Computers & Education

Article	Citations
Editorial Board	443
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	361
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	325
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	268
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	265
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	244
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	236
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	235
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	224
Fostering scientific inquiry with hybrid intelligence: A semester-long experiment on knowledge acquisition in the science classroom	194
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	192
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	189
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	178
Developing an AI-based chatbot for practicing responsive teaching in mathematics	171
Digital innovations in teacher recruitment: An experimental study	159
Editorial Board	157
Media comparison studies dominate comparative research on augmented reality in education	144
Associations of different types of informal teacher learning with teachers’ technology integration intention	144
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	129
Leveraging prompt-based LLMs for automated scoring and feedback generation in higher education	125
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	125
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	124
Attitude and peer norm predict how students use lecture recordings	122
Hierarchical analysis of in-service teachers’ barriers to technology-integrated instruction: A review of 2000–2024 publications	112
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes	97

Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course	97
Why this app: How user ratings and app store rankings impact parents’ choice of educational apps	93
Investigating effects of computer-mediated feedback on L2 vocabulary learning	92
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	89
Team interactions with learning analytics dashboards	88
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	87
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	87
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	84
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	80
Editorial Board	80
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	80
Assessing digital self-efficacy: Review and scale development	80
Formation mechanism of popular courses on MOOC platforms: A configurational approach	78
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	77
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	75
RETRACTED: Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC	74
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	71
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	70
A review study on eye-tracking technology usage in immersive virtual reality learning environments	70
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	70
A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions	69
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	69
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	69
Editorial Board	68
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	68
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	67
Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy	67
Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition	66
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	65
How children learn from robots: Educational implications of communicative style and gender in child–robot interaction	65
Analysis and discovery of procrastination patterns in a language learning MOOC	64
Remote learning experiences of girls, boys and non-binary students	61
Evaluating educational technology: Consolidating across multiple impact indicators and rating systems	60
The relationship between self-regulated student use of a virtual learning environment for algebra and student achievement: An examination of the role of teacher orchestration	60
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	60
National contexts and information and communication technology in education: A systematic review of PISA studies	58
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini	57
The impact of esports participation on the development of 21st century skills in youth: A systematic review	55
Bridging the knowledge-skill gap: The role of large language model and critical thinking in education	54
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	54
The role of teachable agents’ personality traits on student-AI interactions and math learning	53
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	53
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model	53
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	52
Diffusion-Based AI System for Second Language Reading: Development, Text Quality Validation, and Learner Perception	52
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	51
Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle	51
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?	51
More inspiration and attention: How Generative AI tools impact graduate students' affective engagement in L2 source-based academic writing	51
Incremental project-based robot programming: Effects on young children's computational thinking, executive function, and learning behavioral patterns	51

How pedagogical agents communicate with students: A two-phase systematic review	51
Editorial Board	51
Examining the dynamics of knowledge convergence in online learning context: A network perspective	51
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns	50
Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries	50
Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers	50
Corrigendum to “Teacher professional identity and the nature of technology integration” [Comput. Educ. 175 (2021) 104314]	50
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos	50
ChatGPT improves creative problem-solving performance in university students: An experimental study	49
Learning analytics and the Universal Design for Learning (UDL): A clustering approach	49
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing	49
Editorial Board	48
Embracing the challenge: Predicting self-testing in non-formal online courses using machine learning	47
Exploring the regulation of learning within mobile mixed-reality environments: Insights from dynamic engagement transitions	47
Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media	47
Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds	47
Digital competence test for learning in schools: Development of items and scales	46
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course	46
Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes	45
Virtual vs. traditional learning in higher education: A systematic review of comparative studies	45
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning	45
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders	44
Students’ active cognitive engagement with instructional videos predicts STEM learning	44
Reducing interpretative ambiguity in an educational environment with ChatGPT	44
Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression	44
The balancing act between AI and authenticity in assessment: A case study of secondary school students’ use of GenAI in reflective writing	44
Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes	43
Effect of student responsiveness to instructional innovation on student engagement in semi-synchronous online learning environments: The mediating role of personal technological innovativeness and per	43
Co-constructing adaptive lesson plans with GenAI: Pre-service teachers' Intelligent-TPACK and prompt engineering strategies	43
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining	43
Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018	42
Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions	42
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board	42
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance	42
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	41
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses	41
Empowering bilingual teachers with dynamic GenAI: Adaptive design and implementation of multimodal instructional strategies	41
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents	41
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy	41
Assessing digital etiquette in adolescents: A stealth approach using game-based learning to reduce anxiety, promote flow, and enhance learning gains	40
Validating a collaborative problem-solving assessment tool across educational stages	40
The roles of cognitive and metacognitive strategies in game-based virtual reality learning	40
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children	39
A generative AI educational game framework with multi-scaffolding supports workplace competency development	39
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics	39
Development and techniques in learner model in adaptive e-learning system: A systematic review	39
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021	38
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation	38
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	38
Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system	38
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study	38
Adolescent user behaviors on short video application, cognitive functioning and academic performance	38
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing	37
Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback	37
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	36
Editorial Board	36
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	36
A systematic review of the use of log-based process data in computer-based assessments	36
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking	36
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?	36
Learning communities, social media, and learning performance: Transactive memory system perspective	35
Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context	35
Editorial Board	35
EdTech Context Inventory: Factor analyses for ten instruments to measure edtech implementation context features	35
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners	35
Feasibility of adaptive teaching with technology: Which implementation conditions matter?	34
Editorial Board	34
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions: An experimental evaluation	34
Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?	34
Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis	33
Exploring students' self-regulated learning behavioural patterns and perceptions in an English speaking task within a generative AI-supported immersive VR environment	33
Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion	33
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game	33
Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance	33
Editorial Board	33
Exploring the factors influencing teachers’ instructional data use with electronic data systems	33
A cross-group comparison study of the effect of interaction on satisfaction in online learning: The parallel mediating role of academic emotions and self-regulated learning	32
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	32
In search of adequate models of pedagogy	32
Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling	32

Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom	32
Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation	32
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	31
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	30
Adaptive vs. planned metacognitive scaffolding for computational thinking: Evidence from generative AI-supported programming in elementary education	30
Editorial Board	30
Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour?	30
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education	30
STEM education: Understanding secondary students’ epistemic cognition in the design process with the support of a personalized multi-agent system	30
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study	29
Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners	29
Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance	29
Editorial Board	29
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach	29
How instructors influence learning with instructional videos - The importance of professional appearance and communication	29
Children's engagement with digital technology in educational spaces: A scoping review	29
Editorial Board	29