Computers & Education

Article	Citations
Editorial Board	502
Innovating diagnostic learning: How generative AI explanation styles influence cognitive load and confidence calibration in medical students	405
Online peer feedback via Moodle forum: Implications for longitudinal feedback design and feedback quality	400
Profiles of ICT identity and their associations with female high school students’ intention to study and work in ICT: A mixed-methods approach	368
Digital innovations in teacher recruitment: An experimental study	316
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east	308
Exploring interactive behaviours of urban and rural teachers in blended synchronous classrooms: Insights from a proposed interaction analysis framework	242
Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds	236
Investigating co-teaching presence and its impact on student engagement: A mixed-method study on the blended synchronous classroom	228
Fostering scientific inquiry with hybrid intelligence: A semester-long experiment on knowledge acquisition in the science classroom	194
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers	193
Enhancing teacher collaboration for technology integration: the impact of transformational leadership	174
From experience to empathy: An empathetic VR-based learning approach to improving EFL learners’ empathy and writing performance	165
The strength and direction of the difficulty adaptation affect situational interest in game-based learning	161
Developing an AI-based chatbot for practicing responsive teaching in mathematics	153
Artificial intelligence for teaching and learning in schools: The need for pedagogical intelligence	144
Editorial Board	136
What do critical reading strategies look like? Eye-tracking and lag sequential analysis reveal attention to data and reasoning when reading conflicting information	122
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents	112
Interactivity and signaling in Immersive Virtual Reality: Effects on EFL learning experiences and outcomes	105
An epistemic curiosity-evoking model for immersive virtual reality narrative reading: User experience and the interaction among epistemic curiosity, transportation, and attitudinal learning	104
Hierarchical analysis of in-service teachers’ barriers to technology-integrated instruction: A review of 2000–2024 publications	102
Attitude and peer norm predict how students use lecture recordings	94
Team interactions with learning analytics dashboards	94
Information and digital technology-assisted interventions to improve intercultural competence: A meta-analytical review	91

Media comparison studies dominate comparative research on augmented reality in education	89
Guiding student learning in video lectures: Effects of instructors’ emotional expressions and visual cues	88
Associations of different types of informal teacher learning with teachers’ technology integration intention	85
Learner autonomy and mode selection in dual-mode chatbot: Students' interaction patterns and learning outcomes in an online course	85
Leveraging prompt-based LLMs for automated scoring and feedback generation in higher education	84
Investigating effects of computer-mediated feedback on L2 vocabulary learning	82
Preparing preservice teachers to teach with digital technologies: An update of effective SQD-strategies	82
Why this app: How user ratings and app store rankings impact parents’ choice of educational apps	81
Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis	81
Assessing digital self-efficacy: Review and scale development	79
A review study on eye-tracking technology usage in immersive virtual reality learning environments	78
Offline and online user experience of gamified robotics for introducing computational thinking: Comparing engagement, game mechanics and coding motivation	76
Editorial Board	74
Formation mechanism of popular courses on MOOC platforms: A configurational approach	73
Editorial Board	73
Self-regulated learning and technological integration competency: A multilevel latent profile analysis of preschool teachers	72
Impact of smart classrooms combined with student-centered pedagogies on rural students’ learning outcomes: Pedagogy and duration as moderator variables	72
RETRACTED: Collaborative AI-in-the-loop pedagogical conversational agent to enhance social and cognitive presence in cMOOC	71
Application of cluster analysis to identify different reader groups through their engagement with a digital reading supplement	70
Effects of integrating self-regulation scaffolding supported by chatbot and online collaborative reflection on students’ learning in an artificial intelligence course	69
Peer assessment methodology of open-ended assignments: Insights from a two-year case study within a university course using novel open source system	68
A systematic literature review on designing self-regulated learning using generative artificial intelligence and its future research directions	68
Editorial Board	67
Technological support to foster students’ artificial intelligence ethics: An augmented reality-based contextualized dilemma discussion approach	67
Mastery experiences in immersive virtual reality promote pro-environmental waste-sorting behavior	67
Identity profile of young people experiencing a sense of risk on the internet: A data mining application of decision tree with CHAID algorithm	67
Evaluating educational technology: Consolidating across multiple impact indicators and rating systems	65
A study of motivations, behavior, and contributions quality in online communities of teachers: A data analytics approach	65
National contexts and information and communication technology in education: A systematic review of PISA studies	63
Analysis and discovery of procrastination patterns in a language learning MOOC	61
Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices	60
Exploring the potential of adopting an interactive mixed-reality tool in teacher professional development: Impact on teachers’ self-efficacy and practical competencies of dialogic pedagogy	60
Using sequence mining to study students’ calculator use, problem solving, and mathematics achievement in the National Assessment of Educational Progress (NAEP)	59
Harmony in diversity: Digital literacy research in a multidisciplinary landscape	58
Validating a computational thinking concepts test for primary education using item response theory: An analysis of students’ responses	58
Augmented reality and generative learning in K-12 writing: Performance outcomes and the mediating roles of motivation and metacognition	57
Exploring the prospects of multimodal large language models for Automated Emotion Recognition in education: Insights from Gemini	57
RETRACTED: How children learn from robots: Educational implications of communicative style and gender in child–robot interaction	57
More inspiration and attention: How Generative AI tools impact graduate students' affective engagement in L2 source-based academic writing	57
How pedagogical agents communicate with students: A two-phase systematic review	57
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	56
The impact of esports participation on the development of 21st century skills in youth: A systematic review	56
Examining ICT attitudes, use and support in blended learning settings for students’ reading performance: Approaches of artificial intelligence and multilevel model	56
High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?	56
Investigating the impact of research-based professional development on teacher learning and classroom practice: Findings from computer science education	56
Bridging the knowledge-skill gap: The role of large language model and critical thinking in education	55
The role of teachable agents’ personality traits on student-AI interactions and math learning	55
Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion	54
Editorial Board	54
Learning analytics and the Universal Design for Learning (UDL): A clustering approach	53

Examining the dynamics of knowledge convergence in online learning context: A network perspective	53
Incremental project-based robot programming: Effects on young children's computational thinking, executive function, and learning behavioral patterns	53
Using multiple, dynamically linked representations to develop representational competency and conceptual understanding of the earthquake cycle	52
Cognitive-motivational engagement in ICT mediates the effect of ICT use on academic achievements: Evidence from 52 countries	52
Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers	51
Associations between mind wandering, viewer interactions, and the meaningful structure of educational videos	51
How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains?	51
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing	51
Editorial Board	50
ChatGPT improves creative problem-solving performance in university students: An experimental study	50
Effects of online whiteboard-based collaborative argumentation scaffolds on group-level cognitive regulations, written argument skills and regulation patterns	50
Editorial Board	49
The effectiveness of personalized technology-enhanced learning in higher education: A meta-analysis with association rule mining	49
Do school-based ChatGPT policies Bridge or widen gaps in students’ computer and information literacy across gender, socioeconomic status, and immigration backgrounds	47
Exploring the regulation of learning within mobile mixed-reality environments: Insights from dynamic engagement transitions	47
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders	47
Students’ active cognitive engagement with instructional videos predicts STEM learning	47
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	47
Widening the Digital Divide: The mediating role of Intelligent Tutoring Systems in the relationship between rurality, socioeducational advantage, and mathematics learning outcomes	47
Collaborative activities in hybrid learning environments: Exploring teacher orchestration load and students’ perceptions	46
Effectiveness of a three-dimensional-printing curriculum: Developing and evaluating an elementary school design-oriented model course	46
Stressed or engaged? Addressing the mixed significance of physiological activity during constructivist learning	46
Reducing interpretative ambiguity in an educational environment with ChatGPT	45
Embracing the challenge: Predicting self-testing in non-formal online courses using machine learning	45
Understanding the gender divide in digital literacy in four European countries: A comprehensive decomposition analysis using unconditional quantile regression	45
Instructions of digital media use in higher education: The impact of text abstractness on university teachers’ psychological distance, interest, and motivation to use digital media	45
AI assistance in peer feedback provision: Pedagogically sound, but minimally adopted	44
Virtual vs. traditional learning in higher education: A systematic review of comparative studies	44
Digital competence test for learning in schools: Development of items and scales	44
Co-constructing adaptive lesson plans with GenAI: Pre-service teachers' Intelligent-TPACK and prompt engineering strategies	44
A systematic review of multimodal learning analytics in computer-supported collaborative learning	43
Touchscreen apps for child creativity: An evaluation of creativity apps designed for young children	43
Pedagogical discourse markers in online algebra learning: Unraveling instructor's communication using natural language processing	43
The balancing act between AI and authenticity in assessment: A case study of secondary school students’ use of GenAI in reflective writing	43
Assessing digital etiquette in adolescents: A stealth approach using game-based learning to reduce anxiety, promote flow, and enhance learning gains	43
A multilevel investigation into teacher-supported student use of technology in East Asian classroom: Examining teacher and school characteristics	42
Effects of two computer-based interventions on reading comprehension: Does strategy instruction matter?	42
Fail or pass? Investigating learning experiences and interactive roles in MOOC discussion board	42
Learners don't know best: Shedding light on the phenomenon of the K-12 MOOC in the context of information literacy	41
Validating a collaborative problem-solving assessment tool across educational stages	41
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners’ intrinsic motivation, perceived pressure, and performance	41
A systematic review of the use of log-based process data in computer-based assessments	40
Measuring different types and domains of AI knowledge: Developing and validating a performance-based scale	40
A generative AI educational game framework with multi-scaffolding supports workplace competency development	39
Enhancing blended learning discussions with a Scaffolded Knowledge Integration–Based ChatGPT mobile instant messaging system	39
Empowering bilingual teachers with dynamic GenAI: Adaptive design and implementation of multimodal instructional strategies	39
Adolescent user behaviors on short video application, cognitive functioning and academic performance	39
Self-assessment accuracy in the age of artificial Intelligence: Differential effects of LLM-generated feedback	39
Development and techniques in learner model in adaptive e-learning system: A systematic review	39
Effectiveness of online regulation scaffolds on peer feedback provision and uptake: A mixed methods study	38
Peer feedback to support collaborative knowledge improvement: What kind of feedback feed-forward?	38
The roles of cognitive and metacognitive strategies in game-based virtual reality learning	38
Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses	38
Unveiling joint attention dynamics: Examining multimodal engagement in an immersive collaborative astronomy simulation	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
A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education	37
Editorial Board	37
Editorial Board	37
Learning communities, social media, and learning performance: Transactive memory system perspective	36
Learning by explaining through digital devices: The role of the modality of oral explaining and extraversion	36
Editorial Board	36
In search of adequate models of pedagogy	35
Pixels and pedagogy: MISTT's insights into evolving teacher identities when technology comes to play	35
Forms of synchronous hybrid learning spaces in higher education – A type-building qualitative content analysis	35
Exploring the factors influencing teachers’ instructional data use with electronic data systems	35
Editorial Board	35
EdTech Context Inventory: Factor analyses for ten instruments to measure edtech implementation context features	35
Learning analytics on video-viewing engagement in a flipped statistics course: Relating external video-viewing patterns to internal motivational dynamics and performance	34
STEM education: Understanding secondary students’ epistemic cognition in the design process with the support of a personalized multi-agent system	34
Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game	34
“Development and validation of the ICAP Technology Scale to measure how teachers integrate technology into learning activities”	33
When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education	33
What matters in AI-supported learning: A study of human-AI interactions in language learning using cluster analysis and epistemic network analysis	33
Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners’ willingness to communicate beyond the classroom	33
Adaptive vs. planned metacognitive scaffolding for computational thinking: Evidence from generative AI-supported programming in elementary education	32
Exploring students' self-regulated learning behavioural patterns and perceptions in an English speaking task within a generative AI-supported immersive VR environment	32
Video outperforms illustrated text: Do old explanations for the modality effect apply in a learner-paced fifth-grade classroom context?	32
Advancing young students’ computational thinking: An investigation of structured curriculum in early years primary schooling	32
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

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
Task-value motivational prompts in a descriptive dashboard can increase anxiety among anxious learners	31
Diverse approaches to learning with immersive Virtual Reality identified from a systematic review	30
Editorial Board	30
Digital versus paper-based foreign-language vocabulary learning and testing: A study-test medium congruency effect	30
Embodying nature in immersive virtual reality: Are multisensory stimuli vital to affect nature connectedness and pro-environmental behaviour?	30
The role of smartphones in college students’ mind-wandering during learning	30
Editorial Board	30
Feasibility of adaptive teaching with technology: Which implementation conditions matter?	30
Measuring undergraduate students' reliance on Generative AI during problem-solving: Scale development and validation	30
Editorial Board	30
Sustaining focus when It's hardest: Emotional design strengthens sustained learning, especially in contexts with attractive alternatives	30