Computers & Education

Article	Citations
Chatbots for learning: A review of educational chatbots for the Facebook Messenger	308
A systematic review of research on online teaching and learning from 2009 to 2018	243
Comparative analysis of Student's live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector	237
Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education	210
Digital competence in higher education research: A systematic literature review	178
The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis	176
Facilitating student engagement through the flipped learning approach in K-12: A systematic review	160
Effects of teacher role on student engagement in WeChat-Based online discussion learning	121
Signaling in virtual reality influences learning outcome and cognitive load	120
Understanding academics' adoption of learning technologies: A systematic review	119
A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity	116
Mapping computational thinking through programming in K-12 education: A conceptual model based on a systematic literature Review	114
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	114
How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu	109
Self-regulated mobile game-based English learning in a virtual reality environment	107
The relation between in-service teachers' digital competence and personal and contextual factors: What matters most?	104
Effectiveness of virtual reality game in foreign language vocabulary acquisition	102
Successful design and delivery of online professional development for teachers: A systematic review of the literature	101
Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK.xs) and comparing the factor structure of an integrative and a transformative model	100
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	100
The effectiveness of partial pair programming on elementary school students’ Computational Thinking skills and self-efficacy	98
A study of how immersion and interactivity drive VR learning	97
Individual motivation and social media influence on student knowledge sharing and learning performance: Evidence from an emerging economy	97
Teacher development in computational thinking: Design and learning outcomes of programming concepts, practices and pedagogy	94
Augmented reality tools for sports education and training	94

Learning to code and the acquisition of computational thinking by young children	93
Immersive virtual reality as a tool to learn problem-solving skills	90
Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement	90
Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities	89
Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review	85
Impact of immersing university and high school students in educational linear narratives using virtual reality technology	85
Variability of teachers’ technology integration in the classroom: A matter of utility!	84
A meta-analysis addressing the relationship between teaching presence and students’ satisfaction and learning	82
Effects of artificial Intelligence–Enabled personalized recommendations on learners’ learning engagement, motivation, and outcomes in a flipped classroom	82
A review of automated feedback systems for learners: Classification framework, challenges and opportunities	80
Remediating learning from non-immersive to immersive media: Using EEG to investigate the effects of environmental embeddedness on reading in Virtual Reality	80
Self-regulated learning support in flipped learning videos enhances learning outcomes	79
Comparing reading comprehension between children reading augmented reality and print storybooks	76
The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination	73
Learning analytics in European higher education—Trends and barriers	73
Can digital technologies improve students' efficiency? Exploring the role of Virtual Learning Environment and Social Media use in Higher Education	73
Massive LMS log data analysis for the early prediction of course-agnostic student performance	72
An empirical study of techno-stressors, literacy facilitation, burnout, and turnover intention as experienced by K-12 teachers	71
Effects of a social regulation-based online learning framework on students’ learning achievements and behaviors in mathematics	71
Virtual reality for fire safety training: Influence of immersion and sense of presence on conceptual and procedural acquisition	70
How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors	70
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance	68
Measuring digital literacy across three age cohorts: Exploring test dimensionality and performance differences	68
Usage of social media, student engagement, and creativity: The role of knowledge sharing behavior and cyberbullying	68
Open learner models in supporting self-regulated learning in higher education: A systematic literature review	67
Active learning with online video: The impact of learning context on engagement	67
Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner	65
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction	65
Serious games to prevent and detect bullying and cyberbullying: A systematic serious games and literature review	65
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses	63
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	63
Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis	63
An empirical analysis of knowledge co-construction in YouTube comments	62
A systematic review of the literature regarding socially assistive robots in pre-tertiary education	62
Ten years of augmented reality in education: A meta-analysis of (quasi-) experimental studies to investigate the impact	62
Assessing children's reading comprehension on paper and screen: A mode-effect study	62
What to teach? Strategies for developing digital competency in preservice teacher training	61
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	61
Digital literacy and the national curriculum for England: Learning from how the experts engage with and evaluate online content	60
Online vs traditional homework: A systematic review on the benefits to students’ performance	60
The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study	59
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	59
Students matter the most in learning analytics: The effects of internal and instructional conditions in predicting academic success	58
The influence of digital educational games on preschool Children's creative thinking	58
Applying the UTAUT model to explain the students' acceptance of an early warning system in Higher Education	58
Exploring the structural relationships between course design factors, learner commitment, self-directed learning, and intentions for further learning in a self-paced MOOC	58
A systematic review of audience response systems for teaching and learning in higher education: The student experience	57
A cognitive definition of computational thinking in primary education	57
Effects of a formative assessment-based contextual gaming approach on students’ digital citizenship behaviours, learning motivations, and perceptions	57
Learning analytics dashboards for adaptive support in face-to-face collaborative argumentation	57

Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology	55
Investigating the process of mine rescuers' safety training with immersive virtual reality: A structural equation modelling approach	55
Cyberbullying in elementary and middle school students: A systematic review	54
The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students	54
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction	53
Associations between learning analytics dashboard exposure and motivation and self-regulated learning	52
Determinants of mobile learning acceptance for STEM education in rural areas	52
University students’ profiles of online learning and their relation to online metacognitive regulation and internet-specific epistemic justification	52
Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students	51
The potential of 360-degree virtual reality videos to teach water-safety skills to children	51
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	50
“Think globally, act locally”: A glocal approach to the development of social media literacy	48
The qualitative evidence behind the factors impacting online learning experiences as informed by the community of inquiry framework: A thematic synthesis	48
Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit	48
The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring	48
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study	47
Exploring the influence of teachers' beliefs and 3D printing integrated STEM instruction on students’ STEM motivation	47
Self-directed learning in video games, affordances and pedagogical implications for teaching and learning	47
Understanding feedback in online learning – A critical review and metaphor analysis	47
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading	47
Observing 360-degree classroom videos – Effects of video type on presence, emotions, workload, classroom observations, and ratings of teaching quality	46
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?	45
Student teachers’ responsible use of ICT: Examining two samples in Spain and Norway	45
Digital inequality at home. The school as compensatory agent	45
Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework	44
Exploration of learner-content interactions and learning approaches: The role of guided inquiry in the self-directed online environments	44
Programming attitudes predict computational thinking: Analysis of differences in gender and programming experience	44
Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective	44
A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching	44
Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom	43
Innovation in physical education: Teachers’ perspectives on readiness for wearable technology integration	43
Effect of different mind mapping approaches on primary school students’ computational thinking skills during visual programming learning	43
Measuring the effect of continuous professional development on elementary teachers’ self-efficacy to teach coding and computational thinking	43
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)	43
Assessing learning in technology-rich maker activities: A systematic review of empirical research	43
Usage of augmented reality (AR) and development of e-learning outcomes: An empirical evaluation of students’ e-learning experience	42
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	42
The longitudinal trajectories of online engagement over a full program	42
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	42
Robot tutor and pupils’ educational ability: Teaching the times tables	42
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	42
When makers meet the metaverse: Effects of creating NFT metaverse exhibition in maker education	41
Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies	41
Elements of Success: Supporting at-risk student resilience through learning analytics	41
Exploring student and teacher usage patterns associated with student attrition in an open educational resource-supported online learning platform	41
Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks	41
Development and analysis of the Elementary Student Coding Attitudes Survey	40
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	40
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students	40
Classroom complexity affects student teachers’ behavior in a VR classroom	40
Studying interrelations of computational thinking and creativity: A scoping review (2011–2020)	40
Early childhood educators’ teaching of digital citizenship competencies	40
On the predictors of computational thinking and its growth at the high-school level	40
Educational scalability in MOOCs: Analysing instructional designs to find best practices	40
Predicting achievement and providing support before STEM majors begin to fail	40
Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach	39
MOOC discussion forums: The interplay of the cognitive and the social	39
Enhancing problem-solving skills with smart personal assistant technology	39
Effects of a concept mapping-based two-tier test strategy on students’ digital game-based learning performances and behavioral patterns	39
Examining the characteristics of game-based learning: A content analysis and design framework	39
Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review	38
How do students generate ideas together in scientific creativity tasks through computer-based mind mapping?	38
Developing an AI-based chatbot for practicing responsive teaching in mathematics	38
Psychological effects of gamified didactics with exergames in Physical Education at primary schools: Results from a natural experiment	38
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	38
Gender difference in the association between internet addiction, self-esteem and academic aspirations among adolescents: A structural equation modelling	38
From top to bottom: How positions on different types of leaderboard may affect fully online student learning performance, intrinsic motivation, and course engagement	38
Lurking and participation in the virtual classroom: The effects of gender, race, and age among graduate students in computer science	38
The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks	37
Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning	37
Predictive effects of undergraduate students’ perceptions of social, cognitive, and teaching presence on affective learning outcomes according to disciplines	37
Learning from text, video, or subtitles: A comparative analysis	37
Towards the successful game-based learning: Detection and feedback to misconceptions is the key	36
Elementary teachers’ perceptions of automated feedback and automated scoring: Transforming the teaching and learning of writing using automated writing evaluation	36
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	36
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)	36
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	36
Multivariate analysis of teachers’ digital information skills - The importance of available resources	36
FAQ chatbot and inclusive learning in massive open online courses	36
The impact of video lecturers’ nonverbal communication on learning – An experiment on gestures and facial expressions of pedagogical agents	35

Media comparison studies dominate comparative research on augmented reality in education	35
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	35
In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning	35
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers	34
Digital Game-Based Learning effectiveness assessment: Reflections on study design	34
Designing digital game-based learning for professional upskilling: A systematic literature review	34
Factors associated with teachers' competence to develop students’ information literacy: A multilevel approach	34
A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms	33
Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning	33
The parents' tale: Why parents resist the educational use of smartphones at schools?	33
Investigating the effects of beat and deictic gestures of a lecturer in educational videos	33
Engagement and disengagement in online learning	33
The SES-based difference of adolescents’ digital skills and usages: An explanation from family cultural capital	32
ICT-related behavioral factors mediate the relationship between adolescents’ ICT interest and their ICT self-efficacy: Evidence from 30 countries	32
Taking action to reduce dropout in MOOCs: Tested interventions	32
The learning behaviours of dropouts in MOOCs: A collective attention network perspective	32
Examining temporal dynamics of self-regulated learning behaviors in STEM learning: A network approach	32
Longitudinal clustering of students’ self-regulated learning behaviors in engineering design	32
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning	32
University students’ approaches to online learning technologies: The roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning	32
Interplay of metacognitive experiences and performance in collaborative problem solving	32
Contrasting levels of student engagement in blended and non-blended learning scenarios	31
“DNT LET ’EM H8 U!”: Applying the routine activity framework to understand cyberhate victimization among adolescents across eight countries	31
Using a design-based research approach to develop and study a web-based tool to support collaborative learning	31
How pedagogical agents communicate with students: A two-phase systematic review	31
Large scale analytics of global and regional MOOC providers: Differences in learners’ demographics, preferences, and perceptions	31
Teamwork competency and satisfaction in online group project-based engineering course: The cross-level moderating effect of collective efficacy and flipped instruction	31
A systematic review of mobile learning in social studies	31
Social interaction and agency in self-organizing student teams during their transition from face-to-face to online learning	31
Moral considerations on social robots in education: A multi-stakeholder perspective	31
Expectations for supporting student engagement with learning analytics: An academic path perspective	31
Design-based research on integrating learning technology tools into higher education classes to achieve active learning	30
Effectiveness of digital games in producing environmentally friendly attitudes and behaviors: A mixed methods study	30
Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model	30
Using the theory of planned behavior and the role of social image to understand mobile English learning check-in behavior	30
Reviewing and analyzing peer review Inter-Rater Reliability in a MOOC platform	30
MantarayAR: Leveraging augmented reality to teach probability and sampling	30