aligning mainly with individual agency. AI integration operated flexibly across both domains, amplifying pedagogical orchestration in TPK‐oriented practices while supporting content‐specific analytical and inquiry processes in TCK‐oriented enactments.\n\n\nConclusions\nThe findings suggest a reciprocal dynamic in which teacher agency supports technology integration, while enacted TPACK may also expand the scope of agency. TPK underpins cross‐contextual transferability, while TCK advances disciplinary specialisation—both central to understanding and supporting AI‐integrated science education. The study provides empirical typologies of their interplay with teacher agency, offering differentiated strategies for teacher professional development and policy that reflect the distinct functional roles of TPK and TCK in AI‐integrated science education.\n\n"]

  June 17, 2026   doi: 10.1002/jcal.70281   open full text
• Reshaping Teaching Practices Through Interactive Technology Training: A Case Study in Applied Technology School.
  Karim Ragab, Enrique Martínez‐Jiménez, Elvira Fernandez‐Ahumada.
  Journal of Computer Assisted Learning. June 14, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nInteractive technology refers to digital tools that facilitate two‐way interactions between learners and content, such as virtual reality (VR) and artificial intelligence (AI). The integration of interactive technologies in education requires specialised teacher training, where evidence of its effectiveness in the United Arab Emirates context remains limited.\n\n\nObjectives\nThis case study investigated the observed changes following a three‐week interactive technology training program involving 11 teachers across grades 9–12 in one applied technology school in the UAE, with teachers from science, mathematics, language arts, and vocational education participating in a total of 90 h of training on integrating interactive technology, such as virtual reality (VR) and artificial intelligence (AI).\n\n\nMethods\nThis study employed an embedded mixed‐methods case study design, incorporating lesson plan analysis (n = 22), classroom observations (n = 11), and semi‐structured interviews (n = 11), with 11 lesson plans analysed pre‐training and post‐training to assess instructional shifts, and observations conducted exclusively after implementation. Lesson plans were evaluated using rubrics aligned with the TPACK framework, SAMR model, and student competency indicators. Classroom observations were assessed using the Technology Integration Observation Instrument (TIOI), and interviews explored teachers' reflections and challenges.\n\n\nResults and Conclusions\nFindings revealed notable improvements in TPACK dimensions, particularly technological and pedagogical knowledge, as well as increased planning for student engagement across cognitive, social, and reflective domains. Teachers reported deeper confidence with interactive tools and pedagogical transformation towards student‐centered practices.\n\n\nTakeaways\nAlthough the results reflect the specific context of one school and should be interpreted cautiously, they suggest the transformative potential of targeted, TPACK‐informed professional development to foster meaningful and equitable technology integration.\n\n"]

  June 14, 2026   doi: 10.1002/jcal.70280   open full text
• Reshaping the Language Learning Landscape: Factors Influencing Learners' Use of Open‐Source Text‐to‐Video AI (Open‐Sora) in Second Language Acquisition.
  Yang Jiang, Chengliang Wang.
  Journal of Computer Assisted Learning. June 12, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nFollowing the disruptive impact of ChatGPT on language learning, the emergence of Sora has once again attracted considerable attention in the field. This novel generative AI product offers new learning modes and resources, bringing new possibilities for the transformation of language acquisition. However, research systematically investigating learners' intention to use such text‐to‐video AI tools remains scarce.\n\n\nObjectives\nThis study utilises text‐to‐video AI‐generated teaching materials produced using Open‐Sora (an open‐source implementation inspired by Sora, not the unreleased official Sora model) as experimental content, aiming to explore college students' intention to use this system for second language (L2) learning and their perceptions of the technology.\n\n\nMethods\nIn response, this study, grounded in the stimulus–organism–response framework, employs the Information System Success Model, the Task‐Technology Fit model, and the Unified Theory of Acceptance and Use of Technology. Data were collected from 335 university students at universities in Western China and analysed using a structural equation model.\n\n\nResults and Conclusions\nPerformance expectancy, L2 enjoyment (LEE), and self‐efficacy (SE) significantly and positively predict Behavioural Intention (BI) to use Open‐Sora, whereas effort expectancy and facilitating conditions do not significantly predict BI. Furthermore, SE partially mediates the relationship between LEE and BI. This study enhances our understanding of college students' interactions with text‐to‐video AI in L2 learning contexts and provides implications for the educational use of such AI technologies.\n\n"]

  June 12, 2026   doi: 10.1002/jcal.70277   open full text
• Conceptualising IDLE Within Primary School English Language Teaching.
  Pia Sundqvist, Liss Kerstin Sylvén.
  Journal of Computer Assisted Learning. June 11, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nInformal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forward, including (a) language learning and teaching beyond the classroom (LLTBC); (b) Benson's definition of LLTBC focusing on four dimensions (location, formality, pedagogy, locus of control); (c) extramural English (EE); (d) online learning of English (OILE); and (e) the focal concept of the study, IDLE.\n\n\nObjectives\nThe aim of this conceptual study is to advance our understanding of IDLE within the context of primary school English language teaching (ELT) by examining IDLE as a concept in relation to young learners of English as a foreign/second language (L2 English) and to present an integrated conceptual framework.\n\n\nMethods\nThe focus is on learners in primary school, including the pre‐primary years (ages 2–11/12). The theoretical foundation is sociocultural and usage‐based theories and ecological and affordance perspectives.\n\n\nResults and Conclusions\nThe study argues that IDLE is an individual difference variable that must be considered in research measuring L2 learning or development. In addition to the proposed conceptual framework, the study points to avenues for future research, discusses challenges and opportunities associated with integrating IDLE into ELT in classroom settings and curricula, and suggests first steps for this type of integration.\n\n"]

  June 11, 2026   doi: 10.1002/jcal.70276   open full text
• Application of Artificial Intelligence in the BOPPPS Model: A Systematic Literature Review.
  Yangbao Ma, Changlong Chi, Xiang Yu, Yuzhou Wang, Yali Xu, Changzheng Xin, Lina Wang, Suyu Shi, Liu Yang, Zhengling Wang, Chang Cai.
  Journal of Computer Assisted Learning. June 05, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nThe BOPPPS instructional model (Bridge‐in, Objective, Pre‐assessment, Participatory Learning, Post‐assessment, Summary) is widely used in higher education to promote structured and student‐centred learning. With the rapid advancement of artificial intelligence (AI), educators are increasingly exploring how AI technologies can support teaching and learning within this framework. However, existing research on AI‐integrated BOPPPS instruction remains scattered, and a systematic synthesis of current evidence is still lacking.\n\n\nObjectives\nThis study aims to systematically review research on the integration of AI technologies into the BOPPPS instructional model in higher education and examine their effects on teaching and learning outcomes.\n\n\nMethods\nA systematic review was conducted following the PRISMA 2020 guidelines. Multiple academic databases were searched for empirical studies published between 2015 and 2025, and studies were screened using predefined inclusion criteria. Forty‐six eligible studies were included and analysed to identify the types of AI technologies used, their application across different BOPPPS stages, and their reported educational impacts.\n\n\nResults and Conclusions\nThe review shows a growing body of research, particularly after 2018, integrating technologies such as intelligent tutoring systems, machine learning, virtual and augmented reality, and generative AI into BOPPPS‐based teaching. These technologies were reported to support personalised learning, increase student engagement, and facilitate data‐informed instruction, leading to improved academic performance, enhanced higher‐order thinking skills, and stronger learning motivation. Nevertheless, many studies remain small‐scale and quasi‐experimental, and challenges related to data privacy, teacher readiness, and equitable access persist. Future research should prioritise large‐scale and theory‐driven studies to strengthen the evidence base and support effective implementation.\n\n"]

  June 05, 2026   doi: 10.1002/jcal.70272   open full text
• Personal and Social Determinants of School Leaders' Behavioural Intention to Use Generative Artificial Intelligence.
  Masoumeh Kouhsari, Junjun Chen.
  Journal of Computer Assisted Learning. June 05, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nThe emergence of generative artificial intelligence (GAI) tools such as ChatGPT is reshaping discussions of digital transformation in schools across China and Hong Kong, drawing increasing attention to the role of school leaders in AI‐related decision‐making. Despite growing interest in AI integration in education, limited research has examined the factors influencing school leaders' intentions to use GAI.\n\n\nObjectives\nThis study investigates how personal factors (trust in AI and AI anxiety) and job‐related factors (digital social support and digital social pressure) influence school leaders' behavioural intention to use GAI, and to examine the mediating roles of perceived usefulness and perceived ease of use in these relationships.\n\n\nMethods\nUsing data from 400 school leaders in China and Hong Kong, this study applied structural equation modelling (SEM) to test how personal and job‐related factors and the mediating roles of perceived usefulness and perceived ease of use shape behavioural intention to use GAI.\n\n\nResults and Conclusions\nTrust in AI positively predicted school leaders' intentions to use GAI, whereas AI anxiety showed no direct effect; digital social pressure had a negative impact, and digital social support influenced intention only indirectly through perceived usefulness and ease of use, highlighting the importance of personal and job‐related factors for effective AI integration in schools.\n\n"]

  June 05, 2026   doi: 10.1002/jcal.70274   open full text
• Do Digital Textbooks Boost Students' Learning Motivation? Evidence From a Meta‐Analysis.
  Hao Lei, Longyue Fang, Ming Ming Chiu, Yuxin Ding.
  Journal of Computer Assisted Learning. June 05, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nCompared to paper textbooks, digital textbooks (DTs) offer greater accessibility, multimodal representations, and interactivity, which might boost personalized and social learning and greater motivation. However, past DT studies showed mixed results: more learning versus non‐significant results versus less learning.\n\n\nObjectives\nHence, this meta‐analysis (a) determines the overall effect of DTs (vs. paper textbooks) on student motivation, and (b) identifies moderators that account for different effect sizes across the original studies.\n\n\nMethods\nWe conducted a random‐effects meta‐analysis of 42 effect sizes from 27 experimental/quasi‐experimental studies of 3590 participants.\n\n\nResults and Conclusions\nCompared to paper textbooks, DTs boosted students' intrinsic motivation (g = 0.536) but not their extrinsic motivation. DT effects were larger for (a) collectivist cultures than individualist cultures; and (b) students at higher educational levels.\n\n\nImplications\nEducators and policymakers can consider how to help students use DTs to improve their motivation, especially starting with intrinsic motivation in collectivist cultures among older students.\n\n"]

  June 05, 2026   doi: 10.1002/jcal.70275   open full text
• The Impact of AI‐Supported Think‐Pair‐Share Instruction on Students' Problem‐Solving Skills and Motivation in Learning Quadratic Equations: A Social Constructivist Perspective.
  Belaynesh Kassanew, Cathy Weng, Melese Astatke, Yamral Kassanew.
  Journal of Computer Assisted Learning. June 03, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nQuadratic equations are a cornerstone of algebra and serve as a gateway to advanced mathematical concepts. Despite their importance, students frequently struggle with conceptual understanding, procedural accuracy, and sustained motivation when learning mathematics, particularly quadratic equations. Traditional instruction often fails to address these difficulties, leading to persistent misconceptions and disengagement. Artificial intelligence (AI) shows promise in offering adaptive feedback and customised support, but research mainly focuses on its role in helping individual learners. On the other hand, the Think‐Pair‐Share (TPS) model, grounded in Vygotsky's social constructivist theory, has been proven effective in fostering collaboration, critical thinking, and communication. However, limited studies have explored how AI can be systematically integrated into structured collaborative learning approaches such as TPS to enhance both problem‐solving and motivation.\n\n\nRationale and Objectives\nThis study introduces a novel instructional model that embeds AI scaffolding into each phase of the TPS process. Rather than replacing teacher facilitation, AI functions as a supportive scaffold that delivers individualised prompts during the Think stage, facilitates peer negotiation in the Pair stage, and provides clarification or reinforcement in the Share stage. This integration ensures consistent, contextualised guidance while maintaining the collaborative essence of TPS. The study therefore, aims to examine the effectiveness of AI‐supported TPS instruction in enhancing junior high school students' problem‐solving skills and motivation in learning quadratic equations.\n\n\nMethods\nThis study employed a quasi‐experimental design with a non‐equivalent control group. A total of 43 junior high school students participated, with the experimental group receiving AI‐enhanced TPS instruction and the control group following traditional TPS instruction with online Google searches. Data were collected using two instruments: a problem‐solving test to measure students' learning outcomes and a mathematics motivation questionnaire to assess intrinsic motivation, interest, and self‐efficacy. The data were analysed using analysis of covariance (ANCOVA) to control for pre‐test differences and determine the impact of the intervention.\n\n\nResults and Conclusions\nThe findings indicate significant improvements in both problem‐solving skills and motivation for the experimental group compared to the control group. Integrating AI tools within the TPS framework not only enhances cognitive outcomes but also fosters greater student engagement, highlighting the potential of technology to transform mathematics education.\n\n"]

  June 03, 2026   doi: 10.1002/jcal.70271   open full text
• Leveraging Multimodal Large Language Models to Analyse Student Exploration Behaviours in Educational Game Environments.
  Yiqiu Zhou, Xiner Liu, Andres Felipe Zambrano, Luc Paquette, Amanda Barany, Jaclyn Ocumpaugh, Ryan S. Baker, Jeff Ginger.
  Journal of Computer Assisted Learning. June 03, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nVideo data provides rich opportunities to examine student behaviour in game‐based learning environments, capturing not only observable actions but also subtle indicators of cognitive engagement. However, traditional video analysis is labor‐intensive, and current applications of AI to this task are limited by models trained on general‐purpose datasets, which often fail to capture the pedagogical meaning of student actions in authentic educational contexts.\n\n\nObjectives\nThis study explores how multimodal large language models (MLLMs), specifically LLaVA‐Video‐7B‐Qwen2, can support qualitative video analysis of student exploration behaviours in a Minecraft‐based STEM learning environment.\n\n\nMethods\nWe conducted an exploratory case study using screen recordings from a Minecraft‐based STEM learning environment. We tested multiple prompt strategies for guiding MLLM‐generated video descriptions and found that role‐assignment prompting performed most effectively. We evaluated model outputs using a mixed‐method framework that included quantitative scoring, GPT‐based judgement, and researcher validation.\n\n\nResults and Conclusions\nOur findings show that MLLMs can reliably identify surface‐level behaviours, such as navigation patterns and object interactions, but struggle to infer the intent or goals behind student actions, leading to a significant rate of over‐interpretation (26.5% when explaining student strategies). The model's outputs are sensitive to prompt phrasing, underscoring the importance of prompt engineering. While current MLLMs show promise for streamlining parts of the video analysis workflow, their use in educational contexts requires structured oversight and careful interpretation to ensure reliability and relevance.\n\n"]

  June 03, 2026   doi: 10.1002/jcal.70269   open full text
• How Generative AI Affects Team Communication in Secondary Education: A Qualitative Investigation.
  Wenjie Hu, Cecilia Ka Yuk Chan.
  Journal of Computer Assisted Learning. May 27, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nThe integration of Generative AI (GenAI) into collaborative learning in secondary education has created new possibilities for this pedagogical approach. It has also raised concerns about its impact on team communication, particularly, for adolescent learners whose collaborative competencies are still developing. Current research offers limited understanding of how GenAI shapes team communication in educational settings.\n\n\nObjectives\nThis study explores how GenAI influences team communication during group tasks and identifies key factors shaping these dynamics in secondary education.\n\n\nMethods\nA mixed‐methods design was employed with 24 secondary students (Grades 9–12) from two Hong Kong secondary schools. Data collection included written reflections from all participants and semistructured interviews with 10 students. Thematic analysis addressed GenAI's impacts on communication frequency, timeliness and quality (RQ1), while activity theory guided analysis of influencing factors (RQ2).\n\n\nResults and Conclusions\nFindings underscore GenAI's dual role as both a facilitator and a potential disruptor of team interaction in secondary education. First, the introduction of GenAI tools improves communication quality by fostering deeper understanding, generating new ideas and resolving disagreements. However, generative AI tools also significantly reduce communication frequency among team members and may introduce delays in team exchanges. Moreover, this study identifies six factors influencing the use of GenAI in team communication as perceived by students, including the perceived value of discussions, task interdependence, team familiarity, attitudes towards AI, guidelines for AI use and role clarity.\n\n"]

  May 27, 2026   doi: 10.1002/jcal.70270   open full text
• Investigating the Impact of Virtual Reality Panoramas on Children's Water Safety Knowledge and Interest and Enjoyment.
  Allana Santiago, Bernadette Matthews, Won Sun Chen, Therese Keane, Paola Araiza‐Alba, Jordy Kaufman.
  Journal of Computer Assisted Learning. May 24, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 4, August 2026. ", "\nABSTRACT\n\nBackground\nUnintentional drowning is a leading cause of injury and death among children worldwide, and inadequate water safety education is a significant contributing factor. Innovative technologies such as virtual reality [VR] have the potential to teach children about safety and reduce the risk of accidental injury. However, there are limited studies on VR's effectiveness to improve water safety knowledge among children, highlighting the need for research in this area.\n\n\nObjective\nThis study aimed to evaluate the effectiveness of 360° VR panoramas plus traditional teaching materials compared to traditional teaching materials alone in increasing and retaining water safety knowledge, and also assessed which approach was more interesting and enjoyable for children.\n\n\nMethods\nParticipants (n = 156) in school year levels 3 to 6 were assigned to either an intervention group, trained using workbook and audio files (traditional materials) supplemented with 360° VR panoramas, or a control group, trained using only traditional materials. Knowledge and retention were measured at baseline, post‐test (4 weeks later), and at follow‐up (3 months later). Interest and enjoyment, and presence were assessed at post‐test.\n\n\nResults and Conclusions\nBoth groups demonstrated significant knowledge improvements over time; however, the difference between the groups at post‐test was not statistically significant. The intervention group had significantly higher knowledge retention and interest and enjoyment compared to the control group. These findings suggest that 360° VR panoramas are an effective teaching aid to increase and retain water safety knowledge and foster interest among children. Further research is required to examine whether improvements in knowledge translate to behaviour change.\n\n"]

  May 24, 2026   doi: 10.1002/jcal.70268   open full text
• Effect of Head Movement‐Based Learning Videos Combined With Demonstration Methods on Impaired Hearing Students in the Sign Language Course.
  Romi Ilham, Cheng‐Wen Lee.
  Journal of Computer Assisted Learning. May 22, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nHead movements are an important form of nonverbal communication that improves cognitive abilities in students with impaired hearing. In addition, learning videos serve as an effective educational tool, especially when combined with demonstration methods in sign language teaching. However, many students have difficulty accessing learning videos.\n\n\nObjectives\nThis study aimed to investigate the effectiveness of a combination of head movement‐based learning videos—delivered via the newly developed Difable Experience Management Learning (DXML) platform—with the demonstration method on the sign language abilities of students with impaired hearing in an inclusive elementary school.\n\n\nMethods\nA quasi‐experimental design was used on 96 students divided into three groups. The first experimental group used the DXML platform and demonstration method, the second group used the demonstration method only and the control group used only the DXML platform. Data was obtained from pretest and posttest to measure the improvement of sign language ability with mixed methods ANOVA and interviews were conducted to determine the descriptive engagement of students.\n\n\nResults and Conclusion\nThe results showed significant differences between the groups. The first experimental group had the highest improvement in sign language ability, with a 24% increase. The combination of the DXML platform and demonstration method is the most effective approach for improving sign language skills in students with hearing impairments. Students reported positive feedback and increased engagement with the learning platform. Further research could explore the wider impact of assistive technology in other teaching designs. These findings suggest that integrating assistive technology like DXML with traditional pedagogy can create more inclusive, engaging and effective learning environments for students with hearing impairments—offering scalable solutions for inclusive education systems globally.\n\n"]

  May 22, 2026   doi: 10.1002/jcal.70264   open full text
• What Are We Missing in AI‐Supported L2 Writing Research? A Systematic Review From 2014 to 2024.
  Wenqian Tang, Zhuo Wang, Guangfen Yan.
  Journal of Computer Assisted Learning. May 21, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nWhile existing reviews have mapped the efficacy of pre‐GenAI tools or, more recently, explored GenAI research trends and user perceptions, a comprehensive synthesis focused specifically on the pedagogical strategies and instructional designs employed in empirical studies across both eras is needed.\n\n\nObjectives\nThis systematic review analyzes AI‐supported L2 writing trends and examines the integration of technology, content, and pedagogy within instructional designs, guided by the TPACK framework from 2014 to 2024.\n\n\nMethods\n61 empirical studies were analysed. We employed a dual‐coding framework, with one lens identifying general research trends and the second using the TPACK framework to examine specific instructional design elements like theoretical grounding and learning activities.\n\n\nResults\nA dramatic surge in publications occurred post‐2022. The research landscape is overwhelmingly concentrated in formal higher education settings, with a narrow instructional focus on academic writing genres. A significant “theory‐practice” pattern was identified: while Sociocultural Theory was the most cited framework, the dominant instructional format was individual activity, suggesting a reinterpretation of the AI as a “social partner” or “More Knowledgeable Other.” Over half of the studies lacked an explicit theoretical framework. AI is used primarily for language optimization and explanation, targeting the revision and editing stages, while assessment remains focused on the final writing product.\n\n\nConclusions\nThe data reveal a disconnect between technological potential and instructional practice, evidenced by the research's narrow scope (limited to formal settings and generative capabilities), often atheoretical basis, and its focus on AI as a remedial tool.\n\n"]

  May 21, 2026   doi: 10.1002/jcal.70262   open full text
• Inside the Conversation: Exploring the Impact of Scripting on Peer Feedback Dialogues During Computer‐Supported Collaborative Inquiry Learning.
  Amber Van Hoe, Wiebe Joel, Slotta Jim, Rotsaert Tijs, Schellens Tammy.
  Journal of Computer Assisted Learning. May 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nExisting research on peer feedback has largely overlooked the potential of scripting in computer‐supported settings to facilitate peer feedback dialogues. Traditional peer feedback approaches in these environments often lead to surface‐level exchanges, limiting opportunities for meaningful critique and improvement. This study addresses this gap by introducing structured support through a peer feedback tool that incorporates scripting to guide computer‐supported dialogues.\n\n\nObjectives\nThis study explores how a computer‐supported peer feedback tool, using scripting through role assignments and dynamic sentence starters, facilitates the dynamics and content of peer feedback dialogues.\n\n\nMethods\nA quasi‐experimental design was employed involving 230 students from grades 9 and 10, working in a computer‐supported collaborative inquiry learning environment. Students were divided into control and experimental groups. In the experimental group, a computer‐supported peer feedback tool was used to structure peer feedback dialogues with assigned roles and dynamic sentence starters.\n\n\nResults and Conclusions\nThe results showed that the scripted peer feedback tool led to more directive and focused feedback exchanges, facilitating clearer and more structured feedback. Students in the experimental condition provided more critical and actionable feedback, leading to improvements in their inquiry outputs. This study demonstrates the potential of scripting to facilitate peer feedback dialogues and suggests its implementation can enhance computer‐supported learning environments.\n\n"]

  May 15, 2026   doi: 10.1002/jcal.70261   open full text
• Unpacking the Role of Embodied Pedagogical Agents in Multimedia Learning: Beyond Attention Guidance.
  Wenjing Li, Fuxing Wang, Fangzheng Zhao.
  Journal of Computer Assisted Learning. May 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nAlthough embodied pedagogical agents are often viewed as an effective strategy for improving multimedia learning, it remains unclear whether they outperform simple signalling methods and through which mechanisms—cognitive, social, or both—they facilitate learning.\n\n\nObjectives\nThis study compared the effects of five cue‐based instructional strategies (embodied pedagogical agent, hand gesture cue, colour cue, arrow cue and no cue) on learning perception, attention distribution, and learning performance to examine the unique role of embodied pedagogical agents and the mechanisms underlying their effects.\n\n\nMethods\nCollege students learned about neural transmission through a multimedia lesson, supported by embodied pedagogical agents, hand gesture cues, colour cues, arrow cues, or no cues, while their eye movements were recorded.\n\n\nResults and Conclusions\nAlthough the colour cue group showed the highest attention to relevant learning elements, the embodied pedagogical agent group achieved the best learning outcomes, surpassing all other cue groups. Mediation analyses indicated that embodied pedagogical agents not only directly improved learning performance but also indirectly enhanced it by increasing attention to the materials and reducing perceived cognitive load. In addition, the dissociation between attentional guidance and learning outcomes suggests that mechanisms beyond attention may be involved, potentially including social processes.\n\n\nImplications\nThis study demonstrates the advantage of embodied pedagogical agents over other simple cues and provides a more nuanced understanding of how they influence multimedia learning. These findings extend insights from social agency theory and the signalling principle.\n\n"]

  May 15, 2026   doi: 10.1002/jcal.70263   open full text
• Measuring Cognitive Load Index in Online Learning: A Multi‐Modal Approach.
  Fatema Rahimi, Abolghasem Sadeghi‐Niaraki, Jamil Hussain, Houbing Song, Huihui Wang, Soo‐Mi Choi.
  Journal of Computer Assisted Learning. May 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nOnline learning has become increasingly prominent in education, necessitating a deeper understanding of its impact on students' cognitive load (CL). Existing studies often focus on single data sources and overlook multimodal assessments, limiting a deeper understanding of how CL and emotional states manifest and interact during online learning.\n\n\nObjectives\nThis study examines the relationship between CL and emotional responses in asynchronous online learning environments to address existing research gaps. Using a multimodal approach, it aims to develop and establish the convergent validity of a composite index for estimating experienced cognitive strain during online learning.\n\n\nMethod\nWe analysed the CL of 24 students during online learning sessions on regression analysis and logistic regression. Data sources included false task rate, emotional responses from voice and video data, and brain signal analysis. The comprehensive Cognitive Load Index (CLI) was developed using these measures, with the Analytic Hierarchy Process (AHP) assigning weightings to each data source.\n\n\nResults and Conclusions\nOur findings indicate significant correlations between CL, emotional responses, and performance metrics. There were strong positive correlations with NASA Task Load Index (NASA‐TLX) scores, providing convergent validity evidence for the proposed index, and with false task rate, indicating that higher cognitive strain is associated with poorer task performance. Notably, emotional responses, particularly negative emotions, served as the strongest modality‐level contributors to the overall CLI. These multimodal data were effectively integrated by CLI, offering a convergent‐valid composite estimate of experienced cognitive workload during online learning. The study provides a methodological foundation for passive, observer‐based CL assessment in online learning environments for educators and instructional designers to enhance online learning experiences.\n\n"]

  May 15, 2026   doi: 10.1002/jcal.70252   open full text
• Learning With a Pedagogical Agent in Virtual Reality: Does the Impact of Environment Type and Agent Presence Matter?
  Guoliang Zhang, Zhaofeng Ren, Binbin Qi, Ronghuai Huang.
  Journal of Computer Assisted Learning. May 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nPrevious research has shown that adding a pedagogical agent (PA) exhibiting humanlike embodiment cues into lecture videos has the potential to facilitate multimedia learning; however, empirical evidence regarding the impact of learning with these embodied PAs in virtual reality (VR) settings remains limited.\n\n\nObjectives\nThis study aims to investigate the effect of the media environment type and the presence of embodied PA on learners' learning performance, intrinsic motivation, social presence, and cognitive load in VR lecture video settings.\n\n\nMethods\nA total of 125 participants were divided into one of four experimental conditions formed by a 2 (embodied PA: present vs. absent) × 2 (media environment: 2D screen vs. immersive VR) factorial between‐subjects experimental design.\n\n\nResults and Conclusions\nResults indicated that (a) VR significantly enhanced intrinsic motivation and social presence; meanwhile, the interaction effects between the two variables were observed: (b) embodied PA in VR led to better learning performance and social presence than on the screen, while this effect on learning performance was reversed in no‐PA conditions; moreover, (c) under screen conditions, no‐PA resulted in higher learning performance and social presence than embodied PA. These findings highlight that the media environment serves as a boundary condition for embodied PA effectiveness, support the combined use of embodied PA and VR to enhance learning content, and also indicate the advantages of delivering verbal‐narrated video instruction via a 2D screen when it is difficult to create embodied PA and afford VR equipment.\n\n"]

  May 15, 2026   doi: 10.1002/jcal.70257   open full text
• The Worrisome Dynamics of Persistent Disengagement: A Longitudinal Study of University Freshmen.
  Pavani Vemuri, Sonsoles López‐Pernas, Stephan Poelmans, Monique Snoeck, Mohammed Saqr.
  Journal of Computer Assisted Learning. May 12, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nEngagement is an essential ingredient in achieving learning success. It can be understood as a dynamic process that unfolds over time, and is shaped by several factors related to the learner and the learning context. Understanding how learners fluctuate between engagement and disengagement is vital for many stakeholders. Especially in the case of first‐year bachelor's students who are prone to high attrition and low success rates, it is important to consider engagement or lack thereof longitudinally.\n\n\nObjectives\nThis study aims to analyse the longitudinal engagement trajectories of first‐year business students to inform interventions that can foster sustained engagement.\n\n\nMethods\nUsing the VaSSTra methodology, we explore the longitudinal engagement of students in the first year of a Business bachelor's program. A large dataset of 13 semester‐length courses of 651 students and 8463 student enrollments is examined.\n\n\nResults and Conclusions\nThree engagement states (active, average and disengaged) and three distinct longitudinal engagement trajectories (mostly engaged, mostly average and mostly disengaged) are identified. Stability and heterogeneity were explored using within‐student and between‐student entropy. The Mostly Engaged trajectory was stable with infrequent changes in engagement across courses and scored the highest. The Mostly Average trajectory was the most frequent with less stability and more transitions between states. The Mostly Disengaged trajectory became more disengaged in courses of the second semester. The results of our study show that interventions and support should be fortified in the first semester itself to support students.\n\n"]

  May 12, 2026   doi: 10.1002/jcal.70250   open full text
• Artificial Intelligence Chatbot‐Empowered Critical Thinking: Voices From English Majors.
  Weijun Liang, Lifu Li.
  Journal of Computer Assisted Learning. May 10, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nOver the past few years, artificial intelligence (AI) has been both transformative and disruptive, impacting various facets of English teaching and learning. AI chatbots, in particular, have opened up new possibilities for interactive language instruction and personalised language learning. However, little is known about how AI chatbots can empower critical thinking (CT), particularly among English majors.\n\n\nObjectives\nTo address this gap, this study used a sample of 40 English majors from a university in Macau as research participants.\n\n\nMethods\nThe sample participated in semi‐structured individual interviews, and the study employed qualitative thematic analysis to analyse the data.\n\n\nResults and Conclusions\nResults suggested that teacher guidance and guidelines as well as independent thinking were two possible precursors to AI chatbot‐empowered CT. The results also indicated that contrastive analysis, critical evaluation, collaborative critique, context‐specific applications of AI chatbots, and exposure to multiple perspectives were mechanisms for AI chatbot‐empowered CT. Integrating these findings with extant scholarship, this study constructed a framework for AI chatbot‐empowered CT, providing insights on how AI chatbots can foster students' CT. This framework contributes to the growing discourse on AI in education and constitutes a valuable reference for both researchers and practitioners seeking to integrate AI chatbots into the classroom for CT cultivation purposes.\n\n"]

  May 10, 2026   doi: 10.1002/jcal.70258   open full text
• An Interdisciplinary Method of Applying AI‐Empowered Chatbots in Chinese Quatrains' Learning for Chinese Young Pupils.
  Juan Yang, Ting Liang, Zhijie Liang, Yihong Duan, Peiling Yang, Bowen Zheng, Die Chen, Yunhao Jia, Ling Wang.
  Journal of Computer Assisted Learning. May 10, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nAI‐empowered chatbot has been widely and longitudinally applied in second language (L2) education, but few of them were applied in first language (L1) education. Chinese ancient Quatrains, containing high‐density semantic information with minimalist word combinations, are the learning targets of the most advanced level of native language learning for Chinese pupils.\n\n\nObjectives\nDesigning and implementing AI‐empowered chatbots to explore the efficacy of their application in L1 Quatrains' learning for young Chinese pupils.\n\n\nSamples\nFour hundred and thirty four second‐grade pupils from Qingtaishan Primary School participated in this training program, including 220 boys and 214 girls. Participants' average age was 8.2 years (SD = 0.47). Two hundred and eight of them were assigned to the experimental class while the remaining 226 pupils were assigned to the control group.\n\n\nMethods\nA between‐participants design was applied to 434 second‐grade pupils from a primary school. AI‐empowered chatbots were designed and developed with agents and a knowledge base to implement the pedagogical instructional designs. An ANOVA comparison was conducted between learners with and without the intervention, measuring their behavioural outcomes. Five‐point Likert scales were used to collect learners' self‐perceptions about the training, and interviews were conducted with teachers. Structural Equation Models (SEMs) were built to explore how the chatbots affected learners' learning outcomes.\n\n\nResults\nResults showed that learners' sentence comprehension ability was significantly enhanced compared to their peers without intervention, but their ability to extract keywords from the Quatrains showed no superiority to their peers. SEMs based on learners' self‐perceptions and their performance suggested that their positive attitude toward new technology had no causal relationship with their learning outcomes.\n\n\nConclusions\nWe summarised the training's advantages and disadvantages based on a SWOT analysis; practitioner notes were made for policymakers, school leaders and L1 teachers seeking to integrate AI‐supported chatbots in their classrooms. Moreover, by using interaction, constructiveness, and activeness of the learning activity to evaluate the gains of applying AI‐empowered chatbots in L1 learning, drawbacks and limitations were further diagnosed to evolve instructional designs, which may lead to better application outcomes.\n\n"]

  May 10, 2026   doi: 10.1002/jcal.70260   open full text
• AI Chatbot as a Revision Aid in Second Language Writing: From Error Correction to Lexical Sophistication.
  Yuah V. Chon, Dongkwang Shin.
  Journal of Computer Assisted Learning. May 10, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nThe use of recent artificial intelligence (AI) chatbots, such as chat generative pretrained transformer (ChatGPT), in second language (L2) writing may face criticism for potentially promoting plagiarism and raising ethical concerns. However, such tools can effectively provide guided suggestions for improving outlines, content, and organisation. Additionally, EditGPT, an extension that tracks changes made by ChatGPT, provides immediate, direct corrective feedback, thereby enhancing L2 learners' control over their writing process.\n\n\nObjectives\nThe aim of this study was to compare the quality of L2 learners' writing (LW), ChatGPT‐proofread writing (PW), and learners' ChatGPT‐supported revisions (RW) by analysing human raters' evaluations, assessing linguistic complexity, and identifying error types.\n\n\nMethods\nA total of 40 university students majoring in English education, all of whom were English as a foreign language (EFL) learners and pre‐service teachers, participated in this study. Based on significant differences in their TOEIC scores, they were divided into two groups. The secondary‐school pre‐service teachers were classified as skilled learners, while the elementary‐school pre‐service teachers were identified as less skilled learners. Participants completed a guided writing task supported by ChatGPT for idea generation and essay revision. They interacted directly with ChatGPT using standard prompts for brainstorming and outlining and received automated feedback on editing and proofreading through the EditGPT extension.\n\n\nResults\nWhen LW and RW were compared, human raters found significant improvements in language use but not in content and organisation. The revisions demonstrated greater linguistic complexity, including increased use of academic words, improved lexical sophistication, and more varied sentence structures. Regarding language errors, 86.17% of the errors in LW were successfully rectified. However, a closer breakdown revealed that certain error types—particularly word choice (38.9% remaining) and sentence structure (35.4% remaining)—remained relatively unresolved. Addressing these lingering errors in both PW and RW often required judgements of contextual appropriateness, especially when attempting to preserve the learners' intended meanings and nuanced expressions. As a result, the overall error resolution rate dropped to 77.02% in RW.\n\n\nConclusions\nThe structured AI‐mediated revision environment was associated with short‐term improvements in the linguistic quality of L2 writing within a controlled session. These effects reflect product‐level changes and cannot be attributed to individual writing process components. While AI‐supported revision reduced many surface‐level errors, limitations remained for context‐sensitive language use. Further longitudinal research is needed to determine whether these changes support sustained writing development.\n\n"]

  May 10, 2026   doi: 10.1002/jcal.70259   open full text
• Information and Communication Technology Assisted Experiments in K‐12 Science Education: A Systematic Literature Review.
  Yun Sun, Xinyu Zhang, Leyao Jiang, Youwei Yang, Ziyi Sun, Wei Wu, Jiawei Song.
  Journal of Computer Assisted Learning. April 30, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nInformation and communication technology (ICT) offers distinct advantages for addressing challenges in traditional experiments, such as costly sensors, insufficient equipment, and safety risks, by leveraging its immersive, interactive, and imaginative features. Driven by rapid advances in hardware and software, a growing number of ICT, including Augmented Reality (AR), Virtual Reality (VR), and various computer‐based simulation platforms, are being adopted to conduct science experiments. However, existing reviews have largely focused on identifying common features within a single type of ICT‐assisted experiment (e.g., virtual experiments), with limited comparative analysis of technical features and implementation impacts across various ICT‐assisted experiments.\n\n\nObjectives\nThis review aims to compare the technical differences between various ICT‐assisted experiments and evaluate their effectiveness, and then provide a reference for selecting suitable technologies based on available resources, instructional requirements, and the intended learning outcomes of experimental teaching.\n\n\nMethods\nThis review selected and analyzed 118 relevant studies from 2010 to 2024 with a systematic literature review approach, thoroughly examining the research context, technical features, and impacts on students. An additional cross‐analysis was conducted to analyze the relationship between the technology function and its effects on students.\n\n\nResults and Conclusions\nThe review summarized that ICT can be classified as environmental tools (organizing experiments) and experimental tools (observation, operation, and data collection) depending on the purpose of their implementation. Additional cross‐analysis revealed that ICT serving different functions affects students differently: observational ICT mainly improves students' cognitive and affective outcomes, while operational ICT primarily enhances skill outcomes.\n\n"]

  April 30, 2026   doi: 10.1002/jcal.70242   open full text
• Generative AI for Collaborative Learning: Fostering Critical Thinking in Teacher Education.
  Auli Lehtinen, Faisal Channa, Piia Näykki, Emilia Ahlström, Mikko Hiljanen.
  Journal of Computer Assisted Learning. April 28, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nGenerative artificial intelligence (GenAI) tools, such as ChatGPT, present both opportunities and concerns in education. They can support collaborative knowledge construction by providing systematic problem‐solving support. However, a strong focus on critical thinking and validity judgement is needed. GenAI's role in collaborative learning remains underexplored, especially in fostering critical thinking.\n\n\nObjectives\nThis study examines GenAI's role in a collaborative task where 75 pre‐service teachers co‐create lesson plans on sustainable development.\n\n\nMethods\nProcess mining is used to identify sequential patterns that indicate critical thinking. These patterns draw on video analysis and on categorising collaborative groups into high and low performers based on lesson‐plan quality. We analyse different prompt types (conceptual, pedagogical, and refining prompts). We also analyse activities, such as writing, editing, searching for other online sources, and copy‐pasting information. The sequential interplay of these activities reveals important aspects of critical engagement with GenAI.\n\n\nResults and Conclusions\nThe results showed that participants frequently engaged in an iterative process of prompt refinement, indicating reflective use of AI. They also integrated conceptual and pedagogical aspects in their prompting. High‐performing groups demonstrated deeper engagement in activities such as iterative writing and corroborating GenAI content with other online resources. In contrast, low‐performing groups showed repetitive prompting and reliance on AI‐generated content. The results illustrate GenAI's role in collaborative and reflective learning and call for targeted interventions to support critical thinking. Educational interventions should focus, for example, on prompt refinement, guided reflection, and verification of GenAI information against other sources. Theoretically and methodologically, our analyses provide a foundation for further research.\n\n"]

  April 28, 2026   doi: 10.1002/jcal.70256   open full text
• Purpose Profiles in Informal Digital Learning of English: A Mixed‐Methods Study.
  Huijie Yao, Michelle Mingyue Gu, Yue Zhang.
  Journal of Computer Assisted Learning. April 27, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nResearch on Informal Digital Learning of English (IDLE) has largely emphasized engagement intensity, with less attention to learners' underlying purposes.\n\n\nObjectives\nThis study identified purpose profiles in IDLE and examined their associations with digital competence, L2 emotions, and cross‐cultural competence. It also explored how instructional purposes related to informal purposes.\n\n\nMethods\nA sequential explanatory mixed‐methods design was adopted. Survey data from 686 EFL learners were analysed using latent profile analysis to derive configurations of four purposes: information, socialization, entertainment, and self‐instruction. Profile differences in digital competence, enjoyment, anxiety, cross‐cultural competence, and engagement frequency were tested. Follow‐up semi‐structured interviews with five participants were thematically analysed to illuminate how learning intentionality was positioned within informal engagement.\n\n\nResults and Conclusions\nThree distinct purpose configurations emerged. Profiles characterized by stronger purpose endorsement showed significantly higher digital competence, enjoyment, and cross‐cultural competence, whereas no significant differences were found for anxiety or engagement frequency. Qualitative findings illustrated three recurring patterns in how learning intentionality was positioned in relation to informal purposes: learning as a distal purpose, as a primary focus, and as an exclusive purpose. Two facilitative conditions associated with learning intentionality were also identified, namely awareness of language learning affordances in informal digital activities and facilitative links among different purposes. Overall, the findings underscore the potential of IDLE as a site for purposeful engagement that can accommodate both language learning and other life needs.\n\n"]

  April 27, 2026   doi: 10.1002/jcal.70255   open full text
• Learning From Errors in Simulations: How Individual Error Responses Shape Collaborative Problem‐Solving Skills.
  Constanze Richters, Matthias Stadler, Leah Braun, Martin R. Fischer, Nicole Heitzmann.
  Journal of Computer Assisted Learning. April 27, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nIn collaborative problem‐solving (CPS), individual errors such as failing to share relevant information are common. These moments can hinder performance, but if learners engage with them productively, they may offer powerful learning opportunities. Simulation‐based learning environments provide safe opportunities to engage with errors; however, it remains unclear how individual learners respond to their own errors during collaboration and how such responses relate to the development of CPS skills.\n\n\nObjectives\nThis study examines how students respond to individual errors in simulation‐based CPS tasks (elaborating vs. ignoring), how these responses are shaped by individual cognitive and motivational‐affective prerequisites, and whether they contribute to CPS skill development.\n\n\nMethods\nA total of 194 medical students worked on five collaborative diagnostic reasoning tasks with an agent‐based radiologist. Students' responses to their errors in collaborating with the agent were logged and categorised as either elaborating on or ignoring errors. We analysed how these responses changed across tasks, how they related to individual differences in prior knowledge, cognitive ability and motivational‐affective factors, and whether they predicted CPS skill development.\n\n\nResults and Conclusions\nElaborating on errors was associated with improved information sharing and, initially, better task performance, but this effect diminished across tasks. Cognitive ability consistently predicted reduced error ignoring, while prior knowledge and motivational‐affective factors showed weaker effects. The findings highlight the importance of simulation designs that sustain engagement with errors and adapt to individual learner profiles as a pathway to CPS skill development.\n\n"]

  April 27, 2026   doi: 10.1002/jcal.70251   open full text
• Primary School Teachers' Competence With Learning Analytics Dashboards: Beliefs, Skills and Teaching Behaviour.
  Stefanie Vanbecelaere, Ann Fastré, Bert Reynvoet, Fien Depaepe.
  Journal of Computer Assisted Learning. April 26, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nLearning Analytics Dashboards (LADs) have the potential to support primary school teachers in data‐driven decision‐making, yet research indicates variability in teachers' competence. Existing studies often focus on teachers' attitudes towards data use rather than their specific skills in interpreting and applying LAD insights. Understanding these skills is crucial for designing professional development that enhances effective LAD use.\n\n\nObjectives\nThis study examines primary school teachers' competence in using LADs, focusing on their beliefs, skills and teaching behaviour regarding LAD use.\n\n\nMethods\nUsing a mixed‐methods approach, we surveyed 45 primary school teachers about their beliefs and teaching behaviour regarding LAD use. Individual, structured interviews were conducted to assess teachers' perception, interpretation and decision‐making skills across two distinct LADs.\n\n\nResults and Conclusions\nWhile teachers generally express positive beliefs towards data use, their actual LAD skills and usage levels vary widely. Notably, more teaching experience and a higher perceived value of data use were associated with lower LAD engagement. These findings highlight the need for targeted professional development and further research into the factors that facilitate effective LAD use in primary education.\n\n"]

  April 26, 2026   doi: 10.1002/jcal.70243   open full text
• Contribution to Teaching Analytics: Measuring Teachers' Digital Maturity With Large‐Scale VLE Logs Dataset.
  Christine Michel, Laëtitia Pierrot, Frédéric Oru, Olivier Vigneau.
  Journal of Computer Assisted Learning. April 26, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nThis research employs the concept of digital maturity (DM) to characterise levels of digital use in education and to represent them on a dashboard. This dashboard should enable assessment of teachers' digital practices and tracking of their technology adoption over time, particularly when new continuing professional development opportunities are offered to support their integration of digital tools into their professional practice. The challenge of this research is to make these observations at scale and in a regular manner. This study explores the use of Teaching Analytics to measure and report on teachers' DM.\n\n\nObjectives\nThe paper proposes methods for processing and analysing teachers' virtual learning environment (VLE) activity logs to characterise DM. Specifically, the focus is on identifying analytical methods for modelling and assessing maturity, as well as visualising population states to help stakeholders better understand and use these data.\n\n\nMethods\nThe techniques employed include structuring data according to the DigCompEdu competence framework, supervised and unsupervised classification to assess maturity levels across dimensions (diversity, intensity, and type of usage), and three visualisations (Sunburst, Histogram, and Bubble chart) integrated into a dashboard. These three visualisations were evaluated (usability and satisfaction, perceived credibility, perceived usefulness, and actionability) during interviews with stakeholders. A discussion also addresses interactive methods for presenting these results through a dashboard. The methods are illustrated using increasingly large datasets representing 12,949 teachers (Paris, 2022–2023), 144,900 teachers (Paris, Lille, Amiens, 2022–2024), and 1,320,000 teachers (national area, 2022–2026).\n\n\nResults and Conclusions\nThis study makes three contributions. First, it proposes an operational framework for designing a multidimensional dashboard that uses VLE logs to assess teachers' DM at scale. It uses supervised and unsupervised classification and considers the intensity of use (frequency) of the VLE platform by teachers, as well as the diversity and types of use. Second, it compares supervised and unsupervised classification approaches to examine their scalability and analytical accuracy. Third, it explores how different institutional actors perceive dashboards, focusing on their interpretability, credibility, and practical usefulness.\n\n"]

  April 26, 2026   doi: 10.1002/jcal.70253   open full text
• Cognitive Engagement in Online Learning Environments: A Systematic Review and Future Research.
  Yafei Shi, Qianqian Dong, Yantao Wei, Ke Zhu.
  Journal of Computer Assisted Learning. April 23, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nThe growing prominence of online learning in educational contexts has underscored the critical role of cognitive engagement in shaping academic performance.\n\n\nObjectives\nTo synthesise current research trajectories, this study conducted a systematic literature review spanning two decades on cognitive engagement within online learning contexts.\n\n\nMethods\nA structured framework encompassing research backgrounds, theoretical foundations, analytical methods, and existing challenges was employed to code and analyse the 98 retrieved literature.\n\n\nResults and Conclusions\nThe findings indicated that the majority of studies concentrated on examining the impact of educational technology tools and a range of associated influencing factors on cognitive engagement. A notable absence of research examining cognitive engagement in online learning among primary and secondary education students was observed. The majority of existing studies focused on college students. Moreover, cognitive engagement was a complex academic concept researchers attempted to interpret from different perspectives, including motivation and self‐regulation, psychological engagement, learning strategies, Taxonomy of educational objectives, knowledge construction, and overt behaviours. Self‐determination theory, ICAP framework, and community of inquiry were the most frequently adopted in research on cognitive engagement. The self‐report scale was the most frequently employed method for data collection. The multimodal data illustrated significant potential and promise in predicting learners' cognitive engagement in online learning environments. This would enable a comprehensive analysis of students' cognitive engagement patterns and evolutionary characteristics.\n\n"]

  April 23, 2026   doi: 10.1002/jcal.70240   open full text
• Exploring Performance Engagement in Online Postgraduate Learning: Utilisation of Digital Activities.
  M. Van Wyk, S. M. Patrick, J. E. Wolvaardt.
  Journal of Computer Assisted Learning. April 21, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground to the Study\nAs fully online postgraduate programmes expand, questions remain regarding whether sufficient student engagement is achieved and how such sufficiency can be measured. This study examined the types and levels of engagement within a fully online postgraduate module and explored how engagement can be operationalised using learning management system (LMS) analytics.\n\n\nObjective\nTo explore whether there is sufficient student engagement in an online module, and the types and levels of online engagement.\n\n\nMethods\nA quantitative single‐case study analysed LMS trace data from 773 students. Data were analysed using the Online Engagement Framework and Moore's interaction typology. Engagement was operationalised using four behavioural indicators: submissions, interactions, time‐on‐platform and Grade Center access. Cluster analysis was applied to identify engagement profiles.\n\n\nResults\nFindings indicate high levels of social, cognitive, behavioural and collaborative engagement, with participation substantially exceeding minimum requirements. In contrast, structured opportunities for emotional engagement were absent. Frequent Grade Centre access (mean = 68 views per student) suggests a digitally observable form of performance engagement characterised by academic self‐monitoring behaviour Cluster analysis revealed four distinct engagement profiles, highlighting heterogeneity in student interaction patterns.\n\n\nConclusion\nThe findings suggest that high‐density programmatic assessment is associated with sustained engagement behaviours in online contexts. This study contributes to the literature by proposing a trace‐based operationalisation of performance engagement and offering a practical framework for examining engagement sufficiency in fully online programmes.\n\n"]

  April 21, 2026   doi: 10.1002/jcal.70254   open full text
• A Bayesian Meta‐Analysis of Digital Game‐Enhanced Vocabulary Learning.
  Sofiya Shahiwala, D. R. Rahul.
  Journal of Computer Assisted Learning. April 17, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nDigital game‐enhanced vocabulary learning (DGEVL), referring to the use of commercial off‐the‐shelf games for vocabulary learning, has attracted growing scholarly interest. Although existing studies predominantly report positive effects, previous reviews have conflated different game types, restricted their scope or overlooked the processes that mediate learning outcomes. As a result, there is limited understanding of how and under what conditions DGEVL works, leaving gaps in theory and research practice.\n\n\nObjectives\nThis study aimed to examine the effectiveness of digital game‐enhanced vocabulary learning and identify the factors that facilitate or hinder its impact.\n\n\nMethods\nA meta‐analysis of 12 studies (14 samples, 765 participants) was conducted using a Bayesian random‐effects model to assess the overall impact of DGEVL. Subgroup analyses explored the influence of study, participant, intervention and assessment characteristics. To contextualise these findings, a systematic review of 25 studies, comprising 12 quantitative studies included in the meta‐analysis and an additional 13 qualitative studies, was carried out, and a thematic analysis was conducted to construct a conceptual model of the learning process.\n\n\nResults and Conclusions\nDGEVL demonstrates a strong positive effect on vocabulary learning (posterior median gwithin = 1.11, 95% credible interval (CI) [0.62, 1.61]; gbetween = 1.40, 95% CI [0.58, 2.25]), with substantial between‐study heterogeneity (τwithin = 0.56, 95% CI [0.26, 1.00]; τbetween = 0.80, 95% CI [0.26, 1.68]). These effects vary depending on factors such as the length of the intervention, learner proficiency, and the type of game played. The cyclical model conceptualises vocabulary learning as a cyclical process shaped by gameplay, language interactions and metacognitive regulation. The study highlights the need for balanced assessment techniques, prolonged interventions, micro‐longitudinal data collection, comparative designs and rigorous trials.\n\n"]

  April 17, 2026   doi: 10.1002/jcal.70246   open full text
• Disciplinary and Educational Level Differences in AI‐Mediated Informal Digital Learning of English (AI‐IDLE): A Qualitative Epistemic Network Analysis.
  Chenghao Wang, Lanfang Sun, Jiahao Yan, Bin Zou.
  Journal of Computer Assisted Learning. April 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nAs generative artificial intelligence (GenAI) becomes more deeply integrated into AI‐mediated informal digital learning of English (AI‐IDLE), understanding how learners organise their acceptance of these tools is increasingly important. Existing research has largely relied on variable‐centred approaches, offering limited insight into how acceptance beliefs are configured across learner groups.\n\n\nObjectives\nThis study examines how learners' acceptance of GenAI beyond the classroom is structurally organised and how these configurations vary across educational levels and disciplinary backgrounds.\n\n\nMethods\nGrounded in the Integrated Model of Technology Acceptance (IMTA), the study employed Epistemic Network Analysis (ENA) to model four acceptance networks: overall IMTA, perceived enjoyment (PE), perceived usefulness (PU) and negative use experience. Semi‐structured online interviews were conducted with 24 Chinese university students (BA, MA, PhD; humanities and social sciences, STEM) and theory‐driven coding was used to construct and compare network structures.\n\n\nResults and Conclusions\nFindings revealed a developmental reconfiguration of acceptance. BA learners' IMTA networks were experience‐oriented (PE, PEU), whereas postgraduate learners showed more utility‐driven configurations integrating PU and behavioural intention. PE networks showed disciplinary differences and some developmental variation, shifting from accompaniment‐centred structures towards confidence‐oriented patterns. PU displayed the clearest educational differentiation, progressing from affordance‐based evaluations to goal‐aligned and critically engaged use. In contrast, negative‐use networks showed structural stability across educational levels but differed by discipline. Overall, GenAI acceptance in AI‐IDLE emerges as a developmentally structured and motivationally layered process rather than a static set of beliefs.\n\n"]

  April 15, 2026   doi: 10.1002/jcal.70244   open full text
• Exploring Shared Monitoring in Large Language Model (LLM)‐Supported Online Collaborative Problem Solving for High‐Cohesion and Low‐Cohesion Groups.
  Xiaoyun Liu, Xu Du, Jui‐Long Hung, Hao Li, Shuoqiu Yang, Yiqian Xie.
  Journal of Computer Assisted Learning. April 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nRecent research increasingly highlights the central role of interventions in enhancing shared monitoring during collaborative problem‐solving. However, traditional intervention approaches suffer from limitations in timeliness and adaptability. Large language model (LLM), equipped with deep semantic parsing and contextual perception, can dynamically detect latent challenges and provide targeted, timely, context‐sensitive feedback.\n\n\nObjectives\nThis study examines how LLM‐supported interventions affect group shared monitoring during dynamic CPS processes.\n\n\nMethods\nThis study designed a collaborative problem‐solving platform integrated with LLM, and 28 students from a university in China participated in CPS activities. Chi‐square tests, conditional random fields, linear mixed models and correlation analyses were adopted to examine the changes in both monitoring behaviour and equality of monitoring participation in high‐cohesion (HCGs) and low‐cohesion groups (LCGs) after LLM‐supported group metacognitive scaffolding (LLM‐GMS) intervention, as well as their effects on collaborative performance.\n\n\nResults and Conclusions\nThe results show that (1) LLM‐GMS activated more socio‐cognitive and behavioural monitoring in HCGs, whereas LCGs mainly exhibited heightened behavioural monitoring. (2) Descriptive analyses revealed divergent trends in monitoring participation equality across group types, with HCGs showing increased equality and LCGs exhibiting a decline. (3) In HCGs, socio‐emotional monitoring was positively associated with collaborative performance, whereas participation equality and behavioural monitoring exhibited negative associations with collaborative performance. In contrast, among LCGs, behavioural monitoring was positively related to performance, whereas socio‐cognitive monitoring was unexpectedly negatively associated with performance.\n\n\nImplications\nThese findings highlight that LLM‐GMS can be a valuable tool for supporting collaborative learning, but its effectiveness depends on group characteristics and its implementation approach.\n\n"]

  April 15, 2026   doi: 10.1002/jcal.70249   open full text
• Enhancing Emotional Intelligence Through Generative AI‐Supported Digital Storytelling: A Mixed Methods Study Using Epistemic Network Analysis.
  Gwo‐Jen Hwang, Yun‐Fang Tu, Yue‐I Lin, Hsiu‐Ling Chen.
  Journal of Computer Assisted Learning. April 15, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nSocial–emotional learning (SEL) has gained increasing attention in recent years due to its importance for students' emotional regulation, motivation and learning engagement. Digital storytelling (DST) has been widely recognised as a promising approach for supporting SEL; however, students often encounter challenges related to creative expression and technical execution during the storytelling process.\n\n\nObjective\nAlthough DST holds considerable promise for supporting SEL, students often encounter challenges related to creative expression when using DST, which may limit their learning effectiveness. To address this issue, this study proposed a generative‐AI (GAI)‐supported DST approach.\n\n\nMethod\nA quasi‐experimental design was adopted with 62 junior high school students. The experimental group (n = 30) learned using the GAI‐DST approach, while the control group (n = 32) adopted a conventional DST approach. Quantitative data were collected through pre‐ and post‐questionnaires on emotional intelligence and self‐efficacy. Qualitative interview data were further analysed using epistemic network analysis (ENA) to explore students' learning perceptions and cognitive‐emotional patterns.\n\n\nResults and Conclusions\nResults showed that the GAI‐DST approach significantly enhanced students' self‐efficacy and the motivation dimension of emotional intelligence, while no significant differences were found in other emotional intelligence dimensions. The qualitative findings revealed that students in the GAI‐DST group demonstrated a stronger orientation towards practice‐based learning, tool‐supported problem solving and emotional engagement, whereas students in the control group focused more on mastering basic skills. These findings suggest that the GAI‐DST approach may exert selective effects on motivational and self‐efficacy‐related processes, rather than producing immediate, broad‐based improvements across all dimensions of emotional intelligence. By conceptualising GAI as a mediational learning tool that supports mastery experiences and reflective interaction, this study provides a theoretically grounded explanation of how GAI can support SEL and offers suggestions for the design of AI‐integrated instructional activities.\n\n"]

  April 15, 2026   doi: 10.1002/jcal.70245   open full text
• ChatGPT As a Resource to Strengthen Mathematics Teaching and Learning: A Systematic Review.
  Chia Shih Su, Chuan Chih Hsu, José Alejandro González Campos.
  Journal of Computer Assisted Learning. April 14, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nSince late 2022, the integration of generative AI, particularly ChatGPT, has rapidly expanded in mathematics education, creating a dynamic but heterogeneous research field that requires systematic synthesis regarding its pedagogical value.\n\n\nObjective\nThis review analyses scientific literature on ChatGPT in mathematics education to identify its applications, benefits, limitations and instructional projections.\n\n\nMethods\nFollowing PRISMA guidelines, 54 peer‐reviewed articles from Web of Science, Scopus and SciELO were analysed using deductive‐inductive content analysis across methodological, pedagogical and impact dimensions.\n\n\nResults\nAnalysis revealed methodological diversity, with predominance of qualitative approaches (33.3%) and concentration in higher education (35.2%) and teacher training (24.1%). Main applications included problem‐solving support (46.3%), instructional material design (22.2%) and metacognitive scaffolding (14.8%). Benefits encompassed conceptual understanding enhancement (22.2%), metacognitive development (20.4%) and teacher professional growth (20.4%). Critical concerns centred on accuracy and reliability (46.3%), necessitating explicit verification protocols, AI literacy development (31.5%) and strong teacher mediation (27.8%).\n\n\nConclusion\nChatGPT's educational value is contingent upon instructional design quality rather than tool capabilities. Effective integration demands AI literacy, structured tasks promoting mathematical validation, and pedagogical mediation that preserves disciplinary rigour and student autonomy.\n\n"]

  April 14, 2026   doi: 10.1002/jcal.70241   open full text
• Enhancing Pre‐Service Teachers' Understanding of Quadrilaterals Through Wiki‐Supported Collaborative Learning.
  Asuman Duatepe‐Paksu.
  Journal of Computer Assisted Learning. April 14, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nPre‐service mathematics teachers frequently struggle with understanding the definitions and hierarchical classifications of quadrilaterals, often misidentifying inclusive relationships. These misconceptions hinder their ability to teach geometry effectively and reflect gaps in both content knowledge and pedagogical readiness. While collaborative digital tools like wikis have demonstrated potential for fostering reflective and dialogic learning, their application in mathematics teacher education remains limited and underexplored.\n\n\nObjectives\nThis study aimed to investigate how a wiki‐based collaborative learning environment could enhance pre‐service teachers' conceptual understanding of quadrilaterals and inform the development of evidence‐based instructional design principles.\n\n\nMethods\nThis study adopted a three‐phase Design‐Based Research (DBR) methodology, comprising a pilot study and two iterative cycles, with 31 pre‐service mathematics teachers participating (4 pilot, 8 Iteration 1, 19 Iteration 2). The intervention used a Moodle‐based wiki in which participants collaboratively defined six quadrilaterals and determined instructional sequencing. Each phase involved designing wiki scaffolds, implementing the task, and analysing weekly wiki logs and interaction patterns to inform iterative refinements to task structure and scaffolding. Improvements were made on task design and scaffolding strategies between cycles considering wiki content analysis.\n\n\nResults and Conclusions\nFindings indicate that wiki‐supported collaboration progressively enhanced participants' definitional precision, engagement in hierarchical reasoning, and pedagogical content knowledge. Over time, learners shifted from exclusive to inclusive definitions, demonstrating advancement along van Hiele levels of geometric thinking. Despite persistent challenges such as uneven participation and limited multimodal representation, the study confirms the potential of wikis as social constructivist tools in teacher education and contributes practical design principles for integrating collaborative technologies into mathematics instruction.\n\n"]

  April 14, 2026   doi: 10.1002/jcal.70247   open full text
• Effects of Digital Scaffolding on Students' Conceptual Knowledge of Radiation and Radioactivity.
  Pier T. Siersma, Adrie J. Visscher, Henk J. Pol, Hans Luyten, Wouter R. van Joolingen.
  Journal of Computer Assisted Learning. April 13, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nTeachers have their students practice physics problems both at home and in class. In class, the teacher provides students who need help with feedback. However, at home, students do not receive such feedback. A digital system that provides support outside the classroom could improve student performance.\n\n\nObjectives\nThis study aimed to determine whether digital scaffolding can improve students' conceptual physics knowledge. The study addressed the topic of radiation and radioactivity, a secondary school physics subject that introduces many new concepts.\n\n\nMethods\nThe study involved a double‐blind, randomized controlled trial with a pre‐test and a post‐test. The Digi‐Feedback web‐based software was designed to provide students with digital scaffolding during all phases of problem solving, and Digi‐Feedback kept logs of all student actions.\n\n\nResults and Conclusions\nStudents' conceptual knowledge was enhanced by straightforward scaffolding, especially scaffolding that encouraged them to compare their solutions with worked examples. Immediate feedback played a crucial role here, as it helped to direct students towards correcting solutions real‐time, enabling them to correct errors and reinforce understanding. This immediate feedback fosters a responsive learning environment, allowing students to explore complex concepts more effectively. They deepened their conceptual knowledge by studying a worked example when they had first developed their own solution. The findings indicate that easily applied digital scaffolding has the potential to increase students' conceptual knowledge without extra time investment from students and teachers. This method of digital scaffolding could potentially be applied in other STEM subjects as well.\n\n"]

  April 13, 2026   doi: 10.1002/jcal.70248   open full text
• How Do Badges and Freedom of Choice Affect Intrinsic Motivation, Psychological Need Satisfaction and Performance of Online Learners?
  Sebiha Balci, Bradley J. Morris.
  Journal of Computer Assisted Learning. April 09, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nGamification has demonstrated potential for enhancing motivation and academic performance in online learning contexts. Nevertheless, given the inconsistent findings in prior research, additional investigation is warranted to clarify its effects on intrinsic motivation, performance, and psychological need satisfaction.\n\n\nObjectives\nTo address the mixed findings in prior research, this study empirically investigates the effects of two game design elements, badges and freedom of choice, on college students' psychological need satisfaction, intrinsic motivation, and performance in an online learning environment.\n\n\nMethods\nGuided by self‐determination theory, a gamified online learning environment was developed using TalentLMS. Participants (N = 210) were randomly assigned to one of four groups: badges, freedom of choice, badges with freedom of choice, or control (no badges, no freedom of choice).\n\n\nResults and Conclusions\nThe findings indicate that while badges diminished learners' intrinsic motivation and failed to satisfy the need for competence, freedom of choice indirectly boosted intrinsic motivation by fulfilling the need for autonomy. Neither badges nor freedom of choice significantly improved learner performance. The discussion emphasizes the need for caution when integrating badges into learning contexts and explores the theoretical and practical implications of these results.\n\n"]

  April 09, 2026   doi: 10.1002/jcal.70234   open full text
• Mapping the Ecosystem of Resistance: Why Thai EFL Teachers Struggle to Adopt Informal Digital Learning of English.
  Santipap Upara, Ju Seong Lee.
  Journal of Computer Assisted Learning. April 01, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nInformal Digital Learning of English (IDLE) has become increasingly prevalent among EFL learners, yet its integration into formal instruction remains uneven.\n\n\nObjective\nGuided by an ecological framework, this study examines the barriers that Thai EFL teachers encounter when attempting to integrate IDLE into secondary school classrooms.\n\n\nMethods\nQualitative data (929 coded responses) were collected from 350 secondary school EFL teachers across 55 provinces, representing all six regions of Thailand.\n\n\nResults\nBarriers were most commonly reported at the exosystem level (40%), including limited infrastructure, exam‐oriented curricula, and heavy workloads. These constraints were accompanied by microsystem challenges (22%), such as variation in students' proficiency levels and concerns about classroom distraction, as well as mesosystem barriers (14%), including unequal access to technology at home and parental resistance. Individual‐level factors (13%), such as limited confidence and reservations about digital learning, were also reported, alongside macrosystem influences (12%) related to traditional teaching norms. Reported percentages reflect descriptive prevalence rather than barrier severity or importance.\n\n\nConclusions\nThe findings suggest that teachers' decisions regarding IDLE integration are shaped largely by systemic and contextual conditions. Meaningful and sustainable integration may therefore depend on coordinated efforts that address institutional, curricular, and societal factors alongside targeted teacher support.\n\n"]

  April 01, 2026   doi: 10.1002/jcal.70235   open full text
• Dialogue Through Play: Games as a Bridge for Citizen Engagement.
  Rebecca Harris, Paul Hollins, Anchal Garg, Pradeep Hewage, Paul Watson, Celestine Iwendi, Jude Ower, Joost Schuur.
  Journal of Computer Assisted Learning. April 01, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nDigital games are increasingly used as tools for civic and societal engagement, particularly to reach younger and digitally literate publics on complex issues such as climate change. While such approaches can facilitate large‐scale participation and raise awareness, their capacity to support deliberative forms of civic engagement within real‐world policy contexts remains insufficiently examined.\n\n\nObjectives\nThis study examines whether and how survey‐based engagement embedded within a commercial digital game can move beyond surface‐level participation towards forms of engagement relevant to policy deliberation.\n\n\nMethods\nThe paper reports on an exploratory case study (GCS1) conducted within the GREAT project, in which a multiple‐choice climate policy survey was embedded into a commercial multiplayer game. The design prioritised scale and accessibility over deliberative depth, enabling large‐scale, anonymous data collection from a predominantly young and digitally literate population. Descriptive and inferential analyses were used to examine patterns of engagement and policy preferences across demographic groups.\n\n\nResults and Conclusions\nThe embedded survey achieved high levels of participation, demonstrating the feasibility of game‐based data collection at scale and the potential of games to introduce climate policy issues to digitally engaged publics. However, expressed engagement and policy preferences did not provide evidence of deliberative reasoning, reflecting constraints associated with survey design, platform demographics and the absence of reflective or dialogic mechanisms. Game‐based surveys are therefore best understood as complementary entry points for civic engagement rather than standalone tools for democratic deliberation, highlighting the need to integrate games within broader deliberative and institutional frameworks.\n\n"]

  April 01, 2026   doi: 10.1002/jcal.70236   open full text
• Investigating the Link Between Dyslexia and Dyscalculia: Teaching, Learning, and ICT Integration.
  Georgios Polydoros.
  Journal of Computer Assisted Learning. March 29, 2026
  ["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nDyslexia and dyscalculia are prevalent learning disabilities that impair mathematics performance. Comorbidity compounds cognitive and affective challenges, yet few studies compare how complementary ICT tools support distinct learner profiles.\n\n\nObjectives\nTo examine pre–post changes following the integration of DragonBox (game‐based, conceptual) and Khan Academy (adaptive, scaffolded practice) in problem‐solving, numerical operations, and conceptual understanding among students with dyslexia, dyscalculia, and comorbidity, and to test whether post‐intervention performance patterns differ for the comorbidity group.\n\n\nMethods\nSingle‐group pre–post quantitative design in Grade 5 (N = 80; Dyslexia n = 44; Dyscalculia n = 12; Comorbidity n = 24). A 12‐item math test (three domains) with parallel forms was administered pre/post. Reliability: α = 0.85/0.82/0.87; EFA: 3‐factor solution (68% variance). Analyses used Shapiro–Wilk, Levene, Welch's ANOVA with Games–Howell post hoc, and paired t‐tests with effect sizes and 95% CIs (α = 0.05). Intervention: 8 weeks, two 30‐min sessions/week integrating DragonBox and Khan Academy.\n\n\nResults\nAll groups improved significantly (paired t; Cohen's d: Dyslexia = 0.92; Dyscalculia = 0.90; Comorbidity = 0.85). Statistically significant improvements were observed over time across all groups. Post‐intervention comparisons showed lower means for the comorbidity group (Welch's ANOVA; Games–Howell significant vs. both single‐diagnosis groups). Numerical operations gains exceeded conceptual understanding.\n\n\nConclusions\nFindings indicate statistically significant improvements over time during the ICT‐supported intervention period. In the absence of a comparison condition, results should be interpreted as temporal change rather than definitive causal efficacy of the tools. The comorbidity group showed lower post‐intervention mean performance alongside meaningful within‐group gains, underscoring the need for multidimensional supports.\n\n\nImplications for Practice\nThe results suggest that DragonBox may support conceptual introduction and may help reduce mathematics‐related anxiety, while Khan Academy may support consolidation of arithmetic skills through scaffolded practice. For comorbidity, additional instructional supports may be beneficial, including explicit strategy instruction, extended practice time, and individualised feedback, within a blended model that complements rather than replaces traditional teaching.\n\n"]

  March 29, 2026   doi: 10.1002/jcal.70233   open full text
• Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder.
  Margot Wermeskerken, Bianca Grimmius, Tamara Gog.
  Journal of Computer Assisted Learning. September 05, 2017
  We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate whether we would replicate this finding in adolescents (prevocational education) and to establish how adolescents with autism spectrum disorder, who have been found to look less at faces generally, would process video examples in which the model's face is visible. Results showed that typically developing adolescents who did see the model's face paid significantly less attention to the task area than typically developing adolescents who did not see the model's face. Adolescents with autism spectrum disorder paid less attention to the model's face and more to the task demonstration area than typically developing adolescents who saw the model's face. These differences in viewing behavior, however, did not affect learning outcomes. This study provides further evidence that seeing the model's face in video examples affects students' attention but not their learning outcomes.

  September 05, 2017   doi: 10.1111/jcal.12211   open full text
• Gesture recognition and sensorimotor learning‐by‐doing of motor skills in manual professions: A case study in the wheel‐throwing art of pottery.
  Alina Glushkova, Sotiris Manitsaris.
  Journal of Computer Assisted Learning. August 22, 2017
  This paper presents a methodological framework for the use of gesture recognition technologies in the learning/mastery of the gestural skills required in wheel‐throwing pottery. In the case of self‐instruction or training, learners face difficulties due to the absence of the teacher/expert and the consequent lack of guidance. Motion capture technologies, machine learning, and gesture recognition may provide a way of overcoming such issues. The proposed methodology is used to record and model expert gestures and then to compare this model in real time with the gestures performed by the learner. Differences in kinematic aspects such as hand distances are detected, and optical/sonic sensorimotor feedback is provided to the learner by the system, alerting him/her when errors occur and guiding him/her to achieve better results. In the case described here, the system was evaluated with 11 learners. With the use of our system, the gestural performance of learners during self‐training has been improved in comparison to cases of self‐training without computer assistance.

  August 22, 2017   doi: 10.1111/jcal.12210   open full text
• How teachers integrate a math computer game: Professional development use, teaching practices, and student achievement.
  M. N. Callaghan, J. J. Long, E. A. Es, S. M. Reich, T. Rutherford.
  Journal of Computer Assisted Learning. August 10, 2017
  As more attention is placed on designing digital educational games to align with schools' academic aims (e.g., Common Core), questions arise regarding how professional development (PD) may support teachers' using games for instruction and how such integration might impact students' achievement. This study seeks to (a) understand how teachers use PD resources (e.g., technology personnel and game‐use workshops) for integration; (b) determine how teachers integrate games into their instruction; and (c) examine how those teaching practices are associated with student achievement. This mixed method study used survey and interview responses from elementary school teachers (n = 863) with access to PD resources for implementing a math game intervention and standardized math‐test scores from their second‐ through sixth‐grade students (n = 10,715). Findings showed few teachers sought PD assistance for integration, but many desired such support. Some reported using integrative practices (i.e., referencing game and using game‐generated progress reports) to identify struggling students, whereas several found integration challenging. Teachers' reordering of game objectives to align with lessons and viewing of game‐based PD videos were associated with increased student math achievement in our OLS‐analysis. However, this result was no longer statistically significant within a school fixed‐effects model, suggesting school differences may influence how strongly teachers' practices are associated with student achievement.

  August 10, 2017   doi: 10.1111/jcal.12209   open full text
• An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations.
  C.‐J. Chang, M.‐H. Chang, C.‐C. Liu, B.‐C. Chiu, S.‐H. Fan Chiang, C.‐T. Wen, F.‐K. Hwang, P.‐Y. Chao, Y.‐L. Chen, C.‐S. Chai.
  Journal of Computer Assisted Learning. August 04, 2017
  Researchers have indicated that the collaborative problem‐solving space afforded by the collaborative systems significantly impact the problem‐solving process. However, recent investigations into collaborative simulations, which allow a group of students to jointly manipulate a problem in a shared problem space, have yielded divergent results regarding their effects on collaborative learning. Hence, this study analysed how students solved a physics problem using individual‐based and collaborative simulations to understand their effects on science learning. Multiple data sources including group discourse, problem‐solving activities, learning test scores, and questionnaire feedback were analysed. Lag sequential analysis on the data found that students using the two simulations collaborated with peers to solve the problem in significantly different patterns. The students using the collaborative simulations demonstrated active engagement in the collaborative activity; however, they did not transform discussions into workable problem‐solving activities. The students using the individual‐based simulation showed a lower level of collaboration engagement, starting with individual exploration of the problem with the simulation, followed by group reflection. The two groups also showed significant differences in their learning test scores. The findings and pedagogical suggestions are discussed in the hope of addressing critical activity design issues in using computer simulations for facilitating collaborative learning.

  August 04, 2017   doi: 10.1111/jcal.12208   open full text
• Recognizing value of educational collaboration between high schools and universities facilitated by modern ICT.
  K. Zieliński, Ł. Czekierda, F. Malawski, R. Straś, S. Zieliński.
  Journal of Computer Assisted Learning. August 04, 2017
  In this paper, we address the problem of an educational gap existing between high schools and universities: many students consider their choice of field of study as inappropriate, mostly due to insufficient information regarding the discipline and the university educational process. To solve this problem, we define an innovative, information and communication technology‐supported educational process enabling various ways of collaboration between high schools and universities. The goal of that process is to increase the knowledge of prospective students regarding the next level of their education. We propose an environment for the implementation of the educational process. The concepts have been verified in practise as part of the Małopolska Educational Cloud project across several disciplines. We discuss the achievements of the pilot phase of the project as well as its reception by educators and students. Based on evaluation reports and opinions from both educators and students, we claim that the proposed model for information and communication technology‐supported collaboration between high schools and universities can effectively reduce the educational gap.

  August 04, 2017   doi: 10.1111/jcal.12207   open full text
• Encouraging college student active engagement in learning: Student response methods and anonymity.
  M.L. Barr.
  Journal of Computer Assisted Learning. July 27, 2017
  The purpose of this study was to examine the role of anonymity in encouraging college students to be more cognitively engaged in lectures. Kinesiology majors from three universities were asked to respond to questions during two consecutive lectures using response methods of opposing degrees of anonymity, one using ‘clickers’ and the other using hand‐raising. Participation and comprehension rates were statistically significantly different following the use of the different response methods (*p = 0.000 and *p < 0.001, respectively). Participant survey responses revealed insight into student perceptions regarding the role of anonymity in encouraging their cognitive engagement during each of the lectures. From participant comments, four major dimensions emerged suggesting the anonymity of using clickers (a) increased participation; (b) influenced cognitive engagement; (c) allowed for normative comparisons and (d) allowed for more processing time.

  July 27, 2017   doi: 10.1111/jcal.12205   open full text
• The quality of evidence in tablet‐assisted interventions for students with disabilities.
  Min Kyung Kim, Yujeong Park, Mari Beth Coleman.
  Journal of Computer Assisted Learning. July 12, 2017
  The purpose of this review is to weigh the evidence of the effectiveness of tablet‐assisted instructions (TAIs) at improving academic outcomes of students with disabilities. An extensive search process with inclusion and exclusion criteria yielded a total of 17 studies to be included in the present study: three group design studies and 14 single‐subject design studies. The quality indicators proposed by Gersten et al. () and Horner et al. () were applied to evaluate the methodological rigour of TAI studies and their feasibility to be considered evidence‐based. Results revealed that (a) most group design studies provided little information about the intervention agent and equivalence of groups across conditions, (b) the social validity of using tablets for students with disabilities was strongly established across all single‐subject design studies and (c) procedural fidelity in assessment and intervention implementation was inadequately addressed in group design studies. Although this review suggests that TAI used in single‐subject design studies can be a potentially evidence‐based practice for students with disabilities, there still remains to be established whether the group design studies can be considered evidence‐based, because of the lack of methodological rigour in group design studies. Finally, implications for future directions and practical ideas are discussed.

  July 12, 2017   doi: 10.1111/jcal.12206   open full text
• Video instruction with explanation to another person for intellectually disabled students.
  H. Blik, E.G. Harskamp, S. Leeuwen, R. Hoekstra.
  Journal of Computer Assisted Learning. June 30, 2017
  Intellectually disabled (ID) students in secondary education are often taught in an individual setting where video instruction is used. Especially, when the instruction is about complex assignments, many students may forget parts of it. In this study, we tried to find out if prompting ID students to explain video instruction would help them to improve their performance. Research with regular students indicated that explaining instructional materials can be effective (Roy & Chi, 2005). In a first experiment with 41 ID students in Dutch secondary education, we varied the complexity of assignments and compared students who first watched and then explained video instruction of assignments (n=21) with students who watched twice but were not required to explain (n=20). It turned out that only for complex assignments, explaining to another person was more effective for students' task performance than just watch video instruction. In the second experiment with 58 ID students, we repeated the study with complex assignments. The students in the experimental group (n=29) improved more after explaining video instructions than the students who only watched videos (n=29). The experimental group also had a more complete mental representation of an assignment and could better assess how well they had performed it.

  June 30, 2017   doi: 10.1111/jcal.12204   open full text
• The impact of an automated learning component against a traditional lecturing environment.
  K.W. Maycock, J.G. Keating.
  Journal of Computer Assisted Learning. June 22, 2017
  This experimental study investigates the effect on the examination performance of a cohort of first‐year undergraduate learners undertaking a Unified Modelling Language (UML) course using an adaptive learning system against a control group of learners undertaking the same UML course through a traditional lecturing environment. The adaptive learning system uses two components for the creation of suitable content for individual learners: a content analyser that automatically generates metadata describing cognitive resources within instructional content and a selection model that utilizes a genetic algorithm to select and construct a course suited to the cognitive ability and pedagogic preference of an individual learner, defined by a digital profile. Using the Kruskal–Wallis H test, it was determined that there was a statistically significant difference between the control group of learners and the learners that participated in the UML course using the adaptive learning system following an examination once the UML course concluded, with p = 0.005, scoring on average 15.71% higher using the adaptive system. However, this observed statistically significant difference observed a small effect size of 20%.

  June 22, 2017   doi: 10.1111/jcal.12203   open full text
• Using augmented reality to support a software editing course for college students.
  Y.‐H. Wang.
  Journal of Computer Assisted Learning. June 20, 2017
  This study aimed to explore whether integrating augmented reality (AR) techniques could support a software editing course and to examine the different learning effects for students using online‐based and AR‐based blended learning strategies. The researcher adopted a comparative research approach with a total of 103 college students participating in the study. The experimental group (E.G.) learned with the AR‐based contents, while the control group (C.G.) learned with the online‐based support. The findings demonstrated the potential of AR techniques for supporting students' learning motivation and peer learning interaction, and the AR‐based contents could be used as scaffolding to better support blended learning strategies. The AR‐based learning interaction could also be a trigger arousing learners' interest in becoming active learners and the students presented great learning involvement after the AR‐based supports were removed, while the learners in the C.G. were passive once the supports had been removed. Moreover, it was found that (1) their lack of experience with AR interaction and applications, (2) the slow speed of the Internet in the school, (3) the affordances of each learner's mobile learning devices, (4) the screen size of the learning interface and (5) the overloading of the learning information from the AR contents and teacher lectures might be the reasons why the learners were still more used to the online‐based support. It was therefore concluded that when integrating AR applications into a course, technology educational researchers should take into careful consideration the target learning content design, the amount of information displayed on the mobile screen and the affordances of the learning equipment and classroom environment so as to achieve a suitable learning scenario.

  June 20, 2017   doi: 10.1111/jcal.12199   open full text
• Understanding web activity patterns among teachers, students and teacher candidates.
  R. Kimmons, B. Clark, M. Lim.
  Journal of Computer Assisted Learning. June 14, 2017
  This study sought to understand generational and role differences in web usage of teachers, teacher candidates and K–12 students in a state in the USA (n = 2261). The researchers employed unique methods, which included using a custom‐built persistent web browser to track user behaviours free of self‐report, self‐selection and perception bias. Results revealed that all three groups utilized a variety of resources daily, but with some noticeable differences. For instance, (1) teachers and teacher candidates used the Internet on school devices much more than students; (2) they accessed general, multimedia, search, entertainment, shopping and social resources at a higher rate than students; (3) students visited a higher proportion of educational websites than their teachers; and (4) teachers visited a higher proportion of search pages than teacher candidates. Results may be useful for researchers (1) to better understand generational differences between groups; (2) to expand educational technology research to better include non‐pedagogical support tools for educators; and (3) to serve as a counterpoint for self‐report data on web resource frequency of use, which may provide different results.

  June 14, 2017   doi: 10.1111/jcal.12202   open full text
• Using multimedia for e‐learning.
  R.E. Mayer.
  Journal of Computer Assisted Learning. June 13, 2017
  This paper reviews 12 research‐based principles for how to design computer‐based multimedia instructional materials to promote academic learning, starting with the multimedia principle (yielding a median effect size of d = 1.67 based on five experimental comparisons), which holds that people learn better from computer‐based instruction containing words and graphics rather than words alone. Principles aimed at reducing extraneous processing (i.e., cognitive processing that is unrelated to the instructional objective) include coherence (d = 0.70), signalling (d = 0.46), redundancy (d = 0.87), spatial contiguity (d = 0.79) and temporal contiguity (d = 1.30). Principles for managing essential processing (i.e., mentally representing the essential material) include segmenting (d = 0.70), pre‐training (d = 0.46) and modality (d = 0.72). Principles for fostering generative processing (i.e., cognitive processing aimed at making sense of the material) include personalization (d = 0.79), voice (d = 0.74) and embodiment (d = 0.36). Some principles have boundary conditions, such as being stronger for low‐ rather than high‐knowledge learners.

  June 13, 2017   doi: 10.1111/jcal.12197   open full text
• Unpacking students' conceptualizations through haptic feedback.
  A.J. Magana, S. Balachandran.
  Journal of Computer Assisted Learning. June 06, 2017
  While it is clear that the use of computer simulations has a beneficial effect on learning when compared to instruction without computer simulations, there is still room for improvement to fully realize their benefits for learning. Haptic technologies can fulfill the educational potential of computer simulations by adding the sense of touch. Visuohaptic simulations may not only help students visualize these concepts, but they may also have the capability of enriching the learning experience and enhancing retention. To provide additional insights about how students conceptualize abstract and difficult concepts in science, this study proposes a sequencing approach. The research questions are: (1) what are undergraduate students' ways of conceptualizing electric fields through haptic feedback? And (2) what are undergraduate students' perceptions of using visuohaptic simulations for their learning of electric force concepts? Participants included nine undergraduate students who participated in a think aloud procedure. Data were analysed qualitatively using open coding followed by axial coding. The results suggest that students' conceptualized electric force concepts through embodied haptic experiences by inferring force–distance relationship, sign inference, shape of field and indirectly inferring the concept of electric potential. Students also perceived the value of using visual plus haptic simulations to help them understand and retain concepts.

  June 06, 2017   doi: 10.1111/jcal.12198   open full text
• Exploring collaborative learning effect in blended learning environments.
  Z. Sun, R. Liu, L. Luo, M. Wu, C. Shi.
  Journal of Computer Assisted Learning. June 06, 2017
  The use of new technology encouraged exploration of the effectiveness and difference of collaborative learning in blended learning environments. This study investigated the social interactive network of students, level of knowledge building and perception level on usefulness in online and mobile collaborative learning environments in higher education. WeChat, which is a mobile synchronous communication tool, and modular object‐oriented dynamic learning environment (Moodle) were used as mobile and online collaborative learning settings. Seventy‐eight college students majoring in information engineering participated in the experiment. The following findings were revealed by combining methods of social network analysis, content analysis and questionnaire survey: (1) the collaborative social networks generated in this study showed that students had tighter interaction relationships in Moodle than in WeChat; (2) deeper level of knowledge building in collaboration and interaction through Moodle than WeChat was observed; and (3) Moodle got higher perception level than WeChat because of its usefulness for collaboration.

  June 06, 2017   doi: 10.1111/jcal.12201   open full text
• Firefighter learning at a distance – a longitudinal study.
  R. Holmgren, U. Haake, T. Söderström.
  Journal of Computer Assisted Learning. June 06, 2017
  This article presents a summary analysis of a 5‐year study on the implementation of a technology‐supported distance firefighter training programme in Sweden, focused on the firefighter students' learning processes regarding challenges, contradictions and changes that occurred during the implementation period. With activity theory as the theoretical basis, three data collections were carried out. The analysis, based on interviews with firefighter students and instructors as well as observation logbooks and educational documents, identified two phases, an implementation phase and a dissemination phase. The implementation phase is characterized by the distance students developing a self‐directed and goal‐oriented learning, supported by the revised and technology‐supported training design. During the dissemination phase, when many technology‐inexperienced instructors become involved in the distance programme, a number of challenges and contradictions are identified, which, however, turn out to be a driving force for the students to develop alternative learning strategies. Finally, vocational distance training is discussed in terms of potential opportunities for developing vocational students' learning processes.

  June 06, 2017   doi: 10.1111/jcal.12196   open full text
• Using eye movements to model the sequence of text–picture processing for multimedia comprehension.
  L. Mason, K. Scheiter, M.C. Tornatora.
  Journal of Computer Assisted Learning. June 02, 2017
  This study used eye movement modeling examples (EMME) to support students' integrative processing of verbal and graphical information during the reading of an illustrated text. EMME consists of a replay of eye movements of a model superimposed onto the materials that are processed for accomplishing the task. Specifically, the study investigated the effects of modeling the temporal sequence of text and picture processing as shown in various replays of a model's gazes. Eighty‐four 7th graders were randomly assigned to one of the four experimental conditions: text‐first processing sequence (text‐first EMME), picture‐first processing sequence (picture‐first EMME), picture‐last processing sequence (picture‐last EMME) and no‐EMME (control). Online and offline measures were used. Eye movement indices indicate that only readers in the picture‐first EMME condition spent significantly longer processing the picture and showed stronger integrative processing of verbal and graphical information than students in the no‐EMME condition. Moreover, readers in all EMME conditions outperformed those in the control condition for recall. However, for learning and transfer, only readers in the picture‐first EMME condition were significantly superior to readers of the control condition. Furthermore, both the frequency and duration of integrative processing of verbal and graphical information mediated the effect of condition on learning outcomes.

  June 02, 2017   doi: 10.1111/jcal.12191   open full text
• Diverse delivery methods and strong psychological benefits: A review of online formative assessment.
  T. McLaughlin, Z. Yan.
  Journal of Computer Assisted Learning. May 25, 2017
  This article is a review of literature on online formative assessment (OFA). It includes a narrative summary that synthesizes the research on the diverse delivery methods of OFA, as well as the empirical literature regarding the strong psychological benefits and limitations. Online formative assessment can be delivered using many traditional assessment methods. These assessments can be delivered using a variety of programs and software. The benefits of using OFAs include both gains in achievement scores and the development of essential complex cognitive processes, such as self‐regulation. While attention is paid to both K–12 and higher education settings, this article highlights how OFA has been used distinctly in each. This paper has high utility for both academics and practitioners.

  May 25, 2017   doi: 10.1111/jcal.12200   open full text
• The effects of cognitive capacity and gaming expertise on attention and comprehension.
  Y.‐H. Lee, C. Heeter.
  Journal of Computer Assisted Learning. May 05, 2017
  Educational video games can impose high cognitive demands on its users. Two studies were conducted to examine the cognitive process involved in playing an educational digital game. Study 1 examined the effects of users' working memory capacity and gaming expertise on attention and comprehension of the educational messages. The results showed that gaming experts seem to benefit more from having a higher working memory capacity when processing information from the game. However, gaming experts' available working memory did not predict better comprehension. Instead, non‐experts' available working memory predicted better comprehension. Study 2 further examined whether these results were caused by insufficient working memory allocation or different attention focus between gaming experts and non‐experts. The findings suggest that gaming experts approach the game differently from non‐experts, focusing on familiar features and overlooking unfamiliar (educational) information.

  May 05, 2017   doi: 10.1111/jcal.12193   open full text
• Perceptions of learning effectiveness in M‐learning: scale development and student awareness.
  Wen‐Hui Chang, Yuan‐Chen Liu, Tzu‐Hua Huang.
  Journal of Computer Assisted Learning. May 03, 2017
  The purpose of this study is to develop a multi‐dimensional scale to measure students' awareness of key competencies for M‐learning and to test its reliability and validity. The Key Competencies of Mobile Learning Scale (KCMLS) was determined via confirmatory factor analysis to have four dimensions: team collaboration, creative thinking, critical thinking and problem solving, and communication. The research subjects are 815 students from the elementary school that participate in M‐learning programme in Taiwan. The research results show that students have better self‐awareness in team collaboration and creative thinking, but have worse self‐awareness in critical thinking and problem solving. This study also found that there was no significant difference between genders in the KCMLS, but students who study in the schools that committed in M‐learning longer have higher awareness in all dimensions than students who study in the schools that committed to M‐learning in fewer years.

  May 03, 2017   doi: 10.1111/jcal.12192   open full text
• Improving mastery of fractions by blending video games into the Math classroom.
  M. Masek, J. Boston, C.P. Lam, S. Corcoran.
  Journal of Computer Assisted Learning. April 27, 2017
  Concepts from the Australian mathematics curriculum on fractions were used as core elements to design three computer games. In each game, the concepts were presented in the form of tangible puzzles, customized to a difficulty level based on student capability. The games were integrated into a single virtual game world, and a fantasy story was used to help build a compelling experience. Five Year 6 classes were used to evaluate the game over four weeks. Three of the classes were provided with the games, and two served as a control. Both the intervention and control groups also covered fractions in class as part of the regular teaching program, consisting of instructor led content combined with access to online resources and activities. Participants completed a diagnostic test before the trial, and again at the end, designed to assess competence in the fractions concepts targeted by the game. Results show that on average students who had access to the game in addition to the regular teaching scored higher than control group students. In particular, looking at just students who started with a lower level of fractions skills, greater improvement was seen in those that had access to the game.

  April 27, 2017   doi: 10.1111/jcal.12194   open full text
• Medical students' attitudes towards the use of virtual patients.
  M. Sobocan, Z. Klemenc‐Ketis.
  Journal of Computer Assisted Learning. April 11, 2017
  An increasing number of virtual patients (VPs) are being used in the classroom, which raises questions about how to implement VPs to improve students' satisfaction and enhance their learning. This study developed and validated a scale that measures acceptability and attitudes of medical students towards the use of the VP education tool in the classroom. This mixed method study first explored attitudes with 11 students in two focus groups. Later on, eight experts performed item reduction and transformation through three rounds of the Delphi‐study method, and an initial version of the scale [virtual patient integration rating scale (VPIRS)] was developed. The scale was administered among 138 medical students to determine its reliability. A total of 88 medical students responded to the final version of the VPIRS. Principal component analysis was performed in order to determine questionnaire domains. The final, validated scale contains 25 items in four domains, with a reliability of 0.864. The identified domains are as follows: (1) acquiring and maintaining knowledge, (2) facilitation of learning, (3) inauthentic learning and (4) disadvantages of learning. To the best of our knowledge, this is the first time a VP rating scale has been developed. VPIRS allows for targeted engagement with students regarding learning and evaluation with VPs, thereby providing opportunities for student‐centred teaching.

  April 11, 2017   doi: 10.1111/jcal.12190   open full text
• Information problem‐solving skills in small virtual groups and learning outcomes.
  Consuelo Garcia, Antoni Badia.
  Journal of Computer Assisted Learning. March 31, 2017
  This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.

  March 31, 2017   doi: 10.1111/jcal.12187   open full text
• Intelligent tutorial system based on personalized system of instruction to teach or remind mathematical concepts.
  R.C. Paiva, M.S. Ferreira, M.M. Frade.
  Journal of Computer Assisted Learning. March 23, 2017
  The growth of the higher education population and different school paths to access an academic degree has increased the heterogeneity of students inside the classroom. Consequently, the effectiveness of traditional teaching methods has reduced. This paper describes the design, development, implementation and evaluation of a tutoring system (TS) to improve student's engagement in higher mathematics. The TS design was based on the Personalized System of Instruction of the Mastery Learning pedagogical approach and can be implemented in any higher education course with mathematics needs. The TS consists on small self‐paced modularized units of educational contents, including tutorial videos, notes and formative e‐assessment with personalized feedback. The TS ensures that the student is only allowed to proceed to the next unit after he or she achieves the required mastery criterion of the current unit. The TS was implemented in the Quantitative Methods course of an undergraduate degree and received good acceptance from students. It was also recognized that TS contributed to learning and engagement with the discipline. Through an experimental research experience, it has been shown that the imposition of restrictions on the advance to the next level by a mastery criterion leads to a significant improvement in student's engagement and performance.

  March 23, 2017   doi: 10.1111/jcal.12186   open full text
• Using cognitive load theory to structure computer‐based learning including MOOCs.
  O. Chen, G. Woolcott, J. Sweller.
  Journal of Computer Assisted Learning. March 20, 2017
  A massive, open, online course (MOOC) is a form of computer‐based learning that offers open access, internet‐based education for unlimited numbers of participants. However, the general quality and utility of MOOCs has been criticized. Most MOOCs have been structured with minimal consideration of relevant aspects of human cognitive architecture and instructional design principles. This paper suggests cognitive load theory, with its roots embedded in our knowledge of human cognitive architecture and evolutionary educational psychology, is ideally placed to provide instructional design principles for all forms of computer‐based learning, including MOOCs. The paper outlines the theory and indicates instructional design principles that could be used to structure online learning and to provide an appropriate base for instructional design when using computer‐based learning.

  March 20, 2017   doi: 10.1111/jcal.12188   open full text
• Text difficulty affects metacomprehension accuracy and knowledge test performance in text learning.
  J. Vössing, C. Stamov‐Roßnagel, K. Heinitz.
  Journal of Computer Assisted Learning. March 19, 2017
  Metacomprehension as reflected in judgements of one's learning is crucial for self‐regulated study, yet their accuracy is often low. We investigated text difficulty as a constraint on metacomprehension accuracy in text learning. A total of 235 participants studied a 10‐section expository text and afterwards took a knowledge test. They made judgements of learning after each section. Sections were of high, medium or low difficulty; we manipulated between participants the order of difficulty levels across sections. In blocked orders, texts in each block (sections 1–4; sections 5–6; sections 7–10) were of the same difficulty level. In mixed orders, difficulty varied throughout the learning unit either from easy to difficult or from difficult to easy. Our general tenet was that orders would trigger different extents of experience‐based processing and thus influence metacomprehension accuracy to different degrees. As hypothesized, accuracy was higher for blocked difficulty orders. Late‐section judgement magnitude decreased more strongly in the blocked groups. At the same time, late‐section judgement accuracy was higher in the blocked group. We discuss implications and limitations of the influence of fluctuations in text difficulty on judgements of learning accuracy together with some avenues for further research. Lay Description What is already known about this topic? Metacomprehension as reflected in judgements of one's learning (JOL) is crucial for effective self‐regulated study. JOL accuracy is often low. Text difficulty appears to bias metacomprehension in topically non‐coherent series of texts. What this paper adds? This paper establishes text difficulty as a constraint on metacomprehension accuracy in topically coherent texts. This paper explains text difficulty effects as different relative weights of experience‐based and theory‐based processing, respectively. Implications for practice and/or policy: Taking systematic text difficulty effects into account may help avoid unintended adverse effects of difficulty order on metacomprehension accuracy. Arranging difficulty levels block‐wise may enhance experience‐based processing and thus judgement accuracy. Additionally, with topically coherent texts, increasing difficulty across texts benefits performance in a later knowledge text.

  March 19, 2017   doi: 10.1111/jcal.12179   open full text
• Are you with me or not? Temporal synchronicity and transactivity during CSCL.
  V. Popov, A. Leeuwen, S.C.A. Buis.
  Journal of Computer Assisted Learning. March 16, 2017
  Do the simultaneous alignment of student activities (temporal synchronicity) and students successively building on each other's reasoning (transactivity) predict the quality of collaborative learning products? To address this question, we used a mixed‐method approach to study 74 first‐year university students who were randomly assigned to work in dyads on an ill‐defined problem of biodiversity collapse in tropical forests within a computer‐supported collaborative learning setting. The quantitative analysis revealed that neither temporal synchronicity nor transactivity was related to the quality of group products. The qualitative analysis of chat transcripts revealed that the variability between the groups could be explained by group dynamics, students' prior knowledge, confidence in managing the learning task, collaborative strategy and communication skills. The study findings could be used to optimize collaboration by informing students directly of their activities or the teachers that scaffold these activities. Lay Description What is already known about this topic: Collaborative learning effort is influenced by how well students coordinate their activities across time and transact on each other's ideas. What this paper adds: This study examines the relation between temporal synchronicity, transactivity and the quality of group products in the context of synchronous computer‐supported collaborative learning. Neither temporal synchronicity nor transactivity was found to be directly related to the quality of group products. Implications for practice and/or policy: Collaboration groups require socio‐cognitive support not only based on the attunement of their efforts but also based on differences within groups.

  March 16, 2017   doi: 10.1111/jcal.12185   open full text
• Does instructor's image size in video lectures affect learning outcomes?
  Z. Pi, J. Hong, J. Yang.
  Journal of Computer Assisted Learning. March 12, 2017
  One of the most commonly used forms of video lectures is a combination of an instructor's image and accompanying lecture slides as a picture‐in‐picture. As the image size of the instructor varies significantly across video lectures, and so do the learning outcomes associated with this technology, the influence of the instructor's image size should be evaluated. This study tested the effect of image size of the instructor on learners' experience of social presence, cognitive load, learning performance and satisfaction. In the study, 87 Chinese undergraduates were randomly assigned to view a video lecture with a small image of the instructor, with a medium image size of the instructor or with a large image of the instructor. The results of analyses of variances and analysis of covariance suggested that learners perceived the same level of social presence and cognitive load across video lectures with different image sizes of the instructor; learners who watched the video lecture with the small image of the instructor learned better than those who watched the video lectures with the medium and the large images of the instructors. Furthermore, learners who watched the video lecture with the small image and medium image of the instructor experienced more learning satisfaction. The findings highlight the importance of image size of the instructor in video lecture learning.

  March 12, 2017   doi: 10.1111/jcal.12183   open full text
• Early reading intervention by means of a multicomponent reading game.
  M. Ven, L. Leeuw, M. Weerdenburg, E.G. Steenbeek‐Planting.
  Journal of Computer Assisted Learning. March 12, 2017
  This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence‐based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's word, pseudoword and text reading fluency, as well as their reading motivation, at three test occasions. The results indicated that the short intervention (9 × 15 min) enhanced children's pseudoword reading fluency as well as their text reading fluency. Interestingly, the early intervention group showed a sustained intervention effect (i.e., also during retention), which shows that using this reading game has a long‐term effect on early text reading development. Intervention did not affect reading motivation, which suggests that the multicomponent reading game can be used to facilitate early reading development without compromising reading motivation.

  March 12, 2017   doi: 10.1111/jcal.12181   open full text
• Special issue on MMDL (Multimodal Data for Learning).
  
  Journal of Computer Assisted Learning. March 06, 2017
  There is no abstract available for this paper.

  March 06, 2017   doi: 10.1111/jcal.12180   open full text
• Effects of mobile devices on K–12 students' achievement: a meta‐analysis.
  S. Tingir, B. Cavlazoglu, O. Caliskan, O. Koklu, S. Intepe‐Tingir.
  Journal of Computer Assisted Learning. March 02, 2017
  In this meta‐analytic study, we investigated the effects of mobile devices on student achievement in science, mathematics and reading in grades K–12. Based on our inclusion criteria, we searched the ERIC and PsycINFO databases and identified 14 peer‐reviewed research articles published between 2010 and 2014. We identified the device type, subject area, intervention language, grade level, study design and implementer (i.e., of the intervention) as potential moderator variables that may influence student achievement in the targeted content areas. We followed a three‐level meta‐analytic procedure to estimate the overall effect of these variables and explain the variation in outcomes. The results suggest that use of mobile devices in teaching yielded higher achievement scores than traditional teaching in all subject areas. With regard to the analysis of moderator variables, the results suggest that using mobile devices in reading is significantly more effective than doing so in mathematics.

  March 02, 2017   doi: 10.1111/jcal.12184   open full text
• Six seconds to visualize the word: improving EFL learners' vocabulary through VVVs.
  M. Kurt, H. Bensen.
  Journal of Computer Assisted Learning. February 21, 2017
  This paper moves away from reminiscent mechanical repetition and drills, which were in vogue when teaching vocabulary before the rise of technology. With the support of technology, innovative methodologies that are more effective and enjoyable can be implemented into vocabulary teaching. In this particular context, there seems to be a lack of technology integration in vocabulary teaching because of teachers being untrained and/or not provided with the necessary technology. The aim of this study was to foster vocabulary development through the implementation of Vine vocabulary videos in English vocabulary learning. An embedded mixed methods design was employed to collect necessary data for analysis. The results of the post‐test revealed that the practice of Vine vocabulary videos was effective and improved participants' vocabulary. The content analysis of the semi‐structured interviews carried out with participants indicated that they had enjoyed the whole process and found it very motivating and effective. This study claims that adopting smartphones into a vocabulary course will enable English as a foreign language learners to expand and consolidate their vocabulary learning outside the classroom, engage them in a collaborative learning environment, practice and use the language being learnt and share their knowledge and experiences with their peers.

  February 21, 2017   doi: 10.1111/jcal.12182   open full text
• ‘The best app is the teacher’ Introducing classroom scripts in technology‐enhanced education.
  H. Montrieux, A. Raes, T. Schellens.
  Journal of Computer Assisted Learning. February 21, 2017
  A quasi‐experimental study was set up in secondary education to study the role of teachers while implementing tablet devices in science education. Three different classroom scripts that guided students and teachers' actions during the intervention on two social planes (group and classroom level) are compared. The main goal was to investigate which classroom script leads to the best results regarding progress in domain‐specific knowledge and inquiry skills. Besides student achievement, students' experiences towards the role of the teacher and students' perceptions towards learning with tablets within the three conditions were investigated. In the first condition, the classroom script included learning activities that were balanced between the group and the classroom level. In the second condition, the learning activities occurred predominantly on the group level. The third condition entailed the classroom script as the control condition in which the learning activities were situated only on the classroom level, with the tablet used in a traditional way or as ‘book behind glass’. Results show that students perform better on domain‐specific knowledge in the conditions where the teacher intervened on the classroom level. Regarding the acquisition of inquiry skills, students performed best in the condition where the learning activities were balanced between the group and the classroom level. Moreover, students who perceived more structure achieved better. These results indicate that the role of the teacher cannot be ignored in technology‐enhanced learning. Moreover, these results seem to suggest that one of the best apps remains the teacher.

  February 21, 2017   doi: 10.1111/jcal.12177   open full text
• Short answers to deep questions: supporting teachers in large‐class settings.
  J. McDonald, R.J. Bird, A. Zouaq, A.C.M. Moskal.
  Journal of Computer Assisted Learning. February 20, 2017
  In large class settings, individualized student–teacher interaction is difficult. However, teaching interactions (e.g., formative feedback) are central to encouraging deep approaches to learning. While there has been progress in automatic short‐answer grading, analysing student responses to support formative feedback at scale is arguably some way from being widely applied in practice. However, analysing student written responses can provide insights into student conceptions, thus directly informing teacher actions. Indeed, we argue that analysing student responses to provide feedback directly to teachers is as worthy a goal as providing individualized feedback to students and is achievable given the current state‐of‐the‐art in natural language processing. In this paper, we analyse student written responses to short‐answer questions posed in the context of a large first year health sciences course. Each question was designed to elicit deep responses. Our qualitative analysis illustrates the variability in student responses and reveals multiple relationships between these responses, course materials and the questions posed. Such information can be invaluable for teacher praxis. We conclude with a conceptual ‘dashboard’ that categorizes student responses and reveals relationships between responses, course resources and the questions. Such a dashboard could provide timely, actionable insights for teachers and help foster deep learning approaches for students.

  February 20, 2017   doi: 10.1111/jcal.12178   open full text
• Variability in students' evaluating processes in peer assessment with calibrated peer review.
  J. Russell, S. Van Horne, A.S. Ward, E.A. Bettis, J. Gikonyo.
  Journal of Computer Assisted Learning. February 01, 2017
  This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web‐based application that facilitates peer assessment of writing. One hundred and thirty‐two students in an introductory environmental science course participated in the study. Two self‐reported surveys and a focus group interview were administered during the semester. The peer assessment data and demographic information were collected at the end of the semester. Although the study results support the agreement between peers and an expert, the variations in a group and individual level were found, in particular, when students evaluated mid‐quality or low‐quality writings regardless of their reviewing ability. Students tended to perceive that the process of evaluating peers' and own writings was helpful in their learning. Further, students' positive perceptions of peer assessment were associated with their understanding of the values of peer assessment tasks and their perceptions of achieving the course goal. We concluded that instructors should provide specific guidelines for how to decide a rating, use actual students' essays instead of instructor‐developed samples to train students and require written explanation for rubric questions to reduce variation in students' ratings and promote learning.

  February 01, 2017   doi: 10.1111/jcal.12176   open full text
• Presentation Trainer: what experts and computers can tell about your nonverbal communication.
  J. Schneider, D. Börner, P. Rosmalen, M. Specht.
  Journal of Computer Assisted Learning. January 22, 2017
  The ability to present effectively is essential for professionals; therefore, oral communication courses have become part of the curricula for higher education studies. However, speaking in public is still a challenge for many graduates. To tackle this problem, driven by the recent advances in computer vision techniques and prosody analysis, multimodal tools have been designed to support the development of public speaking skills. One of these tools is the Presentation Trainer, a research prototype able to provide learners with real‐time feedback on a set of nonverbal communication aspects. Despite initial positive evaluations, the application still lacks grounding in a valid assessment model for nonverbal communication aspects in the context of presentations. To come up with such a model, we conducted semi‐structured interviews with experts in the public speaking domain. Furthermore, the objective of these interviews was also to have a formative evaluation of the Presentation Trainer, analysing how it suits with common practices for teaching and learning public speaking skills. The results of this study identify 131 nonverbal communication practices that affect the quality of a presentation and summarize experts' points of view regarding multimodal public speaker instructors.

  January 22, 2017   doi: 10.1111/jcal.12175   open full text
• Auditory support in linguistically diverse classrooms: factors related to bilingual text‐to‐speech use.
  E. Van Laere, J. Braak.
  Journal of Computer Assisted Learning. January 20, 2017
  Text‐to‐speech technology can act as an important support tool in computer‐based learning environments (CBLEs) as it provides auditory input, next to on‐screen text. Particularly for students who use a language at home other than the language of instruction (LOI) applied at school, text‐to‐speech can be useful. The CBLE E‐Validiv offers content in the LOI and one of six other languages. All content can be read aloud via text‐to‐speech. For students having a home language other than the LOI, the other language is set to their home language; students who use the LOI at home mostly have English or French available. This study aimed to determine fifth‐grade students' use of bilingual text‐to‐speech and examine student characteristics related to this use (n = 360). Multilevel hierarchical regression analyses show that particularly students having their home language available apply text‐to‐speech in their home language. However, their main focus remains on text‐to‐speech in the LOI. Students with a low self‐assessed proficiency in their home language and those who often watch television and read books in the LOI use text‐to‐speech more in the LOI. Considerations for practice, the design of CBLEs with text‐to‐speech and future directions for research are discussed. Lay Description What is currently known about the subject? Text‐to‐speech (TTS) technology converts digital text to spoken language. Combining visual and auditory information extends working memory's capacity. TTS has potential to offer bilingual auditory support to language minority students. Learner characteristics may play a considerable role in the use of TTS. What does this paper add? Language minority students use TTS in the language of instruction and their home language. TTS in the home language is mainly applied as a support to strengthen understanding. Not being confident about the proficiency in the home language indicates a stronger focus on TTS in the language of instruction. Reading books and watching television in the language of instruction points to a stronger use of TTS in that language. What does this mean for practitioners? The computer‐based learning environment can support students in meaning construction. TTS can assist language minority students both in the language of instruction and the home language. Students who are not confident in their home language need special attention.

  January 20, 2017   doi: 10.1111/jcal.12171   open full text
• Review of computer‐based assessment for learning in elementary and secondary education.
  V.J. Shute, S. Rahimi.
  Journal of Computer Assisted Learning. January 20, 2017
  In this paper, we review computer‐based assessment for learning (CBAfL), in elementary and secondary education, as a viable way to merge instruction and assessment of students' developing proficiencies. We begin by contextualizing our topic relative to summative and formative assessment before presenting the current literature, which we categorized into the following: (a) supplementary use in classrooms, (b) web‐based, and (c) data‐driven, continuous CBAfL. Examples of research studies per category are provided. Findings show that using CBAfL in the classroom, via the Internet, or embedded in a game, generally enhances learning and other outcomes across a range of content areas (e.g. biology, math, and programming). One conclusion is that feedback, to be most beneficial to learning, should not be overly complex and must be used to be effective. Findings also showed that the quality of the assessment (i.e. validity, reliability, and efficiency) is unimpaired by the inclusion of feedback. The possibilities created by advances in the learning sciences, measurement, and technology have paved the way toward new assessment approaches that will support personalized learning and that can accurately measure and support complex competencies. The next steps involve evaluating the new assessments regarding their psychometric properties and support of learning. Lay Description What is currently known about computer‐based assessment for learning (CBAfL)? Early CBAfL systems were divided into linear and branching programs with no diagnostics and evolved into systems possessing more personalized/adaptive remediation with AI. Current CBAfL can support a range of competencies in various digital environments. Advanced learning analytic methods include learning analytics and stealth assessment. What our paper adds to what is already known about CBA for learning? Trends in our review suggest CBAs will improve in personalizing learning in a variety of contexts. Innovative CBAfL techniques will move beyond the laboratory and into the mainstream. Boundaries between instruction, learning and assessment will eventually become blurred, thus removing the need for high‐stake tests of learning. What are the implications of our topic for practitioners? With CBAfL advances, teachers will have more time to provide targeted support to learners. Students would not need to worry about taking exams if CBAfL is continuous and formative. Educators will be able to provide personalized learning experiences for diverse students. Students will be equipped with the knowledge and skills needed to succeed in the 21st century.

  January 20, 2017   doi: 10.1111/jcal.12172   open full text
• The effectiveness of integrating teaching strategies into IRS activities to facilitate learning.
  Y.‐H. Wang.
  Journal of Computer Assisted Learning. January 20, 2017
  Previous studies on the interactive response system (IRS) have generally adopted the lecture method to facilitate teaching and learning, while few have made efforts to investigate the learning effects of instructional methods and IRS activities on learning and teaching. The purpose of the present study was therefore to explore whether the use of the IRS with two different teaching methods would affect students' learning performance. A quasi‐experimental design was employed, with the teacher conducting the course using the learner as leader strategy in the experimental group (E.G.) and the teacher leader strategy in the control group (C.G.). The experiment was conducted over a period of 15 weeks (a semester), and questionnaires were administered at the beginning, in the middle and after the experiment to elicit the learners' views on the IRS application. The results support previous research which found that using the IRS improved learners' engagement and interaction. They also provide further evidence that the use of the IRS with both teaching strategies not only had a short‐term learning effect but could also be a tool for sustaining students' learning motivation and self‐directed learning for long‐term learning purposes. Besides, the use of the learner as leader strategy contributed to enhancing discussion in groups, especially for the leading groups. The use of the IRS with the learner as leader strategy benefited those who acted as leaders in taking the initiative to learn the course content, and also engaged the students who acted as learners in concentrating on the course because it was their classmates who were leading. Lay Description What is already known about this topic The interactive response system (IRS) facilitates course interaction, and increases course attendance and learning performance Most studies have integrated the IRS with lectures to facilitate teaching and learning What this paper adds The paper explored the effectiveness of using the IRS with two teaching methods on students' learning for a semester. The use of the learner as leader strategy with IRS benefited the learners who acted as leaders in taking the initiative to learn the course content, and engaged the students who acted as learners in concentrating on the course. Implications for practice and/or policy Students are benefited in taking the initiative to learn the contents through hosting the IRS activity. Teachers could adopt both lectures and learner as leader strategy with IRS to sustain students' learning motivation and self‐directed learning for long‐term learning purposes.

  January 20, 2017   doi: 10.1111/jcal.12164   open full text
• Comments in MOOCs: who is doing the talking and does it help?
  B. Swinnerton, S. Hotchkiss, N.P. Morris.
  Journal of Computer Assisted Learning. January 20, 2017
  This paper investigates the characteristics and behaviour of learners on nine Massive Open Online Courses (MOOCs) on the FutureLearn platform in 2014 and 2015. FutureLearn's social constructivist approach, which emphasizes learning through social interaction, makes the focus on forum posting within these MOOCs particularly appropriate. This study makes a significant contribution to the research on MOOCs by exploring first the extent to which learners on FutureLearn MOOCs make comments, second, whether groups of learners who comment to a lesser or greater extent have different demographic characteristics and third, whether commenting activity is associated with MOOC completion. The study uses a large dataset of over 25 000 learners to examine learners who comment versus those who do not, and learners who generate many posts. The results show that learners who are older, work part‐time or not at all are more likely to post a comment, and those who are older, work part‐time or not at all, are better educated and have prior online experience make the most comments. Making comments is also strongly associated with completing a MOOC, in particular for those who make many comments. Lay Description What is already known about this subject matter? MOOCs have low completion rates. There are different types of MOOCs with different pedagogical approaches. FutureLearn MOOCs have a social constructivist approach and provide discussion areas to encourage social interaction. MOOC learners have different commenting behaviours. What this paper adds? A consideration of the extent to which the FutureLearn approach is successful in its encouragement of social interaction. A better understanding of which learners make comments. A large‐scale study of the relationship between commenting and completion of MOOCs. Implications for practitioners Commenting and completing seem to be related. Older, educated learners who have done an online course previously, who have spare time tend to comment and complete more. A recognition that some types of learners engage with MOOCs in a less socially interactive way.

  January 20, 2017   doi: 10.1111/jcal.12165   open full text
• Three interaction patterns on asynchronous online discussion behaviours: A methodological comparison.
  I. Jo, Y. Park, H. Lee.
  Journal of Computer Assisted Learning. January 19, 2017
  An asynchronous online discussion (AOD) is one format of instructional methods that facilitate student‐centered learning. In the wealth of AOD research, this study evaluated how students' behavior on AOD influences their academic outcomes. This case study compared the differential analytic methods including web log mining, social network analysis and content analysis which were selected by three interaction patterns: person to system (P2S), person to person (P2P) and person to content (P2C) interaction. Forty‐three undergraduate students participated in an online discussion forum for 12 weeks. Multiple regression analyses with the predictor variables from P2S, P2P and P2C and with a criterion variable of a final grade indicated several interesting findings. For P2S analysis, visits on board (VOB) had a significant variable to predict final grades. Also, the result of P2P analysis proved that in‐degree and out‐degree centrality predicted final grades. The P2C results based on cognitive presence represent that students' messages were mostly affiliated to the exploration and integration levels and also predicted the final grades. This study ultimately demonstrated the effectiveness of using multiple analytic methodologies to address and facilitate students' participation at AOD.

  January 19, 2017   doi: 10.1111/jcal.12168   open full text
• Source evaluation of domain experts and novices during Web search.
  S. Brand‐Gruwel, Y. Kammerer, L. Meeuwen, T. Gog.
  Journal of Computer Assisted Learning. January 05, 2017
  Nowadays, almost everyone uses the World Wide Web (WWW) to search for information of any kind. In education, students frequently use the WWW for selecting information to accomplish assignments such as writing an essay or preparing a presentation. The evaluation of sources and information is an important sub‐skill in this process. But many students have not yet optimally developed this skill. On the basis of verbal reports, eye‐tracking data and navigation logs, this study investigated how novices in the domain of psychology evaluate Internet sources as compared to domain experts. In addition, two different verbal reporting techniques, namely thinking aloud and cued retrospective reporting, were compared in order to examine students' evaluation behaviour. Results revealed that domain expertise has an impact on individuals' evaluation behaviour during Web search, such that domain experts showed a more sophisticated use of evaluation criteria to judge the reliability of sources and information and selected more reliable information than domain novices. Furthermore, the different verbal reporting techniques did not lead to different conclusions on criteria use in relation to domain expertise, although in general more utterances concerning evaluation of sources and information were expressed during cued retrospective reporting. Lay Description What is already known about this topic: When searching the Web, students assess the reliability of information and sources in a spontaneous manner. Students tend to use superficial criteria when judging the trustworthiness of web‐based information and sources. Little is known about the differences between domain experts and novices in terms of the ways they spontaneously evaluate web‐based information and sources. What this paper adds: Domain knowledge influences evaluation behaviour, with greater domain knowledge leading to more reliable selection of sources. A comparison of techniques for measuring evaluation behaviour when searching the Web for information reveals that different techniques, such as thinking aloud and cued retrospective reporting, have different pros and cons whose implications depend on the research questions being addressed. Implications for practice and/or policy: In formal education, more attention should be paid to equipping students with the requisite skills in searching for and evaluating web‐based information. Embedded process‐oriented instructional designs are needed that foster the appropriate evaluation behaviours.

  January 05, 2017   doi: 10.1111/jcal.12162   open full text
• Complex phenomena understanding in electricity through dynamically linked concrete and abstract representations.
  A. Taramopoulos, D. Psillos.
  Journal of Computer Assisted Learning. January 04, 2017
  The present study investigates the impact of utilizing virtual laboratory environments combining dynamically linked concrete and abstract representations in investigative activities on the ability of students to comprehend simple and complex phenomena in the field of electric circuits. Forty‐two 16‐ to 17‐year‐old high school students participated in a guided‐inquiry‐based teaching intervention utilizing a virtual laboratory environment and were assigned to three conditions: functional dynamically linked concrete and abstract representations of objects (CA approach), functional concrete representations of objects alone (C approach) and functional abstract representations of objects alone (A approach). All conditions used the same instructor, instructional method and materials. A pretest–post‐test scheme was used to assess the students' conceptual evolution. A repeated measures multivariate analysis of variance of the results indicates that after instruction all groups show a similar significant improvement in comprehending simple phenomena in electric circuits. However, for complex phenomena, the CA approach significantly outperforms the other two. It seems, therefore, that in the field of electric circuits, investigative activities utilizing virtual laboratory environments with dynamically linked concrete and abstract representations of objects may foster enhanced understanding of phenomena with a high degree of complexity for high school students.

  January 04, 2017   doi: 10.1111/jcal.12174   open full text
• Applying augmented reality to enhance learning: a study of different teaching materials.
  Y.‐H. Hung, C.‐H. Chen, S.‐W. Huang.
  Journal of Computer Assisted Learning. December 27, 2016
  The objective of this study was to determine the usefulness of augmented reality (AR) in teaching. An experiment was conducted to examine children's learning performances, which included the number of errors they made, their ability to remember the content of what they had read and their satisfaction with the three types of teaching materials, including a picture book, physical interactions and an AR graphic book. The three teaching materials were aimed to respectively demonstrate the characteristics of six bacteria with 2D graphics, 3D physical objects, and 3D virtual objects. Seventy‐two fifth‐grade children were randomly selected to participate in the study, and they were divided into three groups, each of which used the assigned teaching material to learn the name of the six different bacteria in intervals of 1, 2 and 3 min. Results showed that the AR graphic book offers a practical and hands‐on way for children to explore and learn about the bacteria. Follow‐up interviews indicated that the children liked the AR graphic book the most, and they preferred it to the other materials. Lay Description What is currently known about Augmented Reality and learning? Augmented reality (AR) provides a new perspective for learning by allowing learners to visualize complex spatial relationships and abstract concepts. What the paper adds to the subject matter? AR improves learning performances to a similar extent as the most used teaching materials (both picture books and physical interactions) do. AR not only facilitates learning but also increases learning motivations better than conventional teaching materials do. The implications of study findings for practitioners. If children feel bored about reading textbooks, give them AR (because AR effectively enhances learning and children are more motivated when using AR). AR teaching material is a good alternative to conventional picture book and physical interactions.

  December 27, 2016   doi: 10.1111/jcal.12173   open full text
• Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge.
  R.C. Teepe, I. Molenaar, L. Verhoeven.
  Journal of Computer Assisted Learning. December 22, 2016
  Preschool children's vocabulary mainly develops verbal through interaction. Therefore, the technology‐enhanced storytelling (TES) activity Jeffy's Journey is developed to support parent–child interaction and vocabulary in preschool children. TES entails shared verbal storytelling supported by a story structure and real‐time visual, auditory and textual prompts on a tablet computer. In this exploratory study, we investigated how TES influenced parent–child interaction and vocabulary. An experimental pretest‐intervention‐posttest design was followed with 44 3‐year‐old children and their parents in the experimental group and 27 peers in the control group. Results revealed that TES stimulated active child involvement and generated parent–child interaction, yet a great variety in TES characteristics both in time spent and usage of prompts was found among participants. Dyads that spent more time on story phases showed more and higher quality parent–child interaction. The usage of prompts was associated with improved parent–child interaction quality. Finally, an effect of TES was evidenced on children's productive vocabulary knowledge. To conclude, this study demonstrates that TES can be considered as a promising context for fostering parent–child interaction and children's vocabulary development.

  December 22, 2016   doi: 10.1111/jcal.12169   open full text
• Game‐based assessment: investigating the impact on test anxiety and exam performance.
  A. Mavridis, T. Tsiatsos.
  Journal of Computer Assisted Learning. December 20, 2016
  The aim of this study is to assess the impact of a 3D educational computer game on students' test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination. The participants of the study were students in tertiary education who were examined using game‐based assessment and traditional assessment in a 2 × 2 cross‐over design. The game was flexible, providing the instructor with the opportunity to import and edit exam questions and modify several aspects via an administration panel. Following the collection and analysis of both quantitative and interview data, it was revealed that the students' test anxiety was reduced during the game‐based assessment. Furthermore, the exam performance of the students was significantly better when the game method was used. The results showed that there is a linear negative relationship between the students' test anxiety and exam performance as well as that these variables are correlated in a causal way. Overall, this study provides evidence that game‐based assessment could be potentially beneficial for students.

  December 20, 2016   doi: 10.1111/jcal.12170   open full text
• Outcomes and perceptions of annotated video feedback following psychomotor skill laboratories.
  S. Truskowski, J. VanderMolen.
  Journal of Computer Assisted Learning. December 15, 2016
  This study sought to explore the effectiveness of annotated video technology for providing feedback to occupational therapy students learning transfers, range of motion and manual muscle testing. Fifty‐seven first‐year occupational therapy students were split into two groups. One received annotated video feedback during a transfer lab and traditional feedback during an upper extremity assessment lab. The second group received the opposite forms of feedback during the same labs. Students completed an online survey regarding their perceptions of learning based on the type of feedback received, including both numerical and open‐ended questions. Students receiving annotated feedback scored significantly higher on the transfer practical. There was no statistically significant difference in the outcomes of the upper extremity practical. Annotated video feedback appears to significantly improve student learning when video content and feedback matches the skill to be assessed. Despite these findings, students have mixed perceptions of this form of feedback.

  December 15, 2016   doi: 10.1111/jcal.12167   open full text
• Understanding ‘change’ through spatial thinking using Google Earth in secondary geography.
  X. Xiang, Y. Liu.
  Journal of Computer Assisted Learning. December 14, 2016
  Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This school‐based research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio‐temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. Lay Description What is already known about this topic: The advantages of Google Earth utilized as a learning tool over traditional teaching means are obvious regarding building up skills in spatial thinking. Many studies have suggested that incorporating Google Earth into the classroom could help facilitate spatial thinking from the perspective of curriculum design and implementation. What this paper adds: Empirical evidence on the learning effects of using Google Earth in secondary geography education on students' spatial and temporal skills and higher order thinking is provided. Three factors that potentially influence the effects of utilizing geospatial technologies on developing spatial thinking are highlighted. The roles Google Earth plays to assist the development of students' spatial and temporal thinking are identified. Implications for practice and policy: Our findings support the policy to include geospatial technologies as an integral part of school curriculum for effective teaching and learning of spatial thinking. Teachers should be encouraged to incorporate geospatial technologies in classroom to promote spatial skills and higher order thinking. Improvement of the technology‐based learning environment may benefit from considering students' prior knowledge on spatial concepts, the sequence of introducing spatial skills, the type of spatial stimulus used and the depth of technology‐based learning activities.

  December 14, 2016   doi: 10.1111/jcal.12166   open full text
• The effects of teacher directed writing instruction combined with SOLO Literacy Suite.
  Y. Park, G. Ambrose, M.B. Coleman, T.C. Moore.
  Journal of Computer Assisted Learning. December 05, 2016
  The purpose of this study was to examine the effectiveness of an intervention in which teacher‐led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. During each 30 to 45‐min intervention session, the teacher provided instruction using a graphic organizer to remind students about grammar rules and proper paragraph structure. Then participants wrote paragraphs using three of the four software components of SOLO Literacy Suite (Write:OutLoud, Co:Writer and Draft:Builder). Data indicated that the intervention was effective in improving writing quality (topic adherence and mechanics measured on a rubric), percentage of words spelled correctly and percentage of correct word sequences for all participants. Implications for educators and future research are discussed. Lay Description What is already known about this topic: Writing is a vital skill that must be present in order for secondary students to excel in all academic areas. Students with intellectual disabilities (ID) in secondary school experience difficulty with written expression. Limited explicit teaching of writing skills for students with disabilities results in schoolaged students continuing to struggle with written expression. What this paper adds: Writing technology, when paired with teacher-directed writing instruction, can be one solution for improving the writing of students with SD. The explicit teaching of writing skills, including mechanics and organizational structure, can contribute to the writing success of students with disabilities. Students with ID would better respond to technology‐based writing instruction when it is delivered along with well-planned teacher‐led instruction. Implications for practice and/or policy: The features of the writing software should fit the needs of students with disabilities in order for future writing interventions to be more effective. Changes that could be made to the software to meet the needs of students with disabilities include the following: the speed with which the text is read aloud, the voice of the text to speech feature, and the overall amount of time that participants have to develop a written product.

  December 05, 2016   doi: 10.1111/jcal.12163   open full text
• A simple and effective remedial learning system with a fuzzy expert system.
  C.‐C. Lin, K.‐H. Guo, Y.‐C. Lin.
  Journal of Computer Assisted Learning. August 29, 2016
  This study aims at implementing a simple and effective remedial learning system. Based on fuzzy inference, a remedial learning material selection system is proposed for a digital logic course. Two learning concepts of the course have been used in the proposed system: number systems and combinational logic. We conducted an experiment to validate the success of the proposed system where 88 students who studied a computer‐related program at a vocational high school in Taiwan participated in the experiment. The participating students came from three different types of classes. The fuzzy expert system determined the numbers of the remedial material units according to the scores of the pre‐test. Based on the results of the fuzzy expert system, each student then received personalized remedial learning materials by randomly selecting problem‐based learning units from a learning material repository. After reading the remedial learning materials, the students took the post‐test. The experimental results reveal that the students made significant progresses after studying the remedial learning materials. Both of high‐achieving students and low‐achieving students made significant progresses. Moreover, all of the three types of students made significant progresses. Lay description What is currently known about the subject matter: Remedial learning systems are helpful. Some systems are good for only low‐achieving students. The remedial systems are complicated. What their paper adds to this: A fuzzy expert system has been added to produce remedial materials. Automatically select the remedial learning units according to the pre‐test. The implications of study findings for practitioners: Our remedial system is good for both high‐achieving and low‐achieving students. Our remedial system is good for different types of students. Our remedial system is simple and easy‐to‐implement.

  August 29, 2016   doi: 10.1111/jcal.12160   open full text
• An analysis of young students' thinking when completing basic coding tasks using Scratch Jnr. On the iPad.
  G. Falloon.
  Journal of Computer Assisted Learning. August 21, 2016
  Recent government moves in many countries have seen coding included in school curricula, or promoted as part of computing, mathematics or science programmes. While these moves have generally been associated with a need to engage more young people in technology study, research has hinted at possible benefits from learning to program including fostering general thinking skills. However, little research has been carried out exploring these ideas. This study analysed data collected while 5‐ and 6‐year‐old students in a New Zealand primary school were using Scratch Jnr. to learn about basic shapes, as part of a numeracy topic. Analysis combined Brennan and Resnick's (2012) computational thinking skills framework and Krathwohl's (2002) revision of Bloom's Taxonomy to evaluate any role general thinking skills played in these students' coding work. Results suggest including basic coding in primary curricula provides teachers with an effective means of exercising their students' general and higher order thinking skills. They build on Brennan and Resnick's (2012) framework by including conceptualization as an important element in students' computational work and highlight the role of predictive thinking in debugging code. Findings support historical arguments that more needs to be done to investigate students' cognitive processes when undertaking computational work. Lay description What is already known about the topic: Computational learning is an emerging area of school curricula; Limited research exists exploring thinking processes within computational learning; Early studies challenge more recent claims of thinking skill transfer from computational work. What this paper adds: Computational work supports a range of general and higher order thinking skills; Task design and teacher skills are critical to achieving higher order thinking outcomes from computational work; Computational work in teams can support collaborative, cooperative and self‐management key competencies. Implications for practice and/or policy: Findings broaden the base of empirical support for including computational work in school curricula; Coding provides an engaging means of exercising complex thinking skills and key competencies in students; The data methods used provide teachers with visible evidence of students' thinking processes during computational work.

  August 21, 2016   doi: 10.1111/jcal.12155   open full text
• Understanding the role of the modality principle in multimedia learning environments.
  A. Oberfoell, A. Correia.
  Journal of Computer Assisted Learning. August 14, 2016
  The modality principle states that low‐experience learners more successfully understand information that uses narration rather than on‐screen text. This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements. Other studies provided additional data and support for the modality principle in multimedia learning environments. However, some recent studies began to show the modality principle's impact had certain parameters, and it was impacting various groups, conditions and environments differently. This study replicated Mayer and Moreno's studies on the modality principle (1998; 2006). Seventy‐nine college students attending a Midwestern University in the USA participated in this study in 2015. The results of the study showed that the modality principle was not an effective strategy for the group of low‐experience content users. The results showed the retention and transfer of knowledge was not as effective for students who viewed the narrated PowerPoint presentation. In fact, students who viewed the PowerPoint presentation that only included the on‐screen text, had more effective retention and transfer of knowledge. Lay description What is currently known about the modality principle: Learners are more successful with understanding information that uses narration than on‐screen text specifically low‐experience learners. This is due to the idea that on‐screen text may produce a cognitive overload if it is accompanied by other visual elements. What this study adds to this subject matter: Carefully replicated Mayer and Moreno's studies on the modality principle with the intent to verify if the modality principle held with digital‐aged students. Data collection took place in the participants' actual classroom (natural setting) in opposition to a lab‐like setting. Implications of study findings for practitioners: Results counter the original study's findings specifically for low‐experience learners, meaning on‐screen text was more effective for transfer and retention of knowledge when compared with printed text and narration. When designing multimedia learning, instructional designers need to consider other elements (e.?g., presentation speed and learning times) that may be causing a change in the modality effect.

  August 14, 2016   doi: 10.1111/jcal.12157   open full text
• Emotions and multimedia learning: the moderating role of learner characteristics.
  L. Knörzer, R. Brünken, B. Park.
  Journal of Computer Assisted Learning. August 10, 2016
  The Cognitive‐Affective Theory of Learning with Media postulates that affective factors as well as individual learner characteristics impact multimedia learning. The present study investigated how experimentally induced positive and negative emotions influence multimedia learning and how learner characteristics moderated this impact. Results showed that the group with the negative emotion induction outperformed the group with the positive emotion induction with regard to learning outcome. Cognitive resources (working memory capacity, prior knowledge) and openness to experience were significant predictors for learning. In addition, learners with highest prior knowledge or working memory capacity could compensate the emotional impact on learning. Neuroticism enhanced the emotional impact on learning outcome as a moderator. Lay description What is already known about this topic: Emotions and learner characteristics are assumed to influence multimedia learning. There are inconsistent results on emotional impact on multimedia learning. Cognitive resources were shown to be predictors of learning outcomes. There are inconsistent results on how much learners' personality predicts learning. What this paper adds: Negative emotions can lead to higher learning outcomes than positive emotions. Cognitive resources are significant predictors for learning outcomes. Openness to experience predicts learning outcomes. Neuroticism enhances the emotional impact on multimedia learning. Implications for practice and/or policy: Learner characteristics and emotions influence multimedia learning. A very positive emotional state can be harmful to learning. Learners' personality can enhance emotional impact on multimedia learning. Learning environments should be designed to attract learners' curiosity.

  August 10, 2016   doi: 10.1111/jcal.12158   open full text
• Is Facebook still a suitable technology‐enhanced learning environment? An updated critical review of the literature from 2012 to 2015.
  S. Manca, M. Ranieri.
  Journal of Computer Assisted Learning. August 09, 2016
  This study provides an updated critical review of the literature on Facebook as a technology‐enhanced learning environment based on papers published between 2012 and 2015. It adopts a revised classification of the categories identified in a previous study, which emphasized three main Facebook affordances – mixing information and learning resources, hybridization of expertise and widening context of learning. The aim is to investigate to what extent studies using Facebook as a learning environment exploited these affordances. Literature has been also analysed according to three types of educational use of Facebook – formal use in formal learning settings (FUF), informal use in formal learning settings (IUF) and use in informal learning settings (UI) – to highlight if and how Facebook affordances have been exploited in these learning settings. Literature search identified 147 articles published in peer‐reviewed journals. The results show that most of the articles can be classified as dealing with FUF (N = 69; 46.9%) or as IUF (N = 68; 46.3%); only a minority concerns the UI (N = 10; 6.8%). Overall, the study found that Facebook pedagogical affordances are still partially implemented, although different types of educational use of Facebook exploit these affordances to different degrees. It also provides indications for future research. Lay description What is currently known about the subject matter: Facebook still stands as the most popular social network site There is an abundant research literature on Facebook Studies on the educational value of Facebook have grown exponentially in the last years A review on Facebook as a technology‐enhanced learning environment was published in 2013 What this paper adds: This study is an update of the critical review published in 2013 It takes into account studies published between 2012 and 2015 It refines the methodology adopted in the 2013 review It introduces a classification of educational uses of Facebook according to the formal/informal continuum Implications of study findings for practitioners: Facebook is still mostly considered as an open alternative to traditional learning management systems Facebook pedagogical affordances are still partially implemented Teacher guidance and forms of assessment are claimed according to degrees of formality and informality Cultural issues in the use of Facebook in education should be further investigated

  August 09, 2016   doi: 10.1111/jcal.12154   open full text
• The use of gamification in education: a bibliometric and text mining analysis.
  J. Martí‐Parreño, E. Méndez‐Ibáñez, A. Alonso‐Arroyo.
  Journal of Computer Assisted Learning. August 08, 2016
  The use of games in education represents a promising tool to motivate and engage students in their learning process. Most of previous research on the topic has focused to develop theoretical frameworks or to conduct experiments as a means to analyse learning outcomes such as knowledge retention, problem‐solving skills gains or attitudes toward game‐based learning. Nevertheless, little research has focused on providing a comprehensive literature review, which will help researchers to better understand how this stream of research has evolved over the last years. In this study, we use a bibliometric, social network and text mining analysis in order to provide useful up‐to‐date information to picture the state of the art about current research and evolution of the topic. Analysis on a sample of 139 articles published in top journals over the last 5 years (2010–2014) allowed identifying relevant authors and institutions, key constructs and themes involved, and trends of knowledge development. Main findings suggest an increasing academic interest on the topic over the last 5 years and a wide variety of constructs that were clustered in four main themes that we named: (i) effectiveness, (ii) acceptance, (iii) engagement and (iv) social interactions. Future research lines are also addressed. Lay Description What is currently known about the use of games in education: Games can increase students' intrinsic motivation to learn. Games support active learning. Games facilitate scaffolded instruction based on each individual student's needs. What this paper adds to this: This study identifies the most relevant researchers in this research area. This study identifies the most relevant institutions involved in this research area. This study identifies the main topics and themes researched by researchers. This study identifies the main methodological approach used by researchers. Findings for practitioners: Relevant researchers and institutions to collaborate with. Topics and themes under research. Methods used to research the use of games in education.

  August 08, 2016   doi: 10.1111/jcal.12161   open full text
• Roles of working memory performance and instructional strategy in complex cognitive task performance.
  V. Cevik, A. Altun.
  Journal of Computer Assisted Learning. August 05, 2016
  This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e‐learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is the main argument of this paper. The participants' WM processes with the n‐back task scores were used for defining their WM performances. This study is designed as repeated measures. Thirty‐five undergraduate students completed complex cognitive tasks three times. According to their WM groups, the participants were assigned to experimental conditions randomly by counterbalancing. The main results of the study indicated that although no performance differences were observed in complex cognitive tasks across instructional strategies, there was a statistically significant change observed across WM groups in favour of those who had high WM performances. The interaction effect did not have an effect on participants' overall performance. These results indicate that cognitive differences lead to different outcomes when the instructional design is set to be the same for all. Therefore, it is concluded that instructional design choices could take individual cognitive differences into account when developing adaptive e‐learning environments. Lay Description What is already known about this topic: E‐learning environments are often considered to be complex environments mainly because of their navigational nature (i.e., design of hyperlinks and the tools embedded within the system for personal and collaborative use). Yet, from the learners' perspective, it is not clear whether it is the content or merely the design choice that could make the online environment (more) complex. Moreover, cognitive differences play a crucial role during individuals' interactions with(in) the course materials. When measuring the performance on cognitive tasks, working memory (WM) performance is a strong predictor. What this paper adds: The literature on Merrill's instructional strategies which is one of the instructional models in designing how to teach complex tasks is mainly limited to conceptual discussions. Using different instructional strategies did not significantly change individuals' performances when dealing with complex cognitive tasks. Individuals with high level working memory performance performed significantly better. Implications for practice and/or policy: Cognitive differences lead to different outcomes when the instructional design is set to be the same for all. Studies in the field of mind, brain and education (MBE) may provide additional necessary tools not only for practitioners but also for instructional designers to better design personalized e‐learning environments in the future.

  August 05, 2016   doi: 10.1111/jcal.12156   open full text
• Using robot animation to promote gestural skills in children with autism spectrum disorders.
  W.‐C. So, M.K.‐Y. Wong, J.‐J. Cabibihan, C.K.‐Y. Lam, R.Y.‐Y. Chan, H.‐H. Qian.
  Journal of Computer Assisted Learning. August 05, 2016
  School‐aged children with autism spectrum disorders (ASDs) have delayed gestural development, in comparison with age‐matched typically developing children. In this study, an intervention program taught children with low‐functioning ASD gestural comprehension and production using video modelling (VM) by a computer‐generated robot animation. Six to 12‐year‐old children with ASD (N = 20; IQ < 70) were taught to recognize 20 gestures produced by the robot animation (phase I), to imitate these gestures (phase II) and to produce them in appropriate social contexts (phase III). Across the three phases, significant differences were found between the results of the pretest and the immediate and follow‐up posttests; the results of both posttests were comparable, after controlling for the children's motor and visual memory skills. The children generalized their acquired gestural skills to a novel setting with a human researcher. These results suggest that VM by a robot animation is effective in teaching children with low‐functioning ASD to recognize and produce gestures. Lay Description What is already known about this topic: Children with autism spectrum disorders (ASDs) have difficulties with nonverbal communication. Children with ASD have difficulties in recognizing and producing gestures. What this paper adds: A multiphase therapeutic intervention program using video modelling (VM) of robot animation is effective to promoting the gestural communication skills, both recognition and production, in children with low‐functioning ASD. Children with ASD have improved their skills to recognize the taught gestures (phase I), imitate them (phase II) and produce them in appropriate social contexts (phase III). Children with ASD are able to generalize the acquired skills to human‐to‐human interactions after the intervention program. Implications for practice and/or policy: VM of a robot animation is effective in teaching children with low‐functioning ASD both gesture recognition and gesture production. The multiphase therapeutic intervention protocol can be recommended for clinicians or teachers in special schools to teach children with low‐functioning ASD gestural communication skills.

  August 05, 2016   doi: 10.1111/jcal.12159   open full text
• An eye‐movement analysis of the refutation effect in reading science text.
  N. Ariasi, J. Hyönä, J.K. Kaakinen, L. Mason.
  Journal of Computer Assisted Learning. May 24, 2016
  In this study, we used eye‐tracking methodology for deeper understanding of the refutation text effect on online text comprehension. A refutation text acknowledges the reader's alternative conceptions about a phenomenon, refutes them and presents the correct conceptions. We tested two hypotheses about its facilitation effect: the coherence hypothesis (refutation text is more coherent than standard text, thus facilitating comprehension) and the elaboration hypothesis (refutation text involves deeper processing, thus facilitating comprehension). Forty university students read one refutation text and one non‐refutation text about two science topics. Offline data confirmed that refutation text readers recall more scientific facts than non‐refutation text readers. Online eye‐tracking measures revealed both an increase and a decrease in reading time in response to the refutation statements. Topic‐medial text sentences with the correct science facts were fixated for a shorter time when first encountered in the refutation text. Refutation statements, however, increased integrative processing at the end of each text paragraph, as indexed by longer look‐back fixation times on topic‐final sentences with the science concepts, as well as longer look‐back fixation times directed to the refutation statements. These findings support the elaboration hypothesis and are discussed in the light of current accounts of the refutation effect for theory development and educational practice. Lay Description What is already known about this topic: Science texts are often challenging to read, especially when the reader has misconceptions about the topicand must undergo conceptual‐change learning in order to successfully comprehend the text. A specific type of text, the refutation text, mayact as a powerful resource in facilitating conceptual change, but findings from process‐oriented investigations have been inconclusive with respect to its efficacy in this regard. What this paper adds: Refutation statements lead to faster processing of scientific facts that contradict commonly held misconceptions during the first‐pass reading. Refutation statements also encourage readers' later integrative processing during rereading,to monitor and ensure resolution of the conflict between their own conceptions and the conceptual information contained within the text. Implications for practice and/or policy: Immediate introduction of new science concepts in an expository text may not benefit readers' comprehension when they have existing misconceptions within the relevant knowledge domain. The use of sentences explicitly refuting readers' misconceptions has the potential to induce and sustain the conscious and deliberate processing that is required for them to become aware of the conceptual conflict, increasing their likelihood of resolving it. Update made on 05 November 2016, after first online publication: Since the publication of this article, a Practitioner Notes section has been implemented for this journal. This article has been updated with the Practitioner Notes section.

  May 24, 2016   doi: 10.1111/jcal.12151   open full text
• Scanning and deep processing of information in hypertext: an eye tracking and cued retrospective think‐aloud study.
  L. Salmerón, J. Naumann, V. García, I. Fajardo.
  Journal of Computer Assisted Learning. May 19, 2016
  When students solve problems on the Internet, they have to find a balance between quickly scanning large sections of information in web pages and deeply processing those that are relevant for the task. We studied how high school students articulate scanning and deeper processing of information while answering questions using a Wikipedia document, and how their reading comprehension skills and the question type interact with these processes. By analyzing retrospective think‐aloud protocols and eye‐tracking measures, we found that scanning of information led to poor hypertext comprehension, while deep processing of information produced better performance, especially in location questions. This relationship between scanning, deep processing, and performance was qualified by reading comprehension skills in an unexpected way: Scanning led to lower performance especially for good comprehenders, while the positive effect of deep processing was independent of reading comprehension skills. We discussed the results in light of our current knowledge of Internet problem solving.

  May 19, 2016   doi: 10.1111/jcal.12152   open full text
• What role does knowledge quality play in online students’ satisfaction, learning and loyalty? An empirical investigation in an eLearning context.
  M. Waheed, K. Kaur, S. Kumar.
  Journal of Computer Assisted Learning. May 17, 2016
  Quality knowledge has an impact on online students learning outcomes and loyalty. A framework that delineates the perceived eLearning knowledge quality (KQ) and its relationship with learning outcomes and loyalty is currently absent. Grounded in the KQ and information system success framework – this study presents the indicators of perceived eLearning knowledge quality and its influence on students' satisfaction, which further influences their learning outcome and loyalty. In order to validate the eLearning KQ instrument and proposed relationships – data were collected from 348 online undergraduate and postgraduate students. The results of Confirmatory Factor Analysis validate five dimensions of perceived eLearning KQ – comprising Intrinsic KQ, Contextual KQ, Representational KQ, Accessible KQ and Actionable KQ. Further, the proposed relationships tested using Structural Equation Modelling demonstrated two main findings: (i) significant relationship between KQ and satisfaction – implying that students are gaining quality knowledge from eLearning content and are satisfied with it; (ii) significant relationship between satisfaction – academic performance, learning effectiveness and students' loyalty. This implies that satisfied students perceive better learning outcomes and a higher degree of loyalty towards the eLearning environment. The study contributes a causal model to encompass the distinct relationships between knowledge quality, satisfaction, learning outcomes and loyalty within an eLearning environment. Implications on eLearning delivery are also discussed. Lay Description Knowledge quality contributes to knowledge management system success. Presents the KQ as a multidimensional construct in eLearning context. Delineates the KQ significant relationship with learning outcomes and loyalty. The framework can be utilized to provide quality education at a wider level.

  May 17, 2016   doi: 10.1111/jcal.12153   open full text
• Improving diagrammatic reasoning in middle school science using conventions of diagrams instruction.
  B.W. Miller, J.G. Cromley, N.S. Newcombe.
  Journal of Computer Assisted Learning. May 12, 2016
  Visual representations are essential for science understanding, but many students have poor diagrammatic reasoning skills. Previous research showed that teaching high school and college students about the conventions of diagrams (COD) can improve diagrammatic reasoning. In this study, middle school science students received COD instruction delivered as a classroom warm‐up using laptop computers, while control students received publisher‐developed warm‐up questions. Students receiving COD warm‐ups for 10 weeks (but not 4 weeks) improved their diagrammatic reasoning more than control students. Treatment students' answers were more accurate than control students' answers, especially on easy questions. The discourse of pairs of students during the warm‐ups showed that treatment students talked about the diagrams more and made more inferences and that this difference was greatest for easy questions. Results suggest that COD instruction can be initiated in middle school along with more formal science instruction, can be integrated into classroom routine using computer‐delivered warm‐ups, is helpful (if sustained) both for improving diagrammatic reasoning and for supporting learning science content and works at least in part by increasing students' engagement during routine work.

  May 12, 2016   doi: 10.1111/jcal.12143   open full text
• Vocabulary development at home: a multimedia elaborated picture supporting parent–toddler interaction.
  M.C. Gremmen, I. Molenaar, R.C. Teepe.
  Journal of Computer Assisted Learning. May 05, 2016
  Some children enter elementary school with large vocabulary delays, which negatively influence their later school performance. A rich home language environment can support vocabulary development through frequent high‐quality parent–toddler interaction. Elaborated picture home activities can support this rich home language environment. This study compares the effects of a multimedia versus a paper elaborated picture on the parent–toddler interaction and toddlers' vocabulary development. In a within‐subjects design, 20 toddlers (age 3–4) discussed a multimedia and a paper elaborated picture with a parent. Results showed that toddlers knew significantly more words (receptively and expressively) after both activities. Moreover, the improvement in receptive vocabulary knowledge was significantly larger with the multimedia elaborated picture compared with the paper‐based picture. In addition, both parent and toddler engaged in a significant higher level of decontextualized language in response to multimedia. The present study shows that multimedia elaborated pictures can support parents at home to engage in a parent–toddler interaction that is richer and supports the development of receptive vocabulary more compared with traditional paper‐based activities. In the future, multimedia‐based home activities for toddlers' vocabulary development, supporting parent–child interaction, can be offered relatively cheap and easily via internet.

  May 05, 2016   doi: 10.1111/jcal.12150   open full text
• Factors impacting students' online learning experience in a learner‐centred course.
  Y. Wu.
  Journal of Computer Assisted Learning. May 03, 2016
  Technologies bring a new era of content presentation for online teaching and learning. With more instructors adopting new tools to design online teaching materials, students are often put into learning contexts with certain new design components. Assessing learner experience and outcome in these contexts is challenging because of the complexity involved, as social and individual factors and behavioural impacts of using the new components have to be considered. Few studies have been reported in the literature identifying behavioural factors of learners' online learning experience when they interact with the content. Factors that affect learners' online learning experience, especially the affect factors, are less understood. This study therefore proposed and tested a model that explains the relationships among the affect factors and outcome behaviours of participants' online learning experience, taking into account individual difference, and employing a comparison based on a difference in content presentation. The data were collected from a professional training course offered by a university in the United States. The results support the assumption that time spent in study affects learning outcome and other outcome related behaviours. Also, positive relations between perceived quality of content design and outcome behaviour were found, indicating the effects of sense of presence and feeling of enjoyment on performance of creative tasks. The study intends to foster a deeper understanding of motivation and behaviours of online learning under innovative content design.

  May 03, 2016   doi: 10.1111/jcal.12142   open full text
• Mobile technology: students perceived benefits of apps for learning neuroanatomy.
  N.P. Morris, J. Lambe, J. Ciccone, B. Swinnerton.
  Journal of Computer Assisted Learning. April 22, 2016
  Technology‐enhanced learning is expanding rapidly because of research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment. Mobile learning approaches are also gaining in popularity, particularly during practical classes and clinical settings. However, there are few systematic studies evaluating the impact of tablet devices on students’ learning in practical settings. The main aim of this three‐year study was to gather rigorous evidence about students’ use of apps on a preconfigured tablet device in a neuroanatomy practical class, their perceptions of this and the impact of the intervention on learning outcomes, using data collected from three cohorts of students between 2011 and 2013. Results showed that students made extensive use of resources provided, considered the devices to be beneficial for learning, and found them to be easy to use with minimal support and training. Students’ ownership of touch screen devices increased significantly during the trial period as did their use of devices for academic study. Analysis of examination scores showed a statistically significant increase in performance for neuroanatomy‐related questions after the introduction of tablet devices.

  April 22, 2016   doi: 10.1111/jcal.12144   open full text
• Procedural versus content‐related hints for word problem solving: an exploratory study.
  W.D. Kock, E.G. Harskamp.
  Journal of Computer Assisted Learning. April 19, 2016
  For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving word problems, the problem solving process could be supported by procedural and content specific guidance or with only procedural support.. This paper evaluates the effect of two types of hints, procedural only and content‐procedural, provided by a computer programme presented in two versions. Students of grade 6 were randomly assigned to these two versions, which offered five lesson units consisting of eight word problems each. The results indicate that on average the students in the procedural‐content hints group (n = 54) finished about just as many problems in the programme as their counterparts in the procedural‐only condition (n = 51). However, the participants in the first group solved more problems correctly and improved their problem‐solving skills more as indicated by the scores on the problem‐solving post‐test. Apart from presenting our analysis of the findings of this study, also its limitations and its possible implications for future research are discussed in this paper.

  April 19, 2016   doi: 10.1111/jcal.12148   open full text
• Supporting executive functions during children's preliteracy learning with the computer.
  E. Sande, E. Segers, L. Verhoeven.
  Journal of Computer Assisted Learning. April 19, 2016
  The present study examined how embedded activities to support executive functions helped children to benefit from a computer intervention that targeted preliteracy skills. Three intervention groups were compared on their preliteracy gains in a randomized controlled trial design: an experimental group that worked with software to stimulate early literacy with embedded executive‐functioning support (EL + EF group), an experimental group that worked with the same early literacy software without the explicit EF‐support (EL group) and a control group that played with language discovery games from the same software. These groups were contrasted on their preliteracy progress over time and on their learning behaviours while working with the software. Results showed that children in the two experimental groups progressed more in preliteracy skills on the long‐term, with the EL + EF group showing the highest learning effects. These results were mainly shown for the children with lower levels of EFs. Moreover, children in the EL + EF group showed more independent behaviour and played more games than children in the EL group. These results indicate that young children can show more effective learning over time during computer interventions when their executive functions are kept active.

  April 19, 2016   doi: 10.1111/jcal.12147   open full text
• Supporting pre‐service teachers in designing technology‐infused lesson plans.
  N. Janssen, A. W. Lazonder.
  Journal of Computer Assisted Learning. April 14, 2016
  The present study compared the effectiveness of two types of just‐in‐time support for lesson planning. Both types contained the same technological information but differed regarding pedagogical and content information. The first type presented this information separately (i.e., separate support); the second type presented this information in an integrated way (i.e., integrated support). In an experimental design pre‐service biology teachers received either the integrated support (n = 26) or separate support (n = 27). They were instructed to create a technology‐infused lesson plan and justify their design decisions. Results showed that pre‐service teachers who used the integrated support had more integrated pedagogical and content‐related justifications and higher quality lesson plans than the group who received separate support. Both groups had few technology‐related justifications, and technology integration was of low quality. These findings confirm the alleged superiority of integrated support over separate support, and suggest that additional guidance is needed for pre‐service teachers to fully integrate technological, pedagogical and content information during lesson planning.

  April 14, 2016   doi: 10.1111/jcal.12146   open full text
• Could a mobile‐assisted learning system support flipped classrooms for classical Chinese learning?
  Y.‐H. Wang.
  Journal of Computer Assisted Learning. April 14, 2016
  In this study, the researcher aimed to develop a mobile‐assisted learning system and to investigate whether it could promote teenage learners' classical Chinese learning through the flipped classroom approach. The researcher first proposed the structure of the Cross‐device Mobile‐Assisted Classical Chinese (CMACC) system according to the pilot survey and reviewed literature, and then adopted a quasi‐experimental design to understand whether the developed system could promote and support flipped classroom learning for classical Chinese. A total of 56 eleventh graders from two classes participated in the experiment. The learners in the experimental group learned classical Chinese with the flipped classroom learning strategy with the assistance of the CMACC system, while the control group adopted the flipped classroom learning strategy without using the CMACC system. The results reveal that all of the students improved their Chinese performance, but it was noticeable that the learners who used the CMACC system showed better motivation in terms of self‐directed preview learning, while those who only learned with the traditional textbooks tended to be more passive. In sum, the mobile‐assisted learning system added value in providing learners with opportunities to achieve anytime and anywhere flipped classroom learning. The integration of ubiquitous mobile learning technology and the flipped classroom strategy can be viewed as a critical factor leading to students achieving self‐regulated learning. It is also suggested that instructors should carefully take the targeted learners' cultural background and the availability of supporting learning devices into consideration so as to prevent the flipped classroom from exacerbating the digital divide. Other suggestions for educators and instructional designers are also proposed.

  April 14, 2016   doi: 10.1111/jcal.12141   open full text
• Embodied experiences of place: a study of history learning with mobile technologies.
  S. Price, C. Jewitt, M. Sakr.
  Journal of Computer Assisted Learning. April 12, 2016
  This paper reports an empirical study that takes a multimodal analytical approach to examine how mobile technologies shape students' exploration and experience of place during a history learning activity in situ. In history education, mobile technologies provide opportunities for authentic experiential learning activities that have the potential to re‐mediate students' understanding of space and place through enacted interaction, and to make the learning more memorable. A key question is how learners work with the physical and digital information in the context of that learning experience, and how this supports new experiences and understanding of space and place. Findings suggest that embodied mobile experiences foster the creation of both physical and digital markers, which were instrumental in concretizing the history experience and developing new narratives. The findings also show how different representational forms of digital information mediated interaction in specific ways and how digital augmentation can lead to conflation in student understanding of space and time. These findings inform our understanding of the value of mobile applications in supporting embodied learning experiences and provide key implications for pedagogical design, both in situ and back in the classroom.

  April 12, 2016   doi: 10.1111/jcal.12137   open full text
• Scaffolding wiki‐supported collaborative learning for small‐group projects and whole‐class collaborative knowledge building.
  C‐Y. Lin, C.M. Reigeluth.
  Journal of Computer Assisted Learning. April 12, 2016
  While educators value wikis' potential, wikis may fail to support collaborative constructive learning without careful scaffolding. This article proposes literature‐based instructional methods, revised based on two expert instructors' input, presents the collected empirical evidence on the effects of these methods and proposes directions for future refinements. The instructional methods were implemented by an expert instructor teaching a 12‐week 68‐student undergraduate design class in Canada. Data were collected from observations, interviews and content analysis of wikis. The findings revealed that in small‐group project (SGP), the wiki instructional methods enhanced collaborative learning with most instructional methods derived from cooperative learning, but in whole‐class collaborative knowledge building (CKB), the wiki instructional mehtods failed to turn the class into a self‐sustained learning community after the scaffolding faded. We conclude that the genre of wikis should be different for SGP and CKB. While the students easily adopted the ‘reproduced’ genre of wikis for SGP with familiar tasks, they felt overwhelmed or resistant to the unfamiliar ‘emergent’ genre of wikis for CKB in massive collaborative constructive learning. Therefore, we propose that future refinements for wiki‐supported CKB should focus on providing students scaffolding for intersubjectivity (understanding collaborative constructive learning) and transfer of responsibility (developing autonomy).

  April 12, 2016   doi: 10.1111/jcal.12140   open full text
• Promoting contextual vocabulary learning through an adaptive computer‐assisted EFL reading system.
  Y.‐H. Wang.
  Journal of Computer Assisted Learning. April 08, 2016
  The study developed an adaptive computer‐assisted reading system and investigated its effect on promoting English as a foreign language learner‐readers' contextual vocabulary learning performance. Seventy Taiwanese college students were assigned to two reading groups. Participants in the customised reading group read online English texts, each of which was customised by the developed system to offer immediate and repeated meetings with previously encountered unknown words, while participants in the typical reading group read online texts without control on unknown word recurrence. After the 4‐week online reading treatment, the two groups of learners were tested by online immediate and delayed vocabulary tests, and the students from the customised reading group were also required to complete the questionnaire regarding system use. The results showed that the vocabulary mean scores from both immediate and delayed testing demonstrated significantly better results in word gain and word retention with the customised reading group and that the adaptive reading system was appealing for the students. The study demonstrated that by providing customised reading with word recurrence specific to individuals' unknown words, this adaptive computer‐assisted English as a foreign language reading system creates a more favourable condition for foreign language vocabulary growth.

  April 08, 2016   doi: 10.1111/jcal.12132   open full text
• Interactive computer simulation and animation for improving student learning of particle kinetics.
  N. Fang, Y. Guo.
  Journal of Computer Assisted Learning. April 06, 2016
  Computer simulation and animation (CSA) has been receiving growing attention and wide application in engineering education in recent years. A new interactive CSA module was developed in the present study to improve student learning of particle kinetics in an undergraduate engineering dynamics course. The unique feature of this CSA module is that it integrates computer visualization with mathematical modeling, so students can directly connect engineering dynamics phenomena to underlying mathematics. A quasi‐experimental pretest–post‐test research design including a comparison group (n = 65) and an intervention group (n = 77) was implemented to assess to what extent the developed CSA module improved student learning. The results show that this new CSA module increased students' class‐average conceptual and procedural learning gains by 29% and 37% respectively. The difference in learning gains between the two groups is statistically significant (Z = −4.526, p = 0.000) based on a nonparametric statistical Mann–Whitney U test. It is found that the improvement of students' conceptual understanding and the improvement of their procedural skills are asymmetrical in this CSA learning environment. The CSA module can serve as an excellent tool to supplement traditional lectures, but cannot fully replace human teachers or tutors in teaching.

  April 06, 2016   doi: 10.1111/jcal.12145   open full text
• Instructor accents in online education and their effect on learning and attitudes.
  C. A. Sanchez, S. Khan.
  Journal of Computer Assisted Learning. April 05, 2016
  Reductions in perceptual fluency have been shown to negatively impact attitudes towards learning material, but not learning itself. The current study extends this work to spoken presentations and examines whether the presence of a foreign accent negatively affects learners' experience in an online learning environment. Results indicate that the presence of an instructor accent, consistent with prior work on perceptual fluency, does not impact learning, but does cause learners to rate the instructor as less effective. Further, for those who received accented presentations, changes in participants' attitudes towards both the content area and online instruction were not predicted by learning, but instead their attitude towards the instructor. This suggests that learners in online learning environments with accented narration are potentially miscalibrated, and these biases in judgement could be inappropriately linked to a specific instructor, rather than their success of learning in the field.

  April 05, 2016   doi: 10.1111/jcal.12149   open full text
• Simulated environments with animated agents: effects on visual attention, emotion, performance, and perception.
  E. Romero‐Hall, G. S. Watson, A. Adcock, J. Bliss, K. Adams Tufts.
  Journal of Computer Assisted Learning. March 29, 2016
  This research assessed how emotive animated agents in a simulation‐based training affect the performance outcomes and perceptions of the individuals interacting in real time with the training application. A total of 56 participants consented to complete the study. The material for this investigation included a nursing simulation in which participants interacted with three animated agents. The results of this investigation indicated that both experienced and novice participants focused more visual attention time on the body of the animated agent than the other defined areas of interest in the simulated environment. The results also indicated that novice participants conveyed more neutral facial expressions during the interaction with the animated agents than experience participants. The results of the simulation performance scores indicated that novice participants achieved higher simulation performance scores on the simulation task than experienced participants. Lastly, the results of the agent persona instrument showed that experienced and novice participants perceived the animated agents as facilitators of learning, credible, human‐like and engaging.

  March 29, 2016   doi: 10.1111/jcal.12138   open full text
• Using U‐Pace instruction to improve the academic performance of economically disadvantaged undergraduates.
  R. Fleming, L.C. Stoiber, H.M. Pfeiffer, S.E. Kienzler, R.R. Fleming, L.E. Pedrick, D.J. Barth, D.M. Reddy.
  Journal of Computer Assisted Learning. March 14, 2016
  This study was undertaken to evaluate whether the student success associated with the U‐Pace instructional approach, which integrates mastery‐based learning with proactive instructor support in an online learning environment, would replicate for both economically disadvantaged students and students who are not economically disadvantaged. Undergraduates were enrolled in U‐Pace (intervention) or comparison sections of a gateway course at two universities with different learning management systems. Course content was held constant. At both universities, intervention students earned a significantly greater percentage of objectively determined final grades of A or B. This academic success was found for both economically disadvantaged intervention students and intervention students who were not economically disadvantaged. Improvement from the beginning to the end of the semester in intervention students' rate of mastering concepts was found at University 1, but not at University 2. The assessment of learning conducted at University 1, independent of final course grades, showed that intervention students scored significantly higher on the proctored cumulative exam than comparison students. Findings suggest that the U‐Pace instructional intervention holds promise for increasing the success of undergraduates regardless of economic status.

  March 14, 2016   doi: 10.1111/jcal.12133   open full text
• The effects of reviews in video tutorials.
  H. Meij, J. Meij.
  Journal of Computer Assisted Learning. March 06, 2016
  This study investigates how well a video tutorial for software training that is based on Demonstration‐Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task demonstration. The Review condition additionally includes video reviews. Participants were 55 seventh graders who viewed task demonstrations (and reviews) followed by practice. Both tutorials increased motivation (i.e., task relevance and self‐efficacy) and performance. In addition, the Review condition had significantly better results for training time, self‐efficacy and scores on an immediate post‐test. Reviews have rarely been studied in dynamic visualizations. The present study suggests that there may be important advantages to be gained from concluding a demonstration video with a summary of the main points.

  March 06, 2016   doi: 10.1111/jcal.12136   open full text
• Formative feedback to transfer self‐regulation of task‐oriented reading strategies.
  A.C. Llorens, E. Vidal‐Abarca, R. Cerdán.
  Journal of Computer Assisted Learning. March 01, 2016
  The study includes two experiments to analyse the effects of automatic formative feedback designed to promote the transfer of self‐regulation of strategic decisions in task‐oriented reading (e.g. answering questions from an available text). Secondary‐school students read and answered multiple‐choice comprehension questions from two texts having them available while receiving consistent feedback about their performance and strategic decisions. Then, they read a different text and answered questions also with the text available, but receiving no feedback. In Experiment 1, we tested two feedback procedures that differed in task conditions and the feedback information associated to these conditions. The most effective was a procedure that forced students to select relevant text information to answer each question and provided accurate feedback based on that selection. Experiment 2 was designed to disentangle the role played by the selection task from that played by the feedback provided. We found that the two components contribute to transfer the self‐regulation strategies, although each one has a specific role for different strategies. Theoretical and practical implications of the studies are discussed.

  March 01, 2016   doi: 10.1111/jcal.12134   open full text
• Evaluating Web 2.0 technologies in higher education using students' perceptions and performance.
  T. Karvounidis, K. Chimos, S. Bersimis, C. Douligeris.
  Journal of Computer Assisted Learning. May 23, 2014
  In this work, Web 2.0 technologies in higher education are evaluated using students' perceptions, satisfaction, performance and behaviour. The study evaluates the Web 2.0 tools as stand‐alone entities as well in terms of their cross‐operability and integration (confluence) to synergistic contributions towards the enhancement of student learning. Significant correlations and interdependencies on the students' behaviour over the used platform and their performance in various time points within the course time line have been revealed.

  May 23, 2014   doi: 10.1111/jcal.12069   open full text
• A delineation of the cognitive processes manifested in a social annotation environment.
  S.C. Li, J.W.C. Pow, W.C. Cheung.
  Journal of Computer Assisted Learning. May 23, 2014
  This study aims to examine how students' learning trajectories progress in an online social annotation environment, and how their cognitive processes and levels of interaction correlate with their learning outcomes. Three different types of activities (cognitive, metacognitive and social) were identified in the online environment. The time series of different levels of cognitive and metacognitive activities correlate with one another, indicating that a kind of symbiotic or ecological relationship exists among the cognitive and metacognitive processes. The multiple regression results show that low‐cognitive level activities mediate the effect of high‐cognitive level activities on student's performance in the group inquiry learning project. The results of multilevel analysis indicate that the average number of highlighted texts posted per person in a group accounted for over 50% of the variance of the group inquiry learning project scores. Further, the results also indicate that the level of collaboration within a group explains over 70% of the variance of the high‐level cognitive and metacognitive activities across different groups. In sum, group collaboration is found to be conducive to fostering high‐level cognitive and metacognitive activities.

  May 23, 2014   doi: 10.1111/jcal.12073   open full text
• The effects of keyword cues and 3R strategy on children's e‐book reading.
  T.‐H. Liang.
  Journal of Computer Assisted Learning. May 22, 2014
  Various studies have found that electronic books (e‐books) promote learning, but few works have examined the use of e‐books along with an adaptive reading strategy for children. The current study implemented a method to extract keyword cues from e‐books to support e‐book reading with the read, recite and review (3R) strategy, and then examined the impact of this on children's reading performance. A pilot work recruited 76 first‐graders, developed the related reading tests and questionnaires. These were later used in assessing the effects of different interventions on the reading performances and perspectives of 74 first‐graders in the main study. Based on the findings of this work, the 3R strategy can be used as an effective approach to guide children's reading with e‐books. In addition, the use of keyword cues incorporated with retrieval practice can provide support with regard to Chinese characters and phonetic information in order to aid children's memorization of the story, thus promoting both phonological awareness and reading comprehension.

  May 22, 2014   doi: 10.1111/jcal.12072   open full text
• Mobile learning vs. traditional classroom lessons: a comparative study.
  D. Furió, M.‐C. Juan, I. Seguí, R. Vivó.
  Journal of Computer Assisted Learning. May 22, 2014
  Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game includes multiple interaction forms and combined augmented reality (AR) mini‐games with non‐AR mini‐games. The traditional classroom lesson had the same learning content as the iPhone game. Thirty‐eight children participated in the study. The analyses showed that the children made significant learning gains about the water cycle, regardless of the method used. Even though the results showed that the iPhone method achieved higher knowledge results than the traditional classroom lesson, no statistically significant differences were found between the iPhone and the classroom lesson. When analysing the motivational outcomes, the results showed that the children found the iPhone game to be more satisfying than the classroom lessons. Since the iPhone game achieved similar learning results and a higher motivational effect than the classroom lesson, this suggests that games of this kind could be used as a tool in primary schools to reinforce students' lessons.

  May 22, 2014   doi: 10.1111/jcal.12071   open full text
• The challenge of promoting algorithmic thinking of both sciences‐ and humanities‐oriented learners.
  Z. Katai.
  Journal of Computer Assisted Learning. May 12, 2014
  The research results we present in this paper reveal that properly calibrated e‐learning tools have potential to effectively promote the algorithmic thinking of both science‐oriented and humanities‐oriented students. After students had watched an illustration (by a folk dance choreography) and an animation of the studied sorting algorithm (bubble sort), they were invited to predict and perform [(1) to reconstruct on the same input; (2) to orchestrate on a random sequence stored in a white array; (3) to orchestrate on a black‐box sequence] the entire step sequence of the algorithm (using the interactive visual learning environment we developed). The results of the experiment show that while science‐oriented students' performance proved superior to those of their humanities‐oriented colleagues, the differences were observed to diminish as both groups advanced with their e‐learning tasks. Although drawing general conclusions would be premature, we can conclude that there are no unbridgeable differences in the way these two groups relate to e‐learning processes that aim to promote algorithmic thinking. Our findings also emphasize the key importance of some motivational principles in facilitating algorithmic thinking: the principle of moderate and progressive challenge, the principle of gradual shift from concrete to abstract and the principle of genuine active involvement.

  May 12, 2014   doi: 10.1111/jcal.12070   open full text
• Implementation of Web‐based argumentation in facilitating elementary school students to learn environmental issues.
  T.H. Wang.
  Journal of Computer Assisted Learning. April 14, 2014
  This research develops a Web‐based argumentation system named the Web‐based Interactive Argumentation System (WIAS). WIAS can provide teachers with the scaffolding for argumentation instruction. Students can propose their statements, collect supporting evidence and share and discuss with peers online. This research adopts a quasi‐experimental design, applying WIAS to the teaching of environmental issues, including mudslides, global warming and nuclear power. Fifty‐seven elementary school fifth graders from two classes participated in this research. With each class as a unit, they were divided into the WIAS group (n = 30) and the traditional argumentation instruction (TAI) group (n = 27). Before research, all students took the pre‐test of the ‘achievement test for environmental issues (ATEI)’ and the ‘environmental literacy scale (ELS).’ Then all students received argumentation training and six classes of argumentation instruction. Students in the WIAS group performed argumentation in the WIAS, while those in the TAI group performed argumentation in a traditional classroom. After the six‐class argumentation instruction, all students took the post‐test of the ATEI and ELS. The results show that students in the WIAS group have significantly better learning effectiveness than those in the TAI group. Students in the WIAS group also exhibited significantly better improvement in their environmental literacy.

  April 14, 2014   doi: 10.1111/jcal.12061   open full text
• Students' mathematics word problem‐solving achievement in a computer‐based story.
  N. Gunbas.
  Journal of Computer Assisted Learning. April 14, 2014
  The purpose of this study was to investigate the effect of a computer‐based story, which was designed in anchored instruction framework, on sixth‐grade students' mathematics word problem‐solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper‐based version of the same story and to a condition that presented the problems as typical, isolated word problems (i.e., a non‐story condition including only problems). One hundred twenty‐eight sixth‐grade students from two public middle schools in Turkey participated in this study. In a pretest–posttest experimental design, students were randomly assigned to one of the treatment groups mentioned earlier in which they solved the same mathematics word problems. A one‐way analysis of covariance was used to analyse students' achievement in the treatment groups. The results indicated that students who solved the problems in the computer story treatment had significantly higher achievement scores than students who solved the problems in the paper story and isolated word problems treatments. In addition, the story was found to be significantly more effective than the non‐story treatment when it was presented on computer.

  April 14, 2014   doi: 10.1111/jcal.12067   open full text
• Game immersion experience: its hierarchical structure and impact on game‐based science learning.
  M.‐T. Cheng, H.‐C. She, L.A. Annetta.
  Journal of Computer Assisted Learning. April 14, 2014
  Many studies have shown the positive impact of serious educational games (SEGs) on learning outcomes. However, there still exists insufficient research that delves into the impact of immersive experience in the process of gaming on SEG‐based science learning. The dual purpose of this study was to further explore this impact. One purpose was to develop and validate an innovative measurement, the Game Immersion Questionnaire (GIQ), and to further verify the hierarchical structure of game immersion by construct validity approaches, including exploratory factor analysis (EFA) (n = 257) and confirmatory factor analysis (CFA) (n = 1044). The second purpose was to investigate the impact of game immersion on science learning through SEG play (n = 260). Overall, the results supported the internal structure of the GIQ with good reliability and validity, and the inter factor bivariate correlations for each construct indicated a high internal consistency. Players did learn from playing an SEG, and game immersion experience did lead to higher gaming performance. Moreover, players' gaming performance plays a role in mediating the effect of immersion on science learning outcomes through SEG play. However, as players became more emotionally and subjectively attached to the game, the science learning outcomes were not definitively reliable.

  April 14, 2014   doi: 10.1111/jcal.12066   open full text
• Predictors of digital competence in 7th grade: a multilevel analysis.
  O.E. Hatlevik, G. Ottestad, I. Throndsen.
  Journal of Computer Assisted Learning. April 01, 2014
  Abstract Since 2006, the ability to use information and communication technology (ICT) has been included as a key competence in the curriculum in Norway, and specific competence aims are developed for most grades. The aim of this study was to identify students' ability to use ICT according to the competence aims, and to examine factors that can predict students' digital competence. A sample of 1793 students and 125 school leaders from 125 schools was used. The findings show variation in digital competence both between students and between schools. Results from a multilevel analysis showed that higher levels of mastery orientation and self‐efficacy (i.e., motivation) and the students' family background (i.e., language integration and the number of books at home) were predictors of students' levels of digital competence. Additionally, when school leaders reported higher levels of culture for professional development among the teachers at school, increased levels of digital competence were found among students. Challenges for schools and teachers to support students' motivation and to emphasize digital inclusion still prevail.

  April 01, 2014   doi: 10.1111/jcal.12065   open full text
• Learning with video‐based examples – Are you sure you do not need help?
  S. Schworm, M. Bolzer.
  Journal of Computer Assisted Learning. March 19, 2014
  This study investigated help‐seeking activities in a computer‐based environment teaching argumentative skills by videos of argumentative dialogues of teachers who discussed controversy issues in the context of a workshop. Learners, all of them students of educational sciences, solved learning tasks on the presented argumentative dialogues and reflected on their response certitude. Forty‐three students voluntary took part in the study. Two experimental groups varied according to the type of task they solved. Group 1 got adjunct questions, so‐called self‐explanation prompts that elicited elaboration of the video content. Group 2 answered multiple‐choice tasks that assessed the same knowledge. After each task, participants of both groups (a) had to judge the certainty of their response being correct (i.e., the marking of the multiple‐choice task or the written self‐explanations) and (b) were offered to use the help function on demand. Results revealed the relevance of learners' response certitude with respect to their help use. Low response certitude about the correctness of a task solution led to higher help use which was positively related to learning outcome. However, learners' response certitude was unrelated to the actual correctness of their task solution. Type of task had no influence on response certitude, help use or learning outcome.

  March 19, 2014   doi: 10.1111/jcal.12063   open full text
• Effectiveness of a case‐based system in lesson planning.
  A. Saad, P.W.H. Chung, C.W. Dawson.
  Journal of Computer Assisted Learning. March 19, 2014
  Abstract Lesson planning imposes a significant burden on teachers as they need to prepare different lesson plans for different classes according to various constraints. SmartLP, a case‐based lesson planning system, has been implemented as a means of assisting teachers in constructing quality lesson plans more quickly. SmartLP enables teachers to retrieve previous lesson plans and customise them according to their constraints as they should be tailored to accommodate differences in students, teachers and the facilities available. An evaluation study was designed to examine the effectiveness of a Case Based Reasoning (CBR) approach through its cycle of retrieve, reuse, revise and retain in assisting teachers in constructing lesson plans and to assess the effects, in terms of time and quality, the system had on lesson plan preparation. This paper presents the results of the study. The study revealed that all the lesson plans constructed with SmartLP took significantly less time than lesson plans constructed without. In addition, where the planning tasks had greater similarities to the cases in the case base, they took even less time to be constructed. No significant difference in the quality of the plans, measured by a scoring system, was noticed between the control and experimental groups.

  March 19, 2014   doi: 10.1111/jcal.12053   open full text
• How do skilled and less‐skilled spellers write text messages? A longitudinal study.
  J. Bernicot, A. Goumi, A. Bert‐Erboul, O. Volckaert‐Legrier.
  Journal of Computer Assisted Learning. March 17, 2014
  The link between students' spelling level and their text‐messaging practice gives rise to numerous questions from teachers, parents and the media. A corpus of 4524 text messages produced in daily‐life situations by students in sixth and seventh grade (n = 19, 11–12 years of age) was compiled. None of the participants had ever owned or used a mobile phone before the start of the study; their text messages were collected monthly over the course of a year. The comparison between the group with mobile phones and the control group without mobile phones (n = 30) showed no difference between the level of traditional writing at the beginning of the text‐message collection and during the collection. The results showed that the correlation between the level of traditional spelling and the density of textisms was dependent upon the type of textisms (consistent/breaking with traditional code), the type of spelling (usage‐based/rule‐based), the grades in French class and the duration of text‐messaging practice. On the whole, students who were skilled or less skilled in traditional writing at the beginning of the text‐message collection remained respectively skilled or less skilled throughout the year, despite their text‐messaging use (density and type of textisms). The discussion of this study's academic implications tends towards a complementarity between traditional writing and text messaging.

  March 17, 2014   doi: 10.1111/jcal.12064   open full text
• Effects of text modality in multimedia presentations on written and oral performance.
  G.S.E. Broek, E. Segers, L. Verhoeven.
  Journal of Computer Assisted Learning. March 12, 2014
  Abstract A common assumption in multimedia design is that audio‐visual materials with pictures and spoken narrations lead to better learning outcomes than visual‐only materials with pictures and on‐screen text. The present study questions the generalizability of this modality effect. We explored how modality effects change over time, taking into account study strategies during learning and the modality of the final performance measure. Eighty‐four university students (Mage = 21.4) studied learner‐paced visual‐only or audio‐visual multimedia presentations and answered written and oral retention and transfer questions immediately after learning and after 1 day. There was no performance difference between the audio‐visual and the visual‐only groups immediately after learning, but after 1 day, the visual‐only group had significantly higher scores on three of four outcome measures. This reversed modality effect was independent of test modality, but both groups scored higher on written than on oral questions. While both groups spent on average 33 min studying, the visual‐only group went through the materials at a faster pace and repeated more slides. In sum, results contradict common multimedia design recommendations and instead suggest that learner‐paced presentations should include on‐screen text. Benefits of on‐screen text could be due in part to the successful use of reading strategies.

  March 12, 2014   doi: 10.1111/jcal.12058   open full text
• Students' perceptions of self‐directed learning and collaborative learning with and without technology.
  K. Lee, P.‐S. Tsai, C.S. Chai, J.H.L. Koh.
  Journal of Computer Assisted Learning. March 12, 2014
  Abstract This study explored students' perceptions of self‐directed learning (SDL) and collaborative learning (CL) with/without technology in an information and communications technology‐supported classroom environment. The factors include SDL, CL, SDL supported by technology, and CL supported by technology. Based on the literature review, this study hypothesized that students' perceptions of learning without technology positively predict their perceptions of learning supported by technology. An instrument was developed and two studies, a pilot study and a main study, were undertaken. The pilot study surveyed 219 secondary school students and established the factors through exploratory factor analysis with good validity and reliability. The main study surveyed 500 secondary school students to confirm the factors and to establish the relationships between these factors through structural equation modeling. The results validated the four‐factor structure model and revealed that students who reportedly engaged in SDL and CL in face‐to‐face contexts also engaged in these forms of learning in technology‐supported contexts. The findings indicate that students' learning without technology support is related to their use of technology for learning. It may be advisable for teachers to develop students' learning processes in the face‐to‐face context without technology before engaging them in technology‐supported learning.

  March 12, 2014   doi: 10.1111/jcal.12055   open full text
• Development of children's creativity and manual skills within digital game‐based learning environment.
  H‐S. Hsiao, C‐S. Chang, C‐Y. Lin, P‐M. Hu.
  Journal of Computer Assisted Learning. March 12, 2014
  Abstract In this study, we developed a digital game‐based learning (DGBL) system, called the ToES, to foster students’ creativity. Fifty‐one fifth‐grade students from two classes in a public school in Taipei, Taiwan, were recruited and consented to participate. Both classes consisted of students with mixed abilities studying a foundation unit entitled “Electrical Science” in a natural science course. One class was chosen to be the experimental group (EG) and the other class was the control group (CG). The goal of this study was to examine how different instructional strategies (i.e., traditional instruction and instruction using digital games) affected the students’ creativity and their performance on manual skills. The analytical results indicated that the students’ creativity and their performance on manual skills displayed positive growth when they were involved in acquiring knowledge and resolving tasks in a DGBL environment, which fostered their creativity and facilitated the generation of flow experiences. Moreover, there were three interesting findings related to the use of DGBL: (1) the ToES was an effective learning tool for cultivating the students’ creativity; (2) there was a positive effect of creativity and their performance of manual skills; and (3) the ToES accelerated the improvement of practical behaviors regarding manual skills. Highlights We design a digital game with creativity called the ToES. We prove differences in creativity and manual skills between traditional classroom and digital game‐based environment. Students were able to achieve better learning performances in DGBL environment. DGBL facilitates the generation of flow experience.

  March 12, 2014   doi: 10.1111/jcal.12057   open full text
• Has Web 2.0 revitalized informal learning? The relationship between Web 2.0 and informal learning.
  D. Song, J. Lee.
  Journal of Computer Assisted Learning. March 11, 2014
  Learning is becoming increasingly self‐directed and often occurs away from schools and other formal educational settings. The development of a myriad of new technologies for learning has enabled people to learn anywhere and anytime. Web 2.0 technology allows researchers to shed a new light on the importance and prevalence of informal learning. However, there are few empirical studies that support the claim that this technology facilitates informal learning. The present study investigates the relationship between Web 2.0 levels and the evaluation of informal learning websites. For this purpose, 287 informal learning websites were selected and their Web 2.0 levels were rated based upon eight criteria proposed in the Web 2.0 exploratory literature. In addition, previously examined informal learning evaluation results were employed. The results showed that current informal learning websites have moderately adopted the most heavily promoted features of Web 2.0. Correlation analyses showed a positive relationship between Web 2.0 features and informal learning website ratings. The implications for the relationship and internal correlations of variables were summarized and discussed.

  March 11, 2014   doi: 10.1111/jcal.12056   open full text
• Early identification of ineffective cooperative learning teams.
  C.M. Hsiung, L.F. Luo, H.C. Chung.
  Journal of Computer Assisted Learning. March 11, 2014
  Cooperative learning has many pedagogical benefits. However, if the cooperative learning teams become ineffective, these benefits are lost. Accordingly, this study developed a computer‐aided assessment method for identifying ineffective teams at their early stage of dysfunction by using the Mahalanobis distance metric to examine the difference between the sequential test scores of the unknown team and the test scores of a reference group of functioning teams. The effectiveness of the proposed method was verified by conducting field experiments over an 18‐week engineering course in Taiwan. Forty‐eight students were randomly assigned to cooperative learning teams. The students' learning performance was evaluated by means of unit tests and homework tests. The functioning of the cooperative teams was examined at seven different points during the course of the study. The ineffective teams were identified with quantified type I errors. It was found that some teams failed persistently. Such teams require some form of external intervention to remedy the group dynamics. The results also showed that teams can become ineffective at any stage of the cooperative learning process. Thus, continuous monitoring is required to ensure that appropriate remedial actions are taken in a timely manner.

  March 11, 2014   doi: 10.1111/jcal.12062   open full text
• Interactive whiteboard and virtual learning environment combined: effects on mathematics education.
  I. Heemskerk, E. Kuiper, J. Meijer.
  Journal of Computer Assisted Learning. March 11, 2014
  Abstract This study reports on the effects of the combined use of an interactive whiteboard (IWB) and a virtual learning environment (VLE) on mathematics performance and motivation. Lessons taught with an IWB were made available on the VLE, so that they could be consulted regardless of time and place. Students' mathematics performance was monitored during one school year and their motivation for mathematics was followed for 3 years. There was no relation between frequency of being taught with an IWB and mathematics performance. However, students' motivation for mathematics appeared to be positively related to the combination of lessons made for the IWB and availability of these lessons on the VLE. This availability was also the main reason for students' appreciation of the VLE. Students appeared to use the VLE mostly to prepare for tests and examinations.

  March 11, 2014   doi: 10.1111/jcal.12060   open full text
• The effect of story grammars on creative self‐efficacy and digital storytelling.
  C‐C. Liu, L.Y. Wu, Z‐M. Chen, C‐C. Tsai, H‐M. Lin.
  Journal of Computer Assisted Learning. March 11, 2014
  Abstract Previous studies have proposed that the grammars may serve as a rule‐based scaffolding to facilitate story comprehension in storytelling activities. Such scaffoldings may inform students of crucial story elements and possible transitions among different elements. However, how these scaffoldings may influence story creation/writing activities is still not very clear. This study aims to understand and explore the relationship among rule‐based scaffoldings, creative self‐efficacy and storytelling products. By gathering the stories developed by 53 sixth graders and their creative self‐efficacy in a quasi‐experiment setting, this study investigated whether providing these rule‐based scaffoldings may influence their performance and creative self‐efficacy. The results of this study indicated that with these rule‐based scaffoldings, students produced better storytelling products in terms of content quality. However, the presence of story grammar rules also limited the students' freedom of creative thinking, and thus reduced the creative self‐efficacy level at the early stage of learning to create stories. Such findings support that the rule‐based scaffolding may be more helpful in facilitating storytelling in the idea exploration phase than in the generation phase. Educators may need to be cautious regarding the time point at which rule‐based scaffoldings would be most effectively integrated with learning activities.

  March 11, 2014   doi: 10.1111/jcal.12059   open full text
• Adaptive formative feedback to improve strategic search decisions in task‐oriented reading.
  A.C. Llorens, R. Cerdán, E. Vidal‐Abarca.
  Journal of Computer Assisted Learning. February 24, 2014
  This study analyses the effectiveness of adaptive formative feedback to boost strategic search decisions and performance when students are asked to answer a set of questions in a task‐oriented reading situation. We compared automatic feedback that included information about the right answer with feedback that also included the connection between the students' strategic search decisions and their performance. Ninety‐two high school students read two non‐continuous texts. They received feedback during a training phase, and then they read and also received feedback with a similar text in a final phase. Text and questions were presented using a new computer‐based technology that provided automatic adaptive feedback depending on the experimental condition: right‐answer feedback, strategic‐search‐decisions feedback and placebo feedback. We found that strategic‐search‐decisions feedback improved strategic decisions over right‐answer and placebo feedback in the final text, which in turn improved question‐answering performance. Some positive effects were also found during training. These results open new possibilities to adaptive automatic procedures to teach task‐oriented reading skills to students.

  February 24, 2014   doi: 10.1111/jcal.12050   open full text
• Gender differences in online reading engagement, metacognitive strategies, navigation skills and reading literacy.
  J‐Y. Wu.
  Journal of Computer Assisted Learning. February 24, 2014
  This study examined how knowledge of metacognitive strategies and navigation skills mediate the relationship between online reading activities and printed reading assessment (PRA) and electronic reading assessment (ERA) across 19 countries using the PISA (Programme for International Student Assessment) 2009 database. Participants were 34 104 fifteen‐year‐old students (female: 50.1%). The results showed that information‐seeking activity, knowledge of metacognitive strategies and navigations skills positively predicted ERA and PRA. Social reading activities negatively predicted knowledge of metacognitive strategies and PRA but had no effect on ERA and the navigation skills in most countries. Increased information‐seeking reading resulted in higher ERA and PRA as demonstrated by navigation skills and knowledge of metacognitive strategies. Gender differences in online reading engagement were not statistically significant in most countries. However, girls performed better in knowledge of metacognitive strategies, navigation skills and PRA but were not significantly better on ERA. Multiple group comparisons of gender indicated that the hypothesized model held for both boys and girls. Besides the infrastructure of information and communications technology as a tool to access the cyber informational space, students should be empowered to use appropriate strategies and navigation skills to achieve their goals. Implications for teaching and learning practices are discussed.

  February 24, 2014   doi: 10.1111/jcal.12054   open full text
• Creating joint representations of collaborative problem solving with multi‐touch technology.
  E. Mercier, S. Higgins.
  Journal of Computer Assisted Learning. February 10, 2014
  Multi‐touch surfaces have the potential to change the nature of computer‐supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi‐touch tables can be used by groups of students as an external representation of their group interaction processes. Video data from 24 groups of students working on a logic reasoning problem was examined to identify their levels of reasoning about the task, and how they used the table to support their reasoning. Results indicate that of the 13 groups who solved or nearly solved the problem, 12 used the table to represent their reasoning process, while only four groups who used the table to support their reasoning process did not solve the problem. Examples from three groups are used to explore the different ways the table was used as an external representation of the groups' processes. The findings indicate that the group problem‐solving process can be enhanced with the use of multi‐touch tables, although students may need support in using the technology effectively to support their collaborative reasoning.

  February 10, 2014   doi: 10.1111/jcal.12052   open full text
• Guidelines for facilitating the development of learning communities in online courses.
  J. Yuan, C. Kim.
  Journal of Computer Assisted Learning. January 06, 2014
  Online learning has grown exponentially in recent years; however, dropout problem remains challenging for some online programmes. The dropout problem can be attributed to a number of reasons, with a lack of interaction between learners and the instructor constituting one of the main reasons. The lack of interaction also leads to learners' feeling of isolation. Learning communities can provide learners with an environment conducive to increased interactions and alleviate their feeling of isolation. Unfortunately, there are no clear rules that instructors can follow to help learners create learning communities. In this paper, we propose guidelines for online instructors to facilitate the development of learning communities in online courses. We first review the definition of a learning community, importance of a learning community and factors affecting the development of a learning community. Afterwards, based on a review of the existing guidelines and other relevant literature, we propose guidelines for facilitating the development of learning communities in online courses.

  January 06, 2014   doi: 10.1111/jcal.12042   open full text
• Effects of real‐time visual feedback on pre‐service teachers' singing.
  S. Leong, L. Cheng.
  Journal of Computer Assisted Learning. December 18, 2013
  This pilot study focuses on the use real‐time visual feedback technology (VFT) in vocal training. The empirical research has two aims: to ascertain the effectiveness of the real‐time visual feedback software ‘Sing & See’ in the vocal training of pre‐service music teachers and the teachers' perspective on their experience with VFT. Forty participants from an undergraduate music teacher education programme were randomly assigned to three groups. The first two groups were assigned the teacher and student versions of Sing & See, respectively, and the third group served as a control group without access to the software. The experimental groups were given 12 weeks to use the software for vocal training on a self‐regulated basis. The technique of complex selections (TCS) was designed to assess the pitch accuracy and richness of vocal timbre. Pre‐ and post‐test singing tasks showed that the participants from the experimental groups significantly improved their vocal timbre. A questionnaire survey conducted after the training period found that most of the participants in the experimental s were positive about the effectiveness of VFT software in vocal training. As future leaders in the implementation of music education technology, pre‐service music teachers expressed a positive attitude towards the use of VFT as a technology‐enhanced learning (TEL) component in music education.

  December 18, 2013   doi: 10.1111/jcal.12046   open full text
• Self‐regulation during e‐learning: using behavioural evidence from navigation log files.
  D. Jeske, J. Backhaus, C. Stamov Roßnagel.
  Journal of Computer Assisted Learning. December 18, 2013
  The current paper examined the relationship between perceived characteristics of the learning environment in an e‐module in relation to test performance among a group of e‐learners. Using structural equation modelling, the relationship between these variables is further explored in terms of the proposed double mediation as outlined by Ning and Downing. These authors initially proposed that motivation and self‐regulation strategies are mediators between the perception of the learning environment and performance. In our replication and extension study, we substituted self‐reported self‐regulation with behavioural indicators of self‐regulation using navigation log files and focused on test‐taking rather than general motivation. We proposed that navigational patterns captured using log files can also help deduce self‐regulation in e‐modules and provide information in the absence of self‐reports. Path analyses provide partial support for our navigational hypotheses and the model. Implications of our results for the use of e‐module data and conclusions based on navigation are discussed.

  December 18, 2013   doi: 10.1111/jcal.12045   open full text
• Listening strategy use and influential factors in Web‐based computer assisted language learning.
  L. Chen, R. Zhang, C. Liu.
  Journal of Computer Assisted Learning. September 30, 2013
  This study investigates second and foreign language (L2) learners' listening strategy use and factors that influence their strategy use in a Web‐based computer assisted language learning (CALL) system. A strategy inventory, a factor questionnaire and a standardized listening test were used to collect data from a group of 82 Chinese students enrolled in a required course in college English. A descriptive statistical analysis measures the frequency of these learners' use of overall strategies and strategy types. A multiple regression analysis identifies factors and their interactions that influence the learners' use of listening strategies. t‐tests examine the characteristics and proficiency levels that affect the overall listening strategies and strategy types used by these learners. The results show that cognitive and metacognitive strategies are used most frequently. They also reveal that motivation, learning anxiety and learning styles significantly affect the learners' use of various listening strategies. The results of this study provide directions for future research into the listening strategies employed in Web‐based CALL and suggest ways for strategy instruction that may improve listening comprehension for L2 learners with different characteristics in Web‐based CALL.

  September 30, 2013   doi: 10.1111/jcal.12041   open full text
• Three problems with the connectivist conception of learning.
  M. Clarà, E. Barberà.
  Journal of Computer Assisted Learning. September 30, 2013
  Connectivism, which has been argued to be a new learning theory, has emerged in the field of online learning during the last decade. On the World Wide Web at least, connectivism promises to establish learning spaces similar to those that Ivan Illich imagined in ‘Deschooling Society’, through so‐called massive online open courses (MOOCs). In this paper, we critically examine the theoretical postulates of connectivism and identify three important psychological and epistemological problems, namely the lack of a solution to the learning paradox, the underconceptualization of interaction and the inability to explain concept development. Some of the theoretical deficiencies in question may explain certain learning problems experienced by participants in MOOCs. The paper concludes that, although MOOCs are a worthwhile experience and ought to be continued, connectivism as a learning theory has significant theoretical problems and should be profoundly revised if it is to explain and foster learning in such environments.

  September 30, 2013   doi: 10.1111/jcal.12040   open full text
• Moving education into the digital age: the contribution of teachers' professional development.
  P. Twining, J. Raffaghelli, P. Albion, D. Knezek.
  Journal of Computer Assisted Learning. August 05, 2013
  This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.

  August 05, 2013   doi: 10.1111/jcal.12031   open full text
• The design and efficacy of a robot‐mediated visual motor program for children learning disabilities.
  S. Krishnaswamy, L. Shriber, G. Srimathveeravalli.
  Journal of Computer Assisted Learning. July 11, 2013
  This study investigated the effects of a robot‐mediated visual motor program on improving the visual motor skills of children ages 5 to 11 years with learning disabilities and visual motor delays. It also compared the effects of a robotic program with traditional occupational therapy and tested the reliability of the computer‐generated scores. A randomized experimental design was used with 25 students assigned to either a robotic program group or traditional occupational therapy. The primary outcome measure was the Developmental Test of Visual Motor Integration (VMI). Non‐parametric statistics evaluated the effects of intervention and compared the two methods. The correlation between the computer‐based scoring methods and the VMI was tested. The children who received the robotic program demonstrated significant gains in visual motor performance. The correlation between the computer‐based scoring and the VMI was moderate, but not significant.

  July 11, 2013   doi: 10.1111/jcal.12025   open full text
• Effect of blended learning environment on transfer of learning: an experimental study.
  V. Demirer, I. Sahin.
  Journal of Computer Assisted Learning. July 09, 2013
  The main purpose of the study is to investigate the effect of the blended learning and face‐to‐face learning on students' academic achievements and transfer of learning. The first aim of the study is to analyse the students' academic achievements to determine the change of theoretical knowledge in terms of the instructional method applied in this study. However, students' performances during the learning process are not always a good indicator. Therefore, the second aim of the study is to examine transferring students' theoretical knowledge to their educational multimedia projects. For this purpose, 14 weeks of pre‐ and post‐test experimental study is designed. The study is administered through an educational technology course in which students learn how to develop educational multimedia materials. The participants are undergraduate pre‐service teachers; they are assigned randomly to the experimental and control group. While the experimental group has both online and classroom sessions, the control group has only face‐to‐face classroom sessions. Although there is no significant difference between the groups in terms of academic achievement, the students in the blended group are more successful in transferring their knowledge to their projects than the ones in the face‐to‐face group. In conclusion, the results show that the blended learning approach has a positive effect on the transfer of learning.

  July 09, 2013   doi: 10.1111/jcal.12009   open full text
• Effects of simulation‐based learning on students' statistical factual, conceptual and application knowledge.
  E. Novak.
  Journal of Computer Assisted Learning. July 08, 2013
  The purpose of this study was to (1) examine the effects of a storyline on learners' factual, conceptual and application knowledge with the use of a simulation for teaching introductory statistical skills and to (2) explore students' subjective enjoyment of various learning activities often used in statistics education. In order to conduct the study, two versions of a simulation were developed that differed in the presence or absence of a storyline attribute. Sixty‐four graduate students were randomly assigned to one of the two intervention conditions. Both intervention groups demonstrated significantly higher learning gains after interacting with the simulation. Particularly, both simulation‐based interventions had a positive significant effect on the acquisition of application knowledge and skills. However, no significant differences between the intervention groups on any learning outcome explored in the study were found. Results also showed that students rated the simulation used in the study as a more enjoyable learning activity in comparison to reading a textbook, lecture or teamwork. Students from the simulation without a storyline intervention reported higher enjoyment than the other intervention group. Implications of the findings for understanding the instructional benefits and shortcomings of embedding a storyline in digital learning content are discussed.

  July 08, 2013   doi: 10.1111/jcal.12027   open full text
• Exploring students' learning effectiveness and attitude in Group Scribbles‐supported collaborative reading activities: a study in the primary classroom.
  C.‐P. Lin, W. Chen, S.‐J. Yang, W. Xie, C.‐C. Lin.
  Journal of Computer Assisted Learning. July 05, 2013
  Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty‐seven 10‐year‐old students from two 4th grade classes participated in the study. Experimental and control groups were established to investigate the effectiveness of GS‐supported collaborative learning in enhancing students' reading comprehension. The results affirmed the effectiveness of the intervention designed. In the experiment group, students' learning attitudes, motivation and interest were enhanced as well. Further analyses were done to probe students' interaction processes in the networked collaborative classroom and different collaboration patterns and behaviours were identified. Based on the findings obtained, implications for future learning design to empower L1 learning were elaborated.

  July 05, 2013   doi: 10.1111/jcal.12022   open full text
• Social skills as predictors of communication, performance and quality of collaboration in project‐based learning.
  M. Notari, A. Baumgartner, W. Herzog.
  Journal of Computer Assisted Learning. July 04, 2013
  The assumption that social skills are necessary ingredients of collaborative learning is well established but rarely empirically tested. In addition, most theories on collaborative learning focus on social skills only at the personal level, while the social skill configurations within a learning group might be of equal importance. Using the integrative framework, this study investigates which social skills at the personal level and at the group level are predictive of task‐related e‐mail communication, satisfaction with performance and perceived quality of collaboration. Data collection took place in a technology‐enhanced long‐term project‐based learning setting for pre‐service teachers. For data collection, two questionnaires were used, one at the beginning and one at the end of the learning cycle which lasted 3 months. During the project phase, the e‐mail communication between group members was captured as well. The investigation of 60 project groups (N = 155 for the questionnaires; group size: two or three students) and 33 groups for the e‐mail communication (N = 83) revealed that personal social skills played only a minor role compared to group level configurations of social skills in predicting satisfaction with performance, perceived quality of collaboration and communication behaviour. Members from groups that showed a high and/or homogeneous configuration of specific social skills (e.g., cooperation/compromising, leadership) usually were more satisfied and saw their group as more efficient than members from groups with a low and/or heterogeneous configuration of skills.

  July 04, 2013   doi: 10.1111/jcal.12026   open full text
• A study to explore the effects of self‐regulated learning environment for hearing‐impaired students.
  Y‐T. Chen.
  Journal of Computer Assisted Learning. July 03, 2013
  Although computer‐ and Internet‐aided learning for hearing‐impaired students has been a trend in the modern days, a few studies were done to examine their effectiveness in strengthening learning motivation and, in turn, enhancing learning efficiency. This study attempts to establish an interactive self‐regulated learning environment and employs Attention, Relevance, Confidence, Satisfaction motivation model, hyperlink technology, modular concepts and online learning community to design teaching contents and presentation of teaching materials. An empirical study was conducted to examine the effects of hearing‐impaired students learning motivation and cognitive attitude of learning environment. The results showed that interactive and self‐regulated learning environment could effectively strengthen learning motivation and promote positive learning behaviour in hearing‐impaired students.

  July 03, 2013   doi: 10.1111/jcal.12023   open full text
• ‘Make it explicit!’: Improving collaboration through increase of script coercion.
  P.M. Papadopoulos, S.N. Demetriadis, A. Weinberger.
  Journal of Computer Assisted Learning. July 01, 2013
  This paper investigates the impact of the proposed ‘Make It Explicit!’ technique on students' learning when participating in scripted collaborative activities. The method posits that when asking students to proactively articulate their own positions explicitly, then improved peer interaction is triggered in a subsequent collaborative session. Forty‐two (42) students worked collaboratively in dyads on a peer‐review‐scripted task with the aid of a Web‐based technological system. Students were asked to individually study the same material and produce answers to study questions, review their peer's work and, finally, produce collaboratively revised common answers to the study questions. Dyads were randomly assigned in two conditions: low coercion (LC) and high coercion (HC). In the HC condition, students were required to write and submit to the system their reviews, prior to the task of producing the common answers to the study questions. In the LC condition, instead, submitting the individual review to the system was optional. By collecting and analysing both quantitative (pre‐ and post‐test scores, measures of individual and collaborative learning) and qualitative (interviews, log files) data, it is shown that students in the HC condition applied better collaboration patterns and outperformed students in the LC condition in acquiring domain conceptual knowledge. Overall, this work analyses key aspects of implementing the ‘Make It Explicit!’ technique and concludes that it can efficiently improve collaborative learning outcomes by increasing script coercion.

  July 01, 2013   doi: 10.1111/jcal.12014   open full text
• Relative effectiveness of physical and virtual manipulatives for conceptual change in science: how falling objects fall.
  A.W. Lazonder, S. Ehrenhard.
  Journal of Computer Assisted Learning. July 01, 2013
  This study offers new insights into the ongoing debate about whether physical and virtual materials are equally effective in inquiry‐based science instruction. Physical materials were predicted to have a surplus value when haptic feedback helps discern object characteristics or when the perceived credibility of experimental data can impede conceptual change. Both assumptions were tested by comparing the belief revisions and confidence ratings of children (n = 60) engaged in an inquiry task about falling objects. Children were assigned to one of three instructional conditions that differed with regard to the type of materials and the possibility to manipulate those materials. Main findings confirmed the alleged benefits of physical manipulation in correcting misconceptions about object characteristics that are perceived by touch. Belief revision about visually discernible characteristics proved independent of the type of material and type of manipulation, as was children's confidence in their post‐instructional beliefs. Together, these findings indicate that tactile cues derived from physical manipulation can have a unique contribution to children's science learning.

  July 01, 2013   doi: 10.1111/jcal.12024   open full text
• Learning loops – interactions between guided reflection and experience‐based learning in a serious game activity.
  B. Cowley, T. Heikura, N. Ravaja.
  Journal of Computer Assisted Learning. July 01, 2013
  In a study on experience‐based learning in serious games, 45 players were tested for topic comprehension by a questionnaire administered before and after playing the single‐player serious game Peacemaker (Impact Games 2007). Players were divided into two activity conditions: 20 played a 1‐h game with a 3‐min half‐time break to complete an affect self‐report form while 25 also participated in a 20‐min reflective group discussion during their half‐time break. During the discussion, they were asked by an experimenter to reflect on a set of topics related to the game. We present the analysis of the questionnaires, which illustrates that contrary to our expectations the reflection period had a negative effect on the learning of the players as judged by their performance on closed‐form questions at levels 1–5 (out of 6) on the Bloom taxonomy of learning outcomes. The questionnaire also included a few open questions which gave the players a possibility to display deep (level 6) learning. The players did not differ significantly between conditions regarding the questions measuring deep learning.

  July 01, 2013   doi: 10.1111/jcal.12013   open full text
• Generic reflective feedback: An effective approach to developing clinical reasoning skills.
  K. Wojcikowski, S. Brownie.
  Journal of Computer Assisted Learning. June 13, 2013
  Problem‐based learning can be an effective tool to develop clinical reasoning skills. However, it traditionally takes place in tutorial groups, giving students little flexibility in how and when they learn. This pilot study compared the effectiveness of generic reflective feedback (GRF) with tutorial‐based reflective feedback on the development of students' clinical reasoning skills. Case studies were placed in an interactive software package, with GRF for the nine patient cases (36 GRF forms in total). The GRF contained information about common mistakes and omissions made by students in previous years. By design, the GRF left some clinical questions unanswered in order to prompt student reflection, enhance the development of their clinical reasoning skills and give the 2010 students (n = 53) greater control over the way in which they engaged with the unit. Clinical reasoning skills development, assessed by responses to the 36 parts across the 9 cases and in the relevant section of the final exam, was compared with the 2009 tutorial cohort (n = 47 students). GRF enabled student progression through each of the nine online cases with minimal tutor intervention. The cohort receiving GRF performed as well as those students engaging in tutorials with individualized feedback. GRF was associated with a significant increase in student satisfaction and flexibility in how and when they learned. We conclude that GRF enabled online enhancement of a case‐based clinical reasoning unit. Further research on how GRF can optimize learning in different online settings is warranted.

  June 13, 2013   doi: 10.1111/jcal.12012   open full text
• CC–LR: providing interactive, challenging and attractive Collaborative Complex Learning Resources.
  S. Caballé, N. Mora, M. Feidakis, D. Gañán, J. Conesa, T. Daradoumis, J. Prieto.
  Journal of Computer Assisted Learning. June 13, 2013
  Many researchers argue that students must be meaningfully engaged in the learning resources for effective learning to occur. However, current online learners still report a problematic lack of attractive and challenging learning resources that engage them in the learning process. This endemic problem is even more evident in online collaborative learning approaches whose resources lack of authentic interactivity, user empowerment, social identity and challenge, thus having a negative effect on learners' self‐motivation and engagement. To overcome these and other limitations and deficiencies, in this paper, a new type of learning resource named Collaborative Complex Learning Resources (CC–LR) is presented based on the virtualization of collaborative learning with the aim of leveraging knowledge elicited during live sessions. During the CC–LR execution, the collaborative sessions are animated so learners can observe how avatars discuss and collaborate, how discussion threads grow and how knowledge is been constructed, refined and consolidated. In addition, complex aspects of the learning process can be incorporated in the CC–LRs during their creation, such as cognitive assessment and emotional awareness. The system produced from this research is tested to evaluate the CC‐LR enriched with complex information and analyze its effects in the discussion process. The research reported in this paper was undertaken within the Seventh Framework Programme (FP7) European project called ‘Adaptive Learning via Intuitive/Interactive, Collaborative and Emotional systems’.

  June 13, 2013   doi: 10.1111/jcal.12021   open full text
• An alternative to language learner dependence on L2 caption‐reading input for comprehension of sitcoms in a multimedia learning environment.
  C.‐H. Li.
  Journal of Computer Assisted Learning. June 12, 2013
  Most second/foreign language (L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance‐organizer activity on the DVD video comprehension of L2 learners to provide an alternative to the scenario of L2 learners experiencing sensory overload in a multimedia learning environment that presents pictures, printed words and speech words. A total of 95 intermediate university‐level L2 learners with an average TOEIC (Test of English for International Communication) score of 565 were placed in four conditions for an English‐language DVD viewing task, including an advance‐organizer group, a captions group, a captions plus advance‐organizer group, and a control group. The study concludes that using advance organizers as an instructional strategy facilitated participant listening comprehension and reduced participant dependence on L2 caption‐reading input by 50% for initial comprehension. Participants also held a positive attitude towards an interactive advance‐organizer activity. The details concerning the role of L2 captions in multimedia listening are also discussed. The findings provide insight into teaching listening to L2 learners who learn most of their L2 in a more reading‐dependent classroom setting and typically have enhanced L2 literacy skills.

  June 12, 2013   doi: 10.1111/jcal.12019   open full text
• Exploring 3‐D virtual reality technology for spatial ability and chemistry achievement.
  Z. Merchant, E.T. Goetz, W. Keeney‐Kennicutt, L. Cifuentes, O. Kwok, T.J. Davis.
  Journal of Computer Assisted Learning. June 12, 2013
  We investigated the potential of Second Life® (SL), a three‐dimensional (3‐D) virtual world, to enhance undergraduate students’ learning of a vital chemistry concept. A quasi‐experimental pre‐posttest control group design was used to conduct the study. A total of 387 participants completed three assignment activities either in SL or using two‐dimensional (2‐D) images. Students were administered an 11‐question chemistry achievement test and two measures of spatial ability (Purdue Visualization of Rotations Test, Card Rotations Test). Although analyses of covariance revealed no statistically significant differences between the two groups as a whole for any of the outcome measures, a subgroup analyses was conducted to decompose the relative impact of 3‐D virtual reality instruction within SL. We found that students classified as having poor spatial ability showed significantly greater improvement in understanding the 3‐D nature of molecules if they did relevant activities in a 3‐D virtual world than those students who only worked with 2‐D images.

  June 12, 2013   doi: 10.1111/jcal.12018   open full text
• A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation.
  B. Giesbers, B. Rienties, D. Tempelaar, W. Gijselaers.
  Journal of Computer Assisted Learning. June 12, 2013
  With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face‐to‐face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e‐learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N = 110), taking into account student motivation, and employing a dynamic inter‐temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning.

  June 12, 2013   doi: 10.1111/jcal.12020   open full text
• Effects of an intelligent web‐based English instruction system on students' academic performance.
  J. Jia, Y. Chen, Z. Ding, Y. Bai, B. Yang, M. Li, J. Qi.
  Journal of Computer Assisted Learning. May 13, 2013
  This research conducted quasi‐experiments in four middle schools to evaluate the long‐term effects of an intelligent web‐based English instruction system, Computer Simulation in Educational Communication (CSIEC), on students' academic attainment. The analysis of regular examination scores and vocabulary test validates the positive impact of CSIEC, and in most cases, the positive impact is statistically significant. The reliability is ensured by the spectrum of the students from Grade 1 to Grade 3 in three junior high schools and from Grade 1 to Grade 2 in one senior high school, and of the teachers with or without blended learning experience, as well as by the various school locations from rural to urban areas in four provinces of China. The learning content‐oriented design and the instant feedback feature of the web‐based system, as well as its regular integration into the English class, contributed to its reliable positive effect on students' learning performance in ordinary examinations. This is the research's implication for instructional design. The conclusion of this paper could serve as a reference to the technical feasibility and pedagogical benefit of regular usage of appropriate Computer Assisted Learning system in the mainstream subject of middle schools. The multiple quasi‐experiments in divergent school settings to ensure the results' reliability distinguish this research from previous ones that just implemented one single experiment in one school.

  May 13, 2013   doi: 10.1111/jcal.12016   open full text
• Multiphase method for analysing online discussions.
  P. Häkkinen.
  Journal of Computer Assisted Learning. April 24, 2013
  Several studies have analysed and assessed online performance and discourse using quantitative and qualitative methods. Quantitative measures have typically included the analysis of participation rates and learning outcomes in terms of grades. Qualitative measures of postings, discussions and context features aim to give insights into the nature of learning activities taking place in the online learning environment. No matter what the particular method, one of the critical aspects in these analyses is the coherence between theory and methodology as well as the explicit focus on the unit(s) of analysis. Technology‐enhanced learning (TEL) settings typically involve processes (e.g. cognitive or social) at different levels, and these processes are often intertwined with each other in a way that is not reducible to any one level only. In this article, a short review on the challenges of research‐based evaluation of TEL, and computer‐supported collaborative learning in particular, is made. With these challenges in the background, the integration of different levels of analysis is demonstrated with the aid of the method developed for analysing the level and reciprocity of discussions in a Web‐based learning setting.

  April 24, 2013   doi: 10.1111/jcal.12015   open full text
• Does social capital matter? A quantitative approach to examining technology infusion in schools.
  S.C. Li, T.H. Choi.
  Journal of Computer Assisted Learning. April 09, 2013
  Changing teachers’ perceptions about the value of technology and equipping them with appropriate knowledge and skills in pedagogical use of technology is often regarded as a key determinant of success in technology infusion in schools. However, recent studies have indicated that changing teachers’ epistemological beliefs about the use of technology in teaching and learning may not necessarily bring about change in their practice, and that technology implementation in schools can be affected by other instrumental forces, such as collegial trust, support for risk taking and access to expertise within an organization. In this article, we delineate collegial trust, access to expertise, willingness to take risks, etc. as manifestations of social capital in an organization. We argue that social capital plays a pivotal role in leveraging pedagogical change in schools. To gauge teachers’ self‐perceived change in their pedagogical use of technology, we take a constructivist perspective to explore how technology serves as a tool for facilitating students to articulate their thoughts, to explore and construct knowledge, and to become more autonomous in learning. The results of our questionnaire survey indicate that (1) the social capital of a school had a strong direct effect on teachers’ self‐perceived changes in their pedagogical use of technology, and that the effect of social capital on pedagogical change outweighed that of teachers’ perceived effectiveness of professional development; (2) teachers’ receptivity towards technology use had a direct effect on their perceived effectiveness of professional development but a very weak effect on fostering changes in their pedagogical use of technology; and (3) the social capital of a school had a direct influence on teachers’ receptivity towards technology use and their perceived effectiveness of professional development. To further unfold the complexity of technology implementation, more in‐depth qualitative studies on how social forces shape the change process are deemed necessary.

  April 09, 2013   doi: 10.1111/jcal.12010   open full text
• A mixed methods assessment of students' flow experiences during a mobile augmented reality science game.
  D.M. Bressler, A.M. Bodzin.
  Journal of Computer Assisted Learning. April 01, 2013
    Current studies have reported that secondary students are highly engaged while playing mobile augmented reality (AR) learning games. Some researchers have posited that players' engagement may indicate a flow experience, but no research results have confirmed this hypothesis with vision‐based AR learning games. This study investigated factors related to students' engagement – as characterized by flow theory – during a collaborative AR, forensic science mystery game using mobile devices. School Scene Investigators: The Case of the Stolen Score Sheets is a vision‐based AR game played inside the school environment with Quick Response codes. A mixed methods approach was employed with 68 urban middle school students. Data sources included pre‐ and post‐surveys, field observations and group interviews. Results showed that neither gender nor interest in science was an important predictor of variability in flow experience. Gaming attitude uniquely predicted 23% of the variance in flow experience. Student flow experience features included a flash of intensity, a sense of discovery and the desire for higher performance. The findings demonstrated a potential for mobile AR science games to increase science interest and help students learn collaboration skills. Implications for future research concerning mobile AR science games are discussed.

  April 01, 2013   doi: 10.1111/jcal.12008   open full text
• Developing a diagnosis system of work‐related capabilities for students: A computer‐assisted assessment.
  C.H. Liao, M.H. Yang, B.C. Yang.
  Journal of Computer Assisted Learning. March 25, 2013
  A gap exists between students' employment needs and higher education offerings. Thus, developing the capability to meet the learning needs of students in supporting their future aspirations should be facilitated. To bridge this gap in practice, this study uses multiple methods (i.e., nominal group technique and instructional systems development) and robust tests (e.g., reliability and validity) to develop a diagnosis system of work‐related capabilities. The research participants are twofold. At the early stage, this study invites three professors and three senior Human Resources managers to join the panel and help this study develop required capabilities. At the design and implementation stages, the research participants are freshman students at a famous university in Taiwan. This system enables college students to evaluate their capability scores by comparing themselves with the performances of prior students. The diagnosis results not only help students make learning plans during their university education, but also assist educators in adjusting the structure of the curriculum. Future studies are invited to use or adapt the assessment of work‐related capabilities, as well as proposed system procedure and architecture this study developed.

  March 25, 2013   doi: 10.1111/jcal.12011   open full text
• Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment.
  S. Manca, M. Ranieri.
  Journal of Computer Assisted Learning. March 05, 2013
  Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology‐enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer‐reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.

  March 05, 2013   doi: 10.1111/jcal.12007   open full text
• Using track changes and word processor to provide corrective feedback to learners in writing.
  A.F. AbuSeileek.
  Journal of Computer Assisted Learning. March 05, 2013
  This study investigated the effect of computer‐mediated corrective feedback types in an English as a foreign language (EFL) intact class over time. The participants were 64 English majors who were assigned randomly into three treatment conditions that gave and received computer‐mediated corrective feedback while writing (track changes, word processor, and track changes and word processor) and one control group that neither gave nor received writing corrective feedback. Students sat to a pre‐test (week 1), immediate post‐test (week 8) and delayed post‐test (week 12) in writing. Results showed decrease in mean error and mean feedback in students' writing performance related to correcting 11 major error types on immediate and delayed post‐tests, indicating that there was a significant effect for feedback type in favour of the group that used a combination of track changes and word processor. There was also a significant effect for the computer‐mediated corrective feedback over the control group. Moreover, results showed that both mean error and mean feedback decreased significantly from pre‐test to post‐test (week 1–week 8), indicating that overall, there was a significant change over time.

  March 05, 2013   doi: 10.1111/jcal.12004   open full text
• Virtual environments and autism: a developmental psychopathological approach.
  G. Rajendran.
  Journal of Computer Assisted Learning. March 05, 2013
  Individuals with autism spectrum disorders supposedly have an affinity with information and communication technology (ICT), making it an ideally suited media for this population. Virtual environments (VEs) – both two‐dimensional and immersive – represent a particular kind of ICT that might be of special benefit. Specifically, this paper discusses the importance of psychological theory for VE designed for this population. I describe the contribution that different theories of autism (e.g., theory of mind, executive function, weak central coherence theory) have made and can make, as well as the potential of other non‐autism‐specific theories (e.g., embodied cognition). These technologies not only illuminate our understanding of autism, but they can also be used to develop new technologies for people without autism. So, as well as being an area of specialism, I argue that VE research in autism has extended – and will go onto – the boundaries of human–computer interaction more generally. This is because autism provides a unique window into human social communication and learning. Further, this field offers a chance for better inclusivity for individuals with autism within a digital society.

  March 05, 2013   doi: 10.1111/jcal.12006   open full text
• Computer‐assisted foreign language instruction: task based vs. form focused.
  A. Arslanyilmaz.
  Journal of Computer Assisted Learning. February 18, 2013
  The purpose of this article is twofold: to describe a prototype for a computer‐assisted task‐based language instruction (CATBI) tool designed and developed for Turkish as a Foreign Language, and to report on the effectiveness of the CATBI tool. More specifically, this work discusses an experimental study that examined the role of teaching approach in foreign language development by comparing CATBI to computer‐assisted form‐focused language instruction (CAFFI) on language production in terms of accuracy, lexical complexity, and fluency. For a duration of 7 days, two intermediate‐level Turkish as a Foreign Language classes consisting of 28 high school students participated in this experiment. The classes were randomly assigned to two treatment groups: an experimental group with CATBI and a control group with CAFFI. Statistical analyses revealed that students in the CATBI group produced significantly better and more fluent language than students with CAFFI. However, no significant effects were found in terms of accuracy and lexical complexity of the language produced. Based on these results, it was concluded that CATBI is more effective than CAFFI in enhancing language production in general, and fluency in particular.

  February 18, 2013   doi: 10.1111/jcal.12003   open full text