Computers & Education

Article	Citations
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	292
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	257
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	198
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	196
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	185
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	171
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	151
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	148
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	141
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	132
Developing an AI-based chatbot for practicing responsive teaching in mathematics	126
Using 360-degree video to explore teachers' professional noticing	126
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	122
Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns	121
Coding in the cot? Factors influencing 0–17s’ experiences with technology and coding in the United Kingdom	120
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	119
Investigating effects of computer-mediated feedback on L2 vocabulary learning	114
Team interactions with learning analytics dashboards	113
Attitude and peer norm predict how students use lecture recordings	109
Assessing digital self-efficacy: Review and scale development	108
Editorial Board	106
Grade-based similarity prevails in online course forums at scale	94
Editorial Board	93
Two decades of game concepts in digital learning environments – A bibliometric study and research agenda	91
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	91

What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	90
Associations of different types of informal teacher learning with teachers’ technology integration intention	89
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	89
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	88
Media comparison studies dominate comparative research on augmented reality in education	86
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	83
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	81
Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	81
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	80
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	79
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	78
Editorial Board	77
Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?	77
Pre-class video watching fosters achievement and knowledge retention in a flipped classroom	76
Formation mechanism of popular courses on MOOC platforms: A configurational approach	75
Quality over frequency in using digital technology: Measuring the experienced functional use	73
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	72
How instructional context can impact learning with educational technology: Lessons from a study with a digital learning game	71
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	70
Open Data Interface (ODI) for secondary school education	70
Prompting in-depth learning in immersive virtual reality: Impact of an elaboration prompt on developing a mental model	68
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	67
Cultural implications in the acceptability of game-based learning	67
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	67
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	67
A review study on eye-tracking technology usage in immersive virtual reality learning environments	66
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study	66
From dual digitalization to digital learning space: Exploring the digital transformation of higher education	64
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini	63
Corrigendum to “Factors influencing students’ perceived impact of learning and satisfaction in Computer Supported Collaborative Learning” [Computers & Education 174 (2021) 104310]	63
The role of teachable agents’ personality traits on student-AI interactions and math learning	63
Editorial Board	63
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	63
Remote learning experiences of girls, boys and non-binary students	62
When barriers are not an issue: Tracing the relationship between hindering factors and technology use in secondary schools across Europe	62
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	61
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	61
Analysis and discovery of procrastination patterns in a language learning MOOC	60
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	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
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	58
How pedagogical agents communicate with students: A two-phase systematic review	57
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	56
How Children Learn from Robots: Educational Implications of Communicative Style and Gender in Child–Robot Interaction	56
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	55
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model	55
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	55
The impact of esports participation on the development of 21st century skills in youth: A systematic review	54
Editorial Board	53

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

Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?	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
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom	31
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	31
Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis	31
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	31
The role of perspective-taking on empowering the empathetic behavior of educators in VR-based training sessions: An experimental evaluation	31
Teachers as digital composers: Designing digital jumpstarts to scaffold for emerging bilingual learners	30
Editorial Board	30
Editorial Board	30
Pushing the button: Why do learners pause online videos?	30
Editorial Board	30
Improving the efficiency of remote conference tool use for distance learning in higher education: A kano based approach	30
Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives	30
Comparison of children's social problem-solving skills who play videogames and traditional games: A cross-cultural study	30
Editorial Board	30
Science teachers can teach computational thinking through distributed expertise	29
How instructors influence learning with instructional videos - The importance of professional appearance and communication	29
The role of smartphones in college students’ mind-wandering during learning	29
Predicting problem-solving success in an office simulation applying N-grams and a random forest to behavioral process data	29
Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect	29
The synergistic effects in an AI-supported online scientific argumentation learning environment	29