Computers & Education

Article	Citations
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	295
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	267
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	239
Using 360-degree video to explore teachers' professional noticing	219
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	180
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	179
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	173
Assessment of user experience in video-based learning environments: From design guidelines to final product	168
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	158
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	140
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	129
Developing an AI-based chatbot for practicing responsive teaching in mathematics	124
Learning to code and the acquisition of computational thinking by young children	122
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	115
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	111
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	109
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	108
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	104
Team interactions with learning analytics dashboards	104
Attitude and peer norm predict how students use lecture recordings	103
Editorial Board	102
Grade-based similarity prevails in online course forums at scale	101
Editorial Board	98
Editorial Board	96
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	94

Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	93
Associations of different types of informal teacher learning with teachers’ technology integration intention	93
Investigating effects of computer-mediated feedback on L2 vocabulary learning	89
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	85
Assessing digital self-efficacy: Review and scale development	84
Media comparison studies dominate comparative research on augmented reality in education	84
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	82
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	82
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	81
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	79
“You might as well just all agree with each other:”An initial study of cyberbullying victims’ social presence in online discussions	79
Cultural implications in the acceptability of game-based learning	78
Formation mechanism of popular courses on MOOC platforms: A configurational approach	77
Editorial Board	76
Open Data Interface (ODI) for secondary school education	75
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	74
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	74
A review study on eye-tracking technology usage in immersive virtual reality learning environments	73
Quality over frequency in using digital technology: Measuring the experienced functional use	73
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	73
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	71
Linking self-report and process data to performance as measured by different assessment types	70
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	69
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	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
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	67
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	66
Editorial Board	66
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	66
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	65
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	64
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	64
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	63
Analysis and discovery of procrastination patterns in a language learning MOOC	62
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	62
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	61
The impact of esports participation on the development of 21st century skills in youth: A systematic review	61
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model	60
How pedagogical agents communicate with students: A two-phase systematic review	59
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	59
Remote learning experiences of girls, boys and non-binary students	59
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	59
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	59
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning	59
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	58
Exploring empathy in cyberbullying with serious games	58
Editorial Board	57
Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study	57
Corrigendum to “Teacher professional identity and the nature of technology integration” [Comput. Educ. 175 (2021) 104314]	56
Editorial Board	56

Interpreting log data through the lens of learning design: Second-order predictors and their relations with learning outcomes in flipped classrooms	55
Predicting preservice teachers' intention to use technology-enabled learning	55
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns	54
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos	53
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school	53
Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers	53
Contrasting levels of student engagement in blended and non-blended learning scenarios	53
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms	52
Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle	52
Learning analytics and the Universal Design for Learning (UDL): A clustering approach	52
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing	51
Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries	51
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students	51
Examining the dynamics of knowledge convergence in online learning context: A network perspective	50
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?	49
Critical attitude and ability associated with students’ self-confidence and attitude toward “predict-observe-explain” online science inquiry learning	49
Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression	49
ChatGPT improves creative problem-solving performance in university students: An experimental study	49
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders	48
Editorial Board	48
Editorial Board	47
iVisit-Collaborate: Collaborative problem-solving in multiuser 360-degree panoramic site visits	46
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course	46
Digital competence test for learning in schools: Development of items and scales	45
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning	45
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining	45
Reducing interpretative ambiguity in an educational environment with ChatGPT	44
Students’ active cognitive engagement with instructional videos predicts STEM learning	44
Virtual vs. traditional learning in higher education: A systematic review of comparative studies	44
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
Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions	43
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing	42
Identifying supportive student factors for mindset interventions: A two-model machine learning approach	42
Problem- based learning in live online classes: Learning achievement, problem-solving skill, communication skill, and interaction	42
Reviewer, essay, and reviewing-process characteristics that predict errors in web-based peer review	42
Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes	42
Validating a collaborative problem-solving assessment tool across educational stages	42
A systematic review of the use of log-based process data in computer-based assessments	41
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance	40
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	40
The influence of task-value scaffolding in a predictive learning analytics dashboard on learners' statistics anxiety, motivation, and performance	39
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?	39
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics	39
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study	39
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021	39
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board	38
Adolescent user behaviors on short video application, cognitive functioning and academic performance	38
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context	38
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses	38
Investigating the effect of nudges for improving comment quality in active video watching	38
Digital Game-Based Learning effectiveness assessment: Reflections on study design	38
In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning	38
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents	37
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children	37
Visual search patterns, information selection strategies, and information anxiety for online information problem solving	37
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation	36
Children's social interactions within a socioenactive scenario	36
Development and techniques in learner model in adaptive e-learning system: A systematic review	35
Enhancing Blended Learning Discussions with a Scaffolded Knowledge Integration–Based ChatGPT Mobile Instant Messaging System	35
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	35
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	35
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	35
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	35
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy	35
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking	35
Editorial Board	34
Editorial Board	34
Editorial Board	34
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	34
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	33
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners	33
Leveraging process data to assess adults’ problem-solving skills: Using sequence mining to identify behavioral patterns across digital tasks	32
Feasibility of adaptive teaching with technology: Which implementation conditions matter?	31
Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context	31
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions: An experimental evaluation	31
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom	31
Learning communities, social media, and learning performance: Transactive memory system perspective	31
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	31
Investigating the effectiveness of emotional design principle to attenuate ego depletion effect	31
Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance	30

Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?	30
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	30
Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour?	30
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	30
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education	30
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game	30
EdTech Context Inventory: Factor analyses for ten instruments to measure edtech implementation context features	30
Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling	30
Exploring the factors influencing teachers’ instructional data use with electronic data systems	30
Editorial Board	29
The synergistic effects in an AI-supported online scientific argumentation learning environment	29
Science teachers can teach computational thinking through distributed expertise	29
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach	29
Editorial Board	29
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers	29
The role of smartphones in college students’ mind-wandering during learning	29
Editorial Board	29
Editorial Board	29
Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners	29
How instructors influence learning with instructional videos - The importance of professional appearance and communication	29
Editorial Board	28
Pushing the button: Why do learners pause online videos?	28
Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.	28
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices	28
Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect	28
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study	28
Timing of learning supports in educational games can impact students’ outcomes	28
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading	28
Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data	28
Escribo play learning games can foster early reading and writing for low-income kindergarten children	28
Exploring the influence of interactive network and collective knowledge construction mode on students’ perceived collective agency	27
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	27
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)	27
Authenticity, engagement, and performance in online high school courses: Insights from micro-interactional data	27
The effects of different metacognitive patterns on students' self-regulated learning in blended learning	27
Tracking visual attention during learning of complex science concepts with augmented 3D visualizations	27
Watching a hands-on activity improves students’ understanding of randomness	27
How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports	26
Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement	26
Editorial Board	26
Effects of an ego-depletion intervention upon online learning	26
Editorial Board	26
Immersive procedural training in virtual reality: A systematic literature review	26
Editorial Board	26
Editorial Board	26
When the school door closes, do teachers open a window? Using diary method to investigate teachers’ online teaching practices and momentary experiences in crisis	26
Unplugged or plugged-in programming learning: A comparative experimental study	26
Editorial Board	26
Editorial Board	26
An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.	26
Can student-facing analytics improve online students’ effort and success by affecting how they explain the cause of past performance?	25
What I wanted and what I did: Motivation and engagement in a massive open online course	25
The power of affective pedagogical agent and self-explanation in computer-based learning	25
Video-based reflection in teacher education: Comparing virtual reality and real classroom videos	25
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers	25
A network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample	25
The engagement of university teachers with predictive learning analytics	25
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments	25
Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments	24
The cognitive effects of computational thinking: A systematic review and meta-analytic study	24
Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading	24
The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance	23
Digital badges affect need satisfaction but not frustration in males in higher education	23
Successful design and delivery of online professional development for teachers: A systematic review of the literature	23
Editorial Board	23
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners	23
A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives	23
Effects of voice assistant creation using different learning approaches on performance of computational thinking	23
The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong	22
Editorial Board	22
Editorial Board	22
Child-driven, machine-guided: Automatic scaffolding of constructionist-inspired early literacy play	22
Class size affects preservice teachers’ physiological and psychological stress reactions: An experiment in a virtual reality classroom	21
Assessing collaborative problem-solving skills among elementary school students	21
Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow	21
Eye tracking technology for examining cognitive processes in education: A systematic review	21
A taxonomy of social media for learning	21
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance	21
Are schools digitally inclusive for all? Profiles of school digital inclusion using PISA 2018	21
Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective	21
Examining various risk factors as the predictors of gifted and non-gifted high school students’ online game addiction	21
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction	21
“What about special ed?“: Barriers and enablers for teaching with technology in special education	21
Young children's social and independent behavior during play with a coding app: Digital game features matter in a 1:1 child to tablet setting	21
An Examination of the use of computer-based formative assessments	20
Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!	20
Corrigendum to “Investigating antecedents of plagiarism using extended theory of planned behavior” [Computers & Education 144 (January 2020) 103700]	20
Understanding feedback in online learning – A critical review and metaphor analysis	20
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)	20
The impact of learning to code on elementary students’ writing skills	20
Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives	19
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory	19
Digital competence in higher education research: A systematic literature review	19
Understanding learners’ acceptance of high-immersion virtual reality systems: Insights from confirmatory and exploratory PLS-SEM analyses	19
Avatar customization orientation and undergraduate-course outcomes: Actual-self avatars are better than ideal-self and future-self avatars	19