Computers & Education

Article	Citations
A systematic review of research on online teaching and learning from 2009 to 2018	262
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector	249
Digital competence in higher education research: A systematic literature review	199
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	128
Effects of teacher role on student engagement in WeChat-Based online discussion learning	128
Signaling in virtual reality influences learning outcome and cognitive load	127
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	126
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?	122
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review	121
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	121
Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom	116
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model	115
Successful design and delivery of online professional development for teachers: A systematic review of the literature	114
A study of how immersion and interactivity drive VR learning	113
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy	108
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy	105
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement	103
Immersive virtual reality as a tool to learn problem-solving skills	100
Learning to code and the acquisition of computational thinking by young children	97
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities	96
Impact of immersing university and high school students in educational linear narratives using virtual reality technology	96
A review of automated feedback systems for learners: Classification framework, challenges and opportunities	96
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review	95
Variability of teachers’ technology integration in the classroom: A matter of utility!	95
Self-regulated learning support in flipped learning videos enhances learning outcomes	91

A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning	90
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education	86
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality	86
Massive LMS log data analysis for the early prediction of course-agnostic student performance	84
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics	84
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors	77
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers	77
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination	76
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying	75
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	75
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses	74
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences	74
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction	73
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition	73
Active learning with online video: The impact of learning context on engagement	72
Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact	71
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner	71
Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology	69
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance	69
Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process	68
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review	68
Applying the UTAUT model to explain the students' acceptance of an early warning system in Higher Education	67
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis	66
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	66
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC	65
Cyberbullying in elementary and middle school students: A systematic review	63
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation	63
What to teach? Strategies for developing digital competency in preservice teacher training	63
A cognitive definition of computational thinking in primary education	62
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success	60
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions	59
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction	59
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students	59
The influence of digital educational games on preschool Children's creative thinking	59
Associations between learning analytics dashboard exposure and motivation and self-regulated learning	58
Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students	58
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading	56
Determinants of mobile learning acceptance for STEM education in rural areas	56
Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit	56
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification	55
The potential of 360-degree virtual reality videos to teach water-safety skills to children	54
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study	54
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	54
Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience	53
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring	53
Understanding feedback in online learning – A critical review and metaphor analysis	53
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	53
“Think globally, act locally”: A glocal approach to the development of social media literacy	52
Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning	52
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments	51

Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?	50
Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation	50
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching	50
Digital inequality at home. The school as compensatory agent	50
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis	49
The longitudinal trajectories of online engagement over a full program	49
Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning	48
Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective	48
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)	48
The effects of ICT-based social media on adolescents' digital reading performance: A longitudinal study of PISA 2009, PISA 2012, PISA 2015 and PISA 2018	48
When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education	48
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies	47
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	47
Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration	47
Assessing learning in technology-rich maker activities: A systematic review of empirical research	47
Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking	46
On the predictors of computational thinking and its growth at the high-school level	46
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	46
Learning from text, video, or subtitles: A comparative analysis	45
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	45
Predicting achievement and providing support before STEM majors begin to fail	45
Studying interrelations of computational thinking and creativity: A scoping review (2011–2020)	45
Developing an AI-based chatbot for practicing responsive teaching in mathematics	44
Educational scalability in MOOCs: Analysing instructional designs to find best practices	44
Designing digital game-based learning for professional upskilling: A systematic literature review	44
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review	43
How do students generate ideas together in scientific creativity tasks through computer-based mind mapping?	43
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)	43
Classroom complexity affects student teachers’ behavior in a VR classroom	43
Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks	43
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students	43
Robot tutor and pupils’ educational ability: Teaching the times tables	43
Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience	42
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement	42
Early childhood educators’ teaching of digital citizenship competencies	42
Enhancing problem-solving skills with smart personal assistant technology	42
Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns	42
Promoting pre-class guidance and in-class reflection: A SQIRC-based mobile flipped learning approach to promoting students’ billiards skills, strategies, motivation and self-efficacy	42
MOOC discussion forums: The interplay of the cognitive and the social	41
In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning	40
The dynamics of an online learning community in a hybrid statistics classroom over time: Implications for the question-oriented problem-solving course design with the social network analysis approach	39
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines	39
FAQ chatbot and inclusive learning in massive open online courses	39
Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation	39
Engagement and disengagement in online learning	39
How pedagogical agents communicate with students: A two-phase systematic review	39
The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks	39
Media comparison studies dominate comparative research on augmented reality in education	39
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers	38
Virtual reality for car-detailing skill development: Learning outcomes of procedural accuracy and performance quality predicted by VR self-efficacy, VR using anxiety, VR learning interest and flow exp	38
Multivariate analysis of teachers’ digital information skills - The importance of available resources	38
Taking action to reduce dropout in MOOCs: Tested interventions	38
Towards the successful game-based learning: Detection and feedback to misconceptions is the key	38
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents	38
The learning behaviours of dropouts in MOOCs: A collective attention network perspective	37
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning	37
Social interaction and agency in self-organizing student teams during their transition from face-to-face to online learning	36
Improving the quality of teaching by utilising written student feedback: A streamlined process	35
Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach	35
Examining the relationship between peer feedback classified by deep learning and online learning burnout	35
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms	35
Digital Game-Based Learning effectiveness assessment: Reflections on study design	35
The SES-based difference of adolescents’ digital skills and usages: An explanation from family cultural capital	35
University students’ approaches to online learning technologies: The roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning	35
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning	34
Process analysis of teachers’ self-regulated learning patterns in technological pedagogical content knowledge development	34
“DNT LET ’EM H8 U!”: Applying the routine activity framework to understand cyberhate victimization among adolescents across eight countries	34
Self-regulation and emotion matter: A case study of instructor interactions with a learning analytics dashboard	34
Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction	34
Goal-oriented active learning (GOAL) system to promote reading engagement, self-directed learning behavior, and motivation in extensive reading	33
Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions	33
Using a design-based research approach to develop and study a web-based tool to support collaborative learning	33
Robots in situated learning classrooms with immediate feedback mechanisms to improve students' learning performance	33
The parents' tale: Why parents resist the educational use of smartphones at schools?	33
Moral considerations on social robots in education: A multi-stakeholder perspective	33
Contrasting levels of student engagement in blended and non-blended learning scenarios	33
ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries	33
Effectiveness of digital games in producing environmentally friendly attitudes and behaviors: A mixed methods study	33
Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach	32
Expectations for supporting student engagement with learning analytics: An academic path perspective	32

Unintended consequences of spatial presence on learning in virtual reality	32
Predicting preservice teachers' intention to use technology-enabled learning	32
A review study on eye-tracking technology usage in immersive virtual reality learning environments	32
Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model	31
Teacher beliefs, classroom process quality, and student engagement in the smart classroom learning environment: A multilevel analysis	31
Digital expansions of physical learning spaces in practice-based subjects - blended learning in Art and Craft & Design in teacher education	31
Facilitating critical thinking in decision making-based professional training: An online interactive peer-review approach in a flipped learning context	31
The varied experience of undergraduate students learning chemistry in virtual reality laboratories	30
Computational thinking for teachers: Development of a localised E-learning system	30
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	30
Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving	30
Understanding socio-technological challenges of smart classrooms using a systematic review	30
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school	30
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	30
Video-based reflection in teacher education: Comparing virtual reality and real classroom videos	29
Capturing schools' digital capacity: Psychometric analyses of the SELFIE self-reflection tool	29
Can an online educational game contribute to developing information literate citizens?	29
Uncovering students’ problem-solving processes in game-based learning environments	29
Rural teachers’ sharing of digital educational resources: From motivation to behavior	29
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning	28
Criteria for selecting apps: Debating the perceptions of young children, parents and industry stakeholders	28
The longitudinal association between engagement and achievement varies by time, students’ profiles, and achievement state: A full program study	28
Developing a Topic Analysis Instant Feedback System to facilitate asynchronous online discussion effectiveness	28
Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics	28
A cross-cultural perspective on the relationships among social media use, self-regulated learning and adolescents’ digital reading literacy	27
First inspire, then instruct to improve students’ creativity	27
Do curious students learn more science in an immersive virtual reality environment? Exploring the impact of advance organizers and epistemic curiosity	27
Facebook is not a silver bullet for teachers’ professional development: Anatomy of an eight-year-old social-media community	26
Socioeconomic status and social networking site addiction among children and adolescents: Examining the roles of parents' active mediation and ICT attitudes	26
The effects of instructors' use of online discussions strategies on student participation and performance in university online introductory mathematics courses	26
Teaching teachers to use technology through massive open online course: Perspectives of interaction equivalency	26
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context	26
The informed use of pre-work activities in collaborative asynchronous online discussions: The exploration of idea exchange, content focus, and deep learning	26
The use and effects of incentive systems on learning and performance in educational games	26
Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018	25
Exploring empathy in cyberbullying with serious games	25
Khan academy effectiveness: The case of math secondary students' perceptions	25
Enhancing student's computational thinking skills with student-generated questions strategy in a game-based learning platform	25
Learning analytics on structured and unstructured heterogeneous data sources: Perspectives from procrastination, help-seeking, and machine-learning defined cognitive engagement	25
Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses	25
Backward evaluation in peer assessment: A scoping review	25
Effect of Socratic Reflection Prompts via video-based learning system on elementary school students’ critical thinking skills	25
Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement	24
Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds	24
Supporting students’ intrinsic motivation for online learning tasks: The effect of need-supportive task instructions on motivation, self-assessment, and task performance	23
Digital reading in a second or foreign language: A systematic literature review	23
SpeakApp-Kids! Virtual reality training to reduce fear of public speaking in children – A proof of concept	23
Effects of chatbot-assisted in-class debates on students’ argumentation skills and task motivation	23
Open to MOOCs? Evidence of their impact on labour market outcomes	23
Class size affects preservice teachers’ physiological and psychological stress reactions: An experiment in a virtual reality classroom	23
How CSCL roles emerge, persist, transition, and evolve over time: A four-year longitudinal study	23
Effect of digital writing instruction with tablets on primary school students’ writing performance and writing knowledge	23
Impact of AI assistance on student agency	22
Assessing the benefits of gamification in mathematics for student gameful experience and gaming motivation	22
Analysis of the determining factors of good teaching practices of mobile learning at the Spanish University. An explanatory model	22
Profiles of undergraduates’ networks addiction: Difference in academic procrastination and performance	22
Conceptions of the metaverse in higher education: A draw-a-picture analysis and surveys to investigate the perceptions of students with different motivation levels	22
Teacher professional identity and the nature of technology integration	22
Performing versus observing: Investigating the effectiveness of group debriefing in a VR-based safety education program	22
Unplugged or plugged-in programming learning: A comparative experimental study	22
Assessing digital self-efficacy: Review and scale development	22
To capture the research landscape of lecture capture in university education	21
Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study	21
Deploying multimodal learning analytics models to explore the impact of digital distraction and peer learning on student performance	21
Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow	21
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	21
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?	21
A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives	21
Enhancing EFL pre-service teachers’ affordance noticing and utilizing with the Synthesis of Qualitative Evidence strategies: An exploratory study of a customizable virtual environment platform	21
Developing students’ digital competences through collaborative game design	21
An instant perspective comparison system to facilitate learners’ discussion effectiveness in an online discussion process	20
The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction	20
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	20
Effects of solo vs. collaborative play in a digital learning game on geometry: Results from a K12 experiment	20
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	20
Parenting in the digital age: Attitudes, controls and limitations regarding children's use of ICT	20
Effect sizes and research directions of peer assessments: From an integrated perspective of meta-analysis and co-citation network	20
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	20
Enhancing argumentative writing with automated feedback and social comparison nudging	20
Analysing user reviews of inquiry-based learning apps in science education	20
Beliefs about digital technologies and teachers’ acceptance of an educational app for preschoolers	20
The impact of esports participation on the development of 21st century skills in youth: A systematic review	20
Linking self-report and process data to performance as measured by different assessment types	20
Research on the mechanism of knowledge diffusion in the MOOC learning forum using ERGMs	20
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking	20
Development and experimental validation of a dataset of 360°-videos for facilitating school-based bullying prevention programs	19
Computer-based guidance to support students’ revision of their science explanations	19
Problematic social network use: Its antecedents and impact upon classroom performance	19
Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education?	19
Drawing the big picture of games in education: A topic modeling-based review of past 55 years	19
The potentials and trends of holography in education: A scoping review	19
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	19
A systematic review of pedagogical agent research: Similarities, differences and unexplored aspects	19
Social anxiety and social skills via problematic smartphone use for predicting somatic symptoms and academic performance at primary school	19
Do games reduce maths anxiety? A meta-analysis	19