Computers & Education

Article	Citations
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	334
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	283
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	220
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	214
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	212
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	198
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	174
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	171
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	149
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	148
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	147
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	139
Developing an AI-based chatbot for practicing responsive teaching in mathematics	135
Using 360-degree video to explore teachers' professional noticing	135
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	133
Editorial Board	126
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	125
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	121
Attitude and peer norm predict how students use lecture recordings	113
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	104
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	103
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	102
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	101
Editorial Board	99
Grade-based similarity prevails in online course forums at scale	98

Team interactions with learning analytics dashboards	96
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	95
Investigating effects of computer-mediated feedback on L2 vocabulary learning	91
Associations of different types of informal teacher learning with teachers’ technology integration intention	90
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	89
Assessing digital self-efficacy: Review and scale development	85
Media comparison studies dominate comparative research on augmented reality in education	84
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	83
Editorial Board	81
Formation mechanism of popular courses on MOOC platforms: A configurational approach	78
Open Data Interface (ODI) for secondary school education	78
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	76
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	76
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	76
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	76
A review study on eye-tracking technology usage in immersive virtual reality learning environments	74
Quality over frequency in using digital technology: Measuring the experienced functional use	74
Cultural implications in the acceptability of game-based learning	74
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	72
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	72
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	71
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	70
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	69
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	69
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	69
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	68
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	68
Bridging the knowledge-skill gap: The role of large language model and critical thinking in education	66
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	66
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	66
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	65
Remote learning experiences of girls, boys and non-binary students	65
Analysis and discovery of procrastination patterns in a language learning MOOC	64
Editorial Board	64
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	64
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	63
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	62
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	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	59
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	58
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	57
Identifying regulation profiles during computer-supported collaborative learning and examining their relation with students' performance, motivation, and self-efficacy for learning	57
How pedagogical agents communicate with students: A two-phase systematic review	56
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini	56
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model	56
The role of teachable agents’ personality traits on student-AI interactions and math learning	56
The impact of esports participation on the development of 21st century skills in youth: A systematic review	55
Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries	55
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	55
Examining the dynamics of knowledge convergence in online learning context: A network perspective	55

How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?	54
ChatGPT improves creative problem-solving performance in university students: An experimental study	54
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms	54
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing	54
Corrigendum to “Teacher professional identity and the nature of technology integration” [Comput. Educ. 175 (2021) 104314]	53
Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students	53
Editorial Board	52
Editorial Board	52
The role of feedback and guidance as intervention methods to foster computational thinking in educational robotics learning activities for primary school	51
Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle	51
Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers	50
Learning analytics and the Universal Design for Learning (UDL): A clustering approach	50
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos	50
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns	49
Students’ active cognitive engagement with instructional videos predicts STEM learning	48
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders	48
Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression	48
Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes	48
Editorial Board	48
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course	48
Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions	47
Editorial Board	47
Virtual vs. traditional learning in higher education: A systematic review of comparative studies	46
Using scaffolded feedforward and peer feedback to improve problem-based learning in large classes	46
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning	46
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	45
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining	45
iVisit-Collaborate: Collaborative problem-solving in multiuser 360-degree panoramic site visits	44
Digital competence test for learning in schools: Development of items and scales	44
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics	44
Reducing interpretative ambiguity in an educational environment with ChatGPT	44
Assessing Digital Etiquette in Adolescents: A Stealth Approach Using Game-based Learning to Reduce Anxiety, Promote Flow, and Enhance Learning Gains	44
Development and techniques in learner model in adaptive e-learning system: A systematic review	43
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses	43
Children's social interactions within a socioenactive scenario	43
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy	42
Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills	42
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation	42
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study	42
Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system	41
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	41
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?	41
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing	41
The influence of task-value scaffolding in a predictive learning analytics dashboard on learners' statistics anxiety, motivation, and performance	41
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance	41
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children	40
A systematic review of the use of log-based process data in computer-based assessments	40
What is “technology integration” and how is it measured in K-12 education? A systematic review of survey instruments from 2010 to 2021	40
Empowering the collective reflection-based argumentation mapping strategy to enhance students’ argumentative speaking	39
Investigating the effect of nudges for improving comment quality in active video watching	39
Adolescent user behaviors on short video application, cognitive functioning and academic performance	39
Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents	39
Understanding what determines university students’ behavioral engagement in a group-based flipped learning context	39
Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback	39
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	38
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	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
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board	38
Validating a collaborative problem-solving assessment tool across educational stages	37
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners	37
Editorial Board	37
Editorial Board	37
Exploring the factors influencing teachers’ instructional data use with electronic data systems	36
Using learning analytics with temporal modeling to uncover the interplay of before-class video viewing engagement, motivation, and performance in an active learning context	36
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom	36
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	35
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	35
Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour?	35
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	35
In search of adequate models of pedagogy	34
Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion	34
Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation	34
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game	34
Feasibility of adaptive teaching with technology: Which implementation conditions matter?	34
Editorial Board	34
Editorial Board	33
EdTech Context Inventory: Factor analyses for ten instruments to measure edtech implementation context features	33
Investigating the effectiveness of emotional design principle to attenuate ego depletion effect	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
Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling	32

Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?	32
Learning communities, social media, and learning performance: Transactive memory system perspective	32
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education	32
Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance	32
Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data	31
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions: An experimental evaluation	31
The role of smartphones in college students’ mind-wandering during learning	31
Editorial Board	31
The synergistic effects in an AI-supported online scientific argumentation learning environment	31
Editorial Board	31
Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives	30
Pushing the button: Why do learners pause online videos?	30
How instructors influence learning with instructional videos - The importance of professional appearance and communication	30
Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners	30
Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect	30
Effects of reading medium on the processing, comprehension, and calibration of adolescent readers	30
Science teachers can teach computational thinking through distributed expertise	30
Editorial Board	30
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach	30
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study	30
Escribo play learning games can foster early reading and writing for low-income kindergarten children	30
Immersive procedural training in virtual reality: A systematic literature review	29
Unplugged or plugged-in programming learning: A comparative experimental study	29
An analysis of children’ interaction with an AI chatbot and its impact on their interest in reading	29
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	29
Editorial Board	29
Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.	29
What makes online professional development effective? The effect of quality characteristics on teachers’ satisfaction and changes in their professional practices	29
Editorial Board	29
How well does the digital home learning environment predict ICT literacy and ICT self-efficacy? Comparing the predictive power of adolescent and parent reports	28
Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement	28
Watching a hands-on activity improves students’ understanding of randomness	28
Tracking visual attention during learning of complex science concepts with augmented 3D visualizations	28
Timing of learning supports in educational games can impact students’ outcomes	28
Understanding student teachers’ collaborative problem solving: Insights from an epistemic network analysis (ENA)	28
Virtual reality based executive function training in schools: The impact of adaptivity on executive function and motivation	27
Editorial Board	27
Advancing a Practical Inquiry Model with multi-perspective role-playing to foster critical thinking behavior in e-book reading	27
The effects of different metacognitive patterns on students' self-regulated learning in blended learning	27
What I wanted and what I did: Motivation and engagement in a massive open online course	27
An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.	27
When technology meets emotions: Exploring preschool teachers' emotion profiles in technology use	27
The cognitive effects of computational thinking: A systematic review and meta-analytic study	27
Editorial Board	27
Effects of an ego-depletion intervention upon online learning	26
Editorial Board	26
Editorial Board	26
Editorial Board	26
The engagement of university teachers with predictive learning analytics	25
A network analysis on digital media use, reading enjoyment, and orthography precision in a highly educated sample	25
When the school door closes, do teachers open a window? Using diary method to investigate teachers’ online teaching practices and momentary experiences in crisis	25
Video-based reflection in teacher education: Comparing virtual reality and real classroom videos	25
Editorial Board	25
Can student-facing analytics improve online students’ effort and success by affecting how they explain the cause of past performance?	25
A profile analysis of online assignment motivation: Combining achievement goal and expectancy-value perspectives	25
The power of affective pedagogical agent and self-explanation in computer-based learning	25
Effects of voice assistant creation using different learning approaches on performance of computational thinking	25
Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments	25
A meta-analysis of the correlation between self-regulated learning strategies and academic performance in online and blended learning environments	24
Digital badges affect need satisfaction but not frustration in males in higher education	24
Eye tracking technology for examining cognitive processes in education: A systematic review	24
Teacher-reported instructional quality in the context of technology-enhanced teaching: The role of teachers’ digital competence-related beliefs in empowering learners	24
A taxonomy of social media for learning	24
How students engage with learning analytics: Access, action-taking, and learning routines with message-based information to support collaborative annotation	23
Editorial Board	23
University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction	23
“What about special ed?“: Barriers and enablers for teaching with technology in special education	23
Understanding feedback in online learning – A critical review and metaphor analysis	23
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	23
Child-driven, machine-guided: Automatic scaffolding of constructionist-inspired early literacy play	23
Class size affects preservice teachers’ physiological and psychological stress reactions: An experiment in a virtual reality classroom	23
Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow	23
Examining various risk factors as the predictors of gifted and non-gifted high school students’ online game addiction	23
Editorial Board	23
Assessing collaborative problem-solving skills among elementary school students	23
From the learner's perspective: A systematic review of MOOC learner experiences (2008–2021)	23
The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong	23
Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives	22
Learning to Evaluate (Mis)information in an Online Game: Strategies Matter!	22
Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?	22
Online instruction for a humanized learning experience: Techniques used by college instructors	22
The role of cognitive absorption in the persuasiveness of multimedia messages	22
Profiling students’ learning engagement in MOOC discussions to identify learning achievement: An automated configurational approach	22
The moderating effects of total comments on the relationship between comment implementation and online peer-supported writing performance	22
Corrigendum to “Investigating antecedents of plagiarism using extended theory of planned behavior” [Computers & Education 144 (January 2020) 103700]	22
The impact of learning to code on elementary students’ writing skills	22
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory	22
Enhancing EFL learners’ speaking skills, foreign language enjoyment, and language-specific grit utilising the affordances of a MALL app: A microgenetic perspective	22
An Examination of the use of computer-based formative assessments	22
Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from	21
Impacts of generative AI on student teachers' task performance and collaborative knowledge construction process in mind mapping-based collaborative environment	21
Can AI support human grading? Examining machine attention and confidence in short answer scoring	21
A robot-based digital storytelling approach to enhancing EFL learners’ multimodal storytelling ability and narrative engagement	21
Moral considerations on social robots in education: A multi-stakeholder perspective	21
Teaching and social presences supporting basic needs satisfaction in online learning environments: How can presences and basic needs happily meet online?	21