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ORCIDBritish Journal of Educational Technology, Volume 56
Volume 56, Number 1, January 2025
Review
- Matisse Poupard
, Florian Larrue, Hélène Sauzéon, André Tricot:
A systematic review of immersive technologies for education: Learning performance, cognitive load and intrinsic motivation. 5-41
Original Article
- Harrison Hao Yang, Zhongyue Yin, Sha Zhu:
Examining students' acceptance of the large-scale HyFlex course: An empirical study. 42-60 - Nina Mulaimovic, Eric Richter, Rebecca Lazarides, Dirk Richter:
Comparing quality and engagement in face-to-face and online teacher professional development. 61-79 - Xin Gong, Weiqi Xu, Shufan Yu, Jingjing Ma, Ailing Qiao:
Enhancing computational thinking and spatial reasoning skills in gamification programming learning: A comparative study of tangible, block and paper-and-pencil tools. 80-102 - Glenn Gordon Smith, Michael B. Sherry:
Online discussion or authentic dialogue? How design affects discussions in two alternative types of online forums. 103-127 - Daner Sun, Chee-Kit Looi, Yuqin Yang, Fenglin Jia:
Exploring students' learning performance in computer-supported collaborative learning environment during and after pandemic: Cognition and interaction. 128-149 - Fatih Yavuz, Özgür Çelik, Gamze Yavas Çelik:
Utilizing large language models for EFL essay grading: An examination of reliability and validity in rubric-based assessments. 150-166 - Huichen Lin, Hsin Huang, Chia-Kuang Tsai, Shao-Chen Chang:
Improving the quality of communicating with dementia patients: A virtual reality-based simulated communication approach. 167-189 - Yen-Nan Lin, Lu-Ho Hsia, Gwo-Jen Hwang:
Developing students' creative problem-solving strategies in the context of blended sports education. 190-207 - Sangmin-Michelle Lee, Sung-Yeon Kim:
Preservice teachers' learning by design through space construction in the metaverse. 208-230 - Zheng Liang, Riman Ga, Han Bai, Qingbai Zhao, Guixian Wang, Qing Lai, Shi Chen, Quanlei Yu, Zhijin Zhou:
Teaching expectancy improves video-based learning: Evidence from eye-movement synchronization. 231-249 - Jingjing Ma, Qingtang Liu, Shufan Yu, Jindian Liu, Xiaojuan Li, Chunhua Wang:
What factors influence scientific concept learning? A study based on the fuzzy-set qualitative comparative analysis. 250-275 - Harry Barton Essel, Dimitrios Vlachopoulos, Henry Nunoo-Mensah, John Opuni Amankwa:
Exploring the impact of VoiceBots on multimedia programming education among Ghanaian university students. 276-295 - Xi Xiang, Di Xi:
Examining cognitive processes of spatial thinking in university students: Insights from a web-based geographic information systems study. 296-317 - Yuanyuan Hu, Pieter Wouters, Marieke van der Schaaf, Liesbeth Kester:
Timing of information presentation matters: Effects on secondary school students' cognition, motivation and emotion in game-based learning. 318-338 - Valeria Aloizou, Stavey Linardatou, Michael Boloudakis, Symeon Retalis:
Integrating a movement-based learning platform as core curriculum tool in kindergarten classrooms. 339-365 - Wei-Sheng Wang, Hsin-Yu Lee, Chia-Ju Lin, Pin-Hui Li, Yueh-Min Huang, Ting-Ting Wu:
Enhancing students' learning outcomes in self-regulated virtual reality learning environment with learning aid mechanisms. 366-387 - Zhongling Pi, Xuemei Huang, Yun Wen, Qin Wang, Xin Zhao, Xiying Li:
Happy facial expressions and mouse pointing enhance EFL vocabulary learning from instructional videos. 388-409 - Eileen McGivney:
Interactivity and identity impact learners' sense of agency in virtual reality field trips. 410-434
Registered Report stage 2
- Violeta Rosanda, Ivan Bratko, Mateja Gacnik, Vid Podpecan, Andreja Istenic:
Robot NAO integrated lesson vs. traditional lesson: Measuring learning outcomes on the topic of "societal change" and the mediating effect of students' attitudes. 435-450
Volume 56, Number 2, March 2025
Editorial
- Sanna Järvelä, Guoying Zhao, Andy Nguyen, Haoyu Chen:
Hybrid intelligence: Human-AI coevolution and learning. 455-468
Article
- Mutlu Cukurova:
The interplay of learning, analytics and artificial intelligence in education: A vision for hybrid intelligence. 469-488 - Yizhou Fan, Luzhen Tang, Huixiao Le, Kejie Shen, Shufang Tan, Yueying Zhao, Yuan Shen, Xinyu Li, Dragan Gasevic:
Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, processes, and performance. 489-530 - Atharva Naik, Jessica Ruhan Yin, Anusha Kamath, Qianou Ma, Sherry Tongshuang Wu, R. Charles Murray, Christopher Bogart, Majd Sakr, Carolyn P. Rosé:
Providing tailored reflection instructions in collaborative learning using large language models. 531-550 - Ryan Hare, Sarah Ferguson, Ying Tang:
Enhancing student experience and learning with iterative design in an intelligent educational game. 551-568 - Jinglei Yu, Shengquan Yu, Ling Chen:
Using hybrid intelligence to enhance peer feedback for promoting teacher reflection in video-based online learning. 569-594 - Clayton Cohn, Caitlin Snyder, Joyce Horn Fonteles, Ashwin T. S., Justin Montenegro, Gautam Biswas:
A multimodal approach to support teacher, researcher and AI collaboration in STEM+C learning environments. 595-620 - Giulia Cosentino, Jacqueline Anton, Kshitij Sharma, Mirko Gelsomini, Michail Giannakos, Dor Abrahamson:
Hybrid teaching intelligence: Lessons learned from an embodied mathematics learning experience. 621-649 - Florian Weber, Thiemo Wambsganss, Matthias Söllner:
Enhancing legal writing skills: The impact of formative feedback in a hybrid intelligence learning environment. 650-677 - Yoon Lee, Gosia Migut, Marcus Specht:
Unveiling cognitive processes in digital reading through behavioural cues: A hybrid intelligence (HI) approach. 678-711 - Justin Edwards, Andy Nguyen, Joni Lämsä, Marta Sobocinski, Ridwan Whitehead, Belle Dang, Anni-Sofia Roberts, Sanna Järvelä:
Human-AI collaboration: Designing artificial agents to facilitate socially shared regulation among learners. 712-733 - Yun Wen, Mingming Chiu, Xinyu Guo, Zhan Wang:
AI-powered vocabulary learning for lower primary school students. 734-754
Editorial
- Jenna Mittelmeier, Daian Huang, Ashley Gunter:
'Internationalisation at a Distance' at the intersections of educational technologies and the internationalisation of higher education. 755-761
Article
- Catherine Esposito:
Reimagining place in internationalization at a distance: An exploration of students' experiences in virtual exchange. 762-778 - Daian Huang, Jenna Mittelmeier:
The changing ecologies of international students: Comparing internationalisation at a distance and internationalisation abroad. 779-798 - Firdevs Melis Cin, Markus Roos Breines, Parvati Raghuram, Ashley Gunter:
Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance. 799-814 - Kyungmee Lee, Yiyi Mao:
Rethinking internationalisation at a distance from the perspectives of international students: Critical reflection towards epistemic justice. 815-833 - Alaa Abdelghaffar, Lamiaa Eid:
A critical look at equity in international doctoral education at a distance: A duo's journey. 834-851 - Jeremy Breaden, Thu Thi Quy Do, Lucas Moreira dos Anjos-Santos, Nadine Normand-Marconnet:
Does internationalisation at a distance democratise student mobility? Critical insights from the Asia-Pacific region. 852-869 - Lisa Ruth Brunner:
International student mobility and the politics of distance education. 870-889 - Alex Kumi-Yeboah, Yanghyun Kim, Zacharia Mohammed, Samuel Amponsah:
Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana - sub-Saharan Africa. 890-908 - Alper Çalikoglu, Betül Bulut-Sahin, Asuman Asik:
Virtual exchange as a mode of internationalization at a distance: Experiences from Türkiye. 909-926 - Simon Ngalomba, Faith Mkwananzi, Patience Mukwambo:
Internationalization at a distance via virtual mobility in the Global South: Advances and challenges. 927-946 - Bart Rienties, Ruslan Ramanau:
'It's extremely weird to understand UK culture when you don't live there and just study from abroad': An empirical investigation of internationalisation at a distance perspectives. 947-966 - Yun Yue, Jeannette Keser, Feng Li, Yishu Liu, Weijuan Yu:
Collaborative Cell Groups: Bridging separation in the Community of Inquiry in a context of Internationalization at a Distance. 967-987
Volume 56, Number 3, May 2025
Editorial
- Mohammad Khalil, Qinyi Liu, Jelena Jovanovic:
AI for data generation in education: Towards learning and teaching support at scale. 993-998
Article
- Rizwaan Malik, Dorna Abdi, Rose E. Wang, Dorottya Demszky:
Scaffolding middle school mathematics curricula with large language models. 999-1027 - Yunting Liu, Shreya Bhandari, Zachary A. Pardos:
Leveraging LLM respondents for item evaluation: A psychometric analysis. 1028-1052 - Qinyi Liu, Ronas Shakya, Jelena Jovanovic, Mohammad Khalil, Javier de la Hoz-Ruiz:
Ensuring privacy through synthetic data generation in education. 1053-1073 - Erkan Er, Gökhan Akçapinar, Alper Bayazit, Omid Noroozi, Seyyed Kazem Banihashem:
Assessing student perceptions and use of instructor versus AI-generated feedback. 1074-1091 - Hai Li, Wanli Xing, Chenglu Li, Wangda Zhu, Hyunju Oh:
Are simpler math stories better? Automatic readability assessment of GAI-generated multimodal mathematical stories validated by engagement. 1092-1117
Editorial
- Manolis Mavrikis, Cathy Lewin, Mutlu Cukurova, Louis Major, Laura A. Outhwaite, Elisa Rubegni:
BJET Editorial Spring 2025: Reporting on AIED research and ethical considerations. 1118-1121
Article
- Markus Wolfgang Hermann Spitzer, Miguel Ruiz-Garcia, Korbinian Moeller:
Basic mathematical skills and fraction understanding predict percentage understanding: Evidence from an intelligent tutoring system. 1122-1147 - Nuodi Zhang, Fengfeng Ke, Chih-Pu Dai, Sherry A. Southerland, Xin Yuan:
Seeking to support preservice teachers' responsive teaching: Leveraging artificial intelligence-supported virtual simulation. 1148-1169 - Hsiu-Ling Chen, Abebayehu Yohannes, Ning-Li Hung:
Effects of escape room game-based civics education on junior high school students' learning motivation, critical thinking and flow experience. 1170-1190 - Lili Yan, Breanne K. Litts, Melissa Tehee, Stuart Baggaley, Jennifer Jenkins:
Youths' relationship with culture: Tracing sixth graders' learning through designing culturally centred multimedia projects. 1191-1209 - Liz Ebersole, Teresa S. Foulger, Yi Jin, Daniel James Mourlam:
Exploring Twitter as a social learning space for education scholars: An analysis of value-added contributions to the #TPACK network. 1210-1230 - Robbert Smit, Rahel Schmid, Nicolas Robin:
Experiencing enjoyment in visual programming tasks promotes self-efficacy and reduces the gender gap. 1231-1247 - Yujie Zhou, Huiping Wu, Ge Cao:
Does community of inquiry really matter in understanding online learning? A confirmed perspective using mixed method. 1248-1272 - Peng Zhang, Jiangxu Li, Su Cai:
Timing matters: Effects of augmented reality game on students' learning achievement, satisfaction and acceptance. 1273-1293
Volume 56, Number 4, July 2025
Editorial
- Luis Pablo Prieto, Olga Viberg, Jason C. Yip, Paraskevi Topali:
Aligning human values and educational technologies with value-sensitive design. 1299-1310
Article
- Victoria Abramenka-Lachheb, Ahmed Lachheb, Gamze Ozogul:
Value-sensitive design in the praxis of instructional design: A view of designers in situ. 1311-1349 - Davinia Hernández-Leo, Karina Ginoyan:
Supporting teachers' value-sensitive reflections on the cost-benefit dynamics of technology in educational practices. 1350-1369 - Ha Nguyen, Victoria Nguyen, Sara Ludovise, Rossella Santagata:
Value-sensitive design of chatbots in environmental education: Supporting identity, connectedness, well-being and sustainability. 1370-1390 - Yuan Shen, Luzhen Tang, Huixiao Le, Shufang Tan, Yueying Zhao, Kejie Shen, Xinyu Li, Torsten Juelich, Qiong Wang, Dragan Gasevic, Yizhou Fan:
Aligning and comparing values of ChatGPT and human as learning facilitators: A value-sensitive design approach. 1391-1414 - Caroline Pitt:
Ending well: Values in concluding or transitioning community educational technology projects. 1415-1437 - Shuhui Li, Xinyue Jiao, Su Cai, Yihua Shen:
Enhancing AR-based learning environments for STEM education: A design-based study on design features, kinematics learning and mathematics self-efficacy. 1438-1462 - Tao Xu, Yuan Liu, Yaru Jin, Yueyao Qu, Jie Bai, Wenlan Zhang, Yun Zhou:
From recorded to AI-generated instructional videos: A comparison of learning performance and experience. 1463-1487 - Rui Li:
Do help options facilitate computer-based L2 listening comprehension? Evidence from an activity theory perspective. 1488-1506 - Xiaofei Li, Yu-Ju Lan, Zhongling Pi, Grace Yue Qi, Scott Grant, Jinmei Sun:
Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings. 1507-1529 - Katy Jordan, Christina Myers, Kalifa Damani, Phoebe Khagame, Albina Mumbi, Lydia Njuguna:
Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes. 1530-1552 - Leisi Pei, Morris Siu-Yung Jong, Junjie Shang, Guang Ouyang:
Design and validation of an electroencephalogram-supported approach to tracking real-time cognitive load variations for adaptive video-based learning. 1553-1572 - Robin Samuelsson:
Computational transformations of early childhood education: Pathways toward child-centred computing in two educational change projects. 1573-1592 - Jeffrey P. Carpenter, Hege Emma Rimmereide, Keith Turvey:
Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes. 1593-1611 - Kai Guo, Emily Di Zhang, Danling Li, Shulin Yu:
Using AI-supported peer review to enhance feedback literacy: An investigation of students' revision of feedback on peers' essays. 1612-1639 - Zhenjiao Chen, Miao Liu, Ruoxin Zhou:
The more the better? How excessive content and online interaction hinder the learning effectiveness of high-quality MOOCs. 1640-1670
Volume 56, Number 5, September 2025
Editorial
- Lixiang Yan, Viktoria Pammer-Schindler, Caitlin Mills, Andy Nguyen, Dragan Gasevic:
Beyond efficiency: Empirical insights on generative AI's impact on cognition, metacognition and epistemic agency in learning. 1675-1685
Article
- Giulia Cosentino, Jacqueline Anton, Kshitij Sharma, Mirko Gelsomini, Michail Giannakos, Dor Abrahamson:
Generative AI and multimodal data for educational feedback: Insights from embodied math learning. 1686-1709 - Shen Ba, Ying Zhan, Lingyun Huang, Guoqing Lu:
Investigating the impact of ChatGPT-assisted feedback on the dynamics and outcomes of online inquiry-based discussion. 1710-1734 - Elisabeth Bauer, Constanze Richters, Amadeus J. Pickal, Moritz Klippert, Michael Sailer, Matthias Stadler:
Effects of AI-generated adaptive feedback on statistical skills and interest in statistics: A field experiment in higher education. 1735-1757 - Huixiao Le, Yuan Shen, Zijian Li, Mengyu Xia, Luzhen Tang, Xinyu Li, Jiyou Jia, Qiong Wang, Dragan Gasevic, Yizhou Fan:
Breaking human dominance: Investigating learners' preferences for learning feedback from generative AI and human tutors. 1758-1783 - Feiwen Xiao, Ellen Wenting Zou, Jiaju Lin, Zhaohui Li, Dandan Yang:
Parent-led vs. AI-guided dialogic reading: Evidence from a randomized controlled trial in children's e-book context. 1784-1813 - Chenglu Li, Bailing Lyu:
Investigating the motivational and knowledge affordances of conversational AI using induction, concretization and exemplification in math learning. 1814-1841 - Xiaoqing Xu, Lifang Qiao, Nuo Cheng, Hongxia Liu, Wei Zhao:
Enhancing self-regulated learning and learning experience in generative AI environments: The critical role of metacognitive support. 1842-1863 - Seyed Parsa Neshaei, Paola Mejia-Domenzain, Richard Lee Davis, Tanja Käser:
Metacognition meets AI: Empowering reflective writing with large language models. 1864-1896 - Marek Urban, Cyril Brom, Jirí Lukavský, Filip Dechterenko, Veronika Hein, Filip Svacha, Petra Kmonícková, Kamila Urban:
"ChatGPT can make mistakes. Check important info." Epistemic beliefs and metacognitive accuracy in students' integration of ChatGPT content into academic writing. 1897-1918 - Chenyu Hou, Gaoxia Zhu, Vidya Sudarshan:
The role of critical thinking on undergraduates' reliance behaviours on generative AI in problem-solving. 1919-1941 - Anna Y. Q. Huang, Cheng-Yan Lin, Sheng-Yi Su, Stephen J. H. Yang:
The impact of GenAI-enabled coding hints on students' programming performance and cognitive load in an SRL-based Python course. 1942-1972 - Mohan Yang, Shiyan Jiang, Belle Li, Kristin Herman, Tian Luo, Shanan Chappell Moots, Nolan Lovett:
Analysing nontraditional students' ChatGPT interaction, engagement, self-efficacy and performance: A mixed-methods approach. 1973-2000 - Anni Silvola, Anu Kajamaa, Joonas Merikko, Hanni Muukkonen:
AI-mediated sensemaking in higher education students' learning processes: Tensions, sensemaking practices, and AI-assigned purposes. 2001-2018 - Longwei Zheng, Anna He, Changyong Qi, Haomin Zhang, Xiaoqing Gu:
Cognitive Echo: Enhancing think-aloud protocols with LLM-based simulated students. 2019-2042 - Wanli Xing, Yukyeong Song, Chenglu Li, Zifeng Liu, Wangda Zhu, Hyunju Oh:
Development of a generative AI-powered teachable agent for middle school mathematics learning: A design-based research study. 2043-2077 - Belle Dang, Luna Huynh, Faaiz Gul, Carolyn P. Rosé, Sanna Järvelä, Andy Nguyen:
Human-AI collaborative learning in mixed reality: Examining the cognitive and socio-emotional interactions. 2078-2101 - Shahper Richter, Shohil Kishore, Inna Piven, Patrick Dodd, Guy Bate:
Chatbots in tertiary education: Exploring the impact of warm and competent avatars on self-directed learning. 2102-2124 - Shihui Feng:
Group interaction patterns in generative AI-supported collaborative problem solving: Network analysis of the interactions among students and a GAI chatbot. 2125-2145 - Hyunkyung Chee, Solmoe Ahn, Jihyun Lee:
A Competency Framework for AI Literacy: Variations by Different Learner Groups and an Implied Learning Pathway. 2146-2182 - Maryam Barkati, Zhila Kiyanfar, Mostafa Azari Noughabi, Fatemeh Ershadi:
Contributions of self-efficacy, L2 grit and digital literacy to informal digital learning of English: A structural equation modelling approach. 2183-2201 - Liat Eyal, Merav Hayak:
The integration of digital games into teaching and learning - A unique constructivist framework. 2202-2222
Volume 56, Number 6, November 2025
Article
- Kaige Ni, Hai Min Dai, Chris Brown:
Secondary school students' learning persistence in human-AI hybrid learning: The supplementary role of parental mediation. 2227-2250 - Michaela Arztmann, Jessica Lizeth Domínguez Alfaro, Lisette Hornstra, Jacqueline Wong, Johan Jeuring, Liesbeth Kester:
To move or not to move? The effect of active versus passive pre-training on cognitive load and in-game performance in an AR game. 2251-2270 - Jeongwon Lee, Dongho Kim:
Levelling up learning in higher education: Gamification of in-video components to supercharge student learning and achievement in video-based learning. 2271-2295 - Deniz Mertkan Gezgin, Tugba Türk Kurtça, Can Mihci, Chung-Ying Lin, Mark D. Griffiths:
The role of self-regulated learning in modelling the relationships between learning approaches, FoMO and smartphone addiction among university students. 2296-2320 - Benjamin Brummernhenrich, Christian L. Paulus, Regina Jucks:
Applying social cognition to feedback chatbots: Enhancing trustworthiness through politeness. 2321-2340 - Yumeng Zhu, Xuesong Zhai, Yan Li:
Design and validation of a conceptual model for children's continuance intention to use video apps. 2341-2366 - Xavier García, Elena Domene, Xabier Goenaga, Antonio Rodríguez-Benítez, Mar Satorras, Vicenç Acuña, Ariadna Martínez-Ruiz, Imma Boada, Lluís Corominas:
Evaluating the effectiveness of a serious game to educate children about the urban water cycle. 2367-2386 - Jon-Chao Hong, Tzu-Yu Tai, Fen-Yuan Liang:
English vocabulary learning through gamification with Tic-Tac-Toe in Flippity-Connecto: The prediction of gameplay self-efficacy to anxiety, interest and flow experience. 2387-2403 - Mingyu Feng, Natalie Brezack, Chunwei Huang, Kelly Collins:
Long-term effects of an online math tool on U.S. adolescents' achievement. 2404-2427 - Muhammad Zia Ul Haq, Guangming Cao, Rawan Abukhait:
Examining students' attitudes and intentions towards using ChatGPT in higher education. 2428-2452 - Erqi Zhang, Zhaoli Zhang, Hai Liu, Shuyun Han, Zengcan Xue:
Exploring peer facilitation and critical thinking in asynchronous online discussions: A lag sequential analysis approach. 2453-2477 - Lin Li, Namrata Srivastava, Jia Rong, Quanlong Guan, Dragan Gasevic, Guanliang Chen:
When and how biases seep in: Enhancing debiasing approaches for fair educational predictive analytics. 2478-2501 - Hunhui Na, K. Bret Staudt Willet, Chaewon Kim:
Investigating the impact of AR technologies on geometric learning in primary school: A comparison between marker-based and markerless AR. 2502-2521 - Alexander K. Kofinas, Crystal Han-Huei Tsay, David Pike:
The impact of generative AI on academic integrity of authentic assessments within a higher education context. 2522-2549 - Chia-Jung Li, Gwo-Jen Hwang, Ching-Yi Chang, Hui-Chi Su:
Generative AI-supported progressive prompting for professional training: Effects on learning achievement, critical thinking, and cognitive load. 2550-2572 - Daniel G. Krutka, Spencer P. Greenhalgh:
The dark side of affinity spaces for teacher professional learning. 2573-2594 - Chun Lai, Zhan Shi:
Teachers' digital initiatives to bridge students' in-class and out-of-class language learning and the influencing factors. 2595-2622 - Wonjoon Cha, Minxuan Hong, Michael Glassman, Eric M. Anderman, Tzu-Jung Lin:
The roles of technology efficacy and networking agency in elementary students' engagement in online and face-to-face technology-mediated learning. 2623-2646 - Regina Kaplan-Rakowski, Tricia Thrasher:
The impact of high-immersion virtual reality and interactivity on vocabulary learning. 2647-2670 - Deliang Wang, Gaowei Chen:
Evaluating the use of BERT and Llama to analyse classroom dialogue for teachers' learning of dialogic pedagogy. 2671-2704
Correction
- Correction to 'Pedagogical agent positioning in external videos improves English academic presentation proficiency in desktop virtual reality settings'. 2705
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