Research
New papers from ed tech and student success journals, and preprints from arXiv and EdArXiv
Monday, August 31
Saturday, August 29
Understanding Behavioral Dark Patterns of High BMI Individuals
Understanding how everyday behaviors influence body weight is essential for designing effective and personalized health interventions. Existing studies largely rely on self-reported questionnaires or limited sensing modalities, making it difficult to capture the temporal dynamics of daily behavior. In this work, we…
arxiv.org
Friday, August 28
Does school-based AI education narrow readiness gaps? The role of prior agency-related learning
As artificial intelligence (AI) becomes part of everyday learning, preparing students to participate confidently and responsibly in AI-mediated environments is essential. Yet students enter AI classes with different prior agency-related learning experiences, indicated in this study by self-initiated AI learning before…
doi.org
Thursday, August 27
Generative AI Expands the Intellectual Reach of Course Based Undergraduate Research Experiences (CUREs)
Course-based undergraduate research experiences (CUREs) broaden access to authentic scientific inquiry through responsive instructor support as research problems become increasingly complex. Generative artificial intelligence (GenAI) may extend this support by providing individualized assistance that can adapt as…
arxiv.orgFrom knowledge consumption to human-AI co-creation: an empirical study on GenAI-empowered engineering education
doi.org
Wednesday, August 26
Effectiveness of adaptive versus non-adaptive intelligent tutoring systems in early primary mathematics
Adaptive intelligent tutoring systems (ITS) are considered promising tools to address increasing heterogeneity in classrooms by tailoring instruction to individual learners. However, prior research often bundles multiple adaptive features, relies on non-equivalent instructional conditions, and predominantly focuses on…
doi.orgFrom learning analytics to educational interventions: enhancing decision-making and learning design
Abstract Since the early development of learning analytics (LA), the cyclical nature of the process that starts with learning data and ends with educational interventions has been widely acknowledged. However, while LA research abounds, and LA practices are becoming more widespread, the final step of the cycle –…
doi.orgMathAdv: What Theorem Provers Know, Reason, Formalize, and Generalize
Formal theorem proving enables machine-verifiable evaluation of mathematical reasoning, yet existing benchmarks often emphasize aggregate proof accuracy, concentrate on a narrow range of mathematics, and provide limited evidence of robustness to equivalent reformulations. We introduce MathAdv, a diagnostic benchmark…
arxiv.org
Tuesday, August 25
Security Education in Higher Education through AI-Powered Gamification
Cybersecurity education is facing more challenges as AI-driven attacks are becoming increasingly realistic and difficult to detect. Traditional video-based cybersecurity training in higher education often suffers from both low engagement and limited effectiveness. This dilemma motivates educators to explore innovative…
arxiv.orgWho Falls for SMiSh? Learning Through Survey Data Where to Best Target Awareness Training for Mobile Messaging Attacks
As mobile phone adoption has surged, so have scams involving these devices. One such scam, known as SMiShing (or smishing) after Short Message Service (SMS), involves fraudsters sending phishing links via mobile texts. Despite the prevalence of SMiShing, there is a lack of data on who is most vulnerable to these…
arxiv.orgThe problem with defining teachers’ digital competency for deep learning: A rhetorical absurdity
This conceptual paper interrogates the mismatch between policy rhetoric and classroom practice concerning teachers’ digital competence for deep learning. The notion of rhetorical absurdity is used as a conceptual lens to describe the recurring contradiction between competency frameworks that promise technology-enabled…
doi.orgSelf-regulated learning strategy transitions and academic performance in blended learning: Insights from learning analytics
doi.orgWhat students ask matters: LLM interaction depth, task quality, and immediate recall in higher education
Abstract Large Language Models (LLMs) are rapidly transforming higher education, yet evidence on how interaction patterns affect learning remains limited. This study examines whether explanation-seeking dialogue with an LLM is associated with task quality and immediate recall in a controlled learning session.…
doi.org
Monday, August 24
When LLMs Slow Down: How Environmental Impacts Mediate University Students' LLM Usage
Large Language Models (LLMs) are increasingly being embedded into all facets of society, from search to education, industrial, and financial applications. These systems' carbon and water footprints raise important sustainability concerns, particularly with adoption rates exceeding 80% among university students,…
arxiv.orgToward a framework of uncertainty in ill-structured problem solving
Abstract This study advances a framework for understanding uncertainty in ill-structured problem-solving contexts. A systematic review and qualitative synthesis of 74 peer-reviewed articles was conducted using thematic analysis and taxonomic coding to clarify how uncertainty is conceptualized across problem-solving…
doi.orgComparing the effectiveness of mind mapping and guided worksheets as scaffolding strategies in VR music education
doi.orgAI-enhanced legal pedagogy: a case study of generative AI integration in property law courses
Abstract The rapid emergence of generative artificial intelligence (GenAI) presents transformative opportunities for legal education, yet empirical research examining its pedagogical integration remains limited. This study investigates the impact of GenAI integration on legal reasoning development and learning…
doi.orgUnderstanding the role of learning analytics and generative artificial intelligence on decision-making and learning design practice in higher education
Abstract High-quality learning design is an important contributor to student success. Higher education institutions can leverage the combined potential of learning analytics (LA) and Generative Artificial Intelligence (GenAI) to enhance instructors’ learning design practices. However, the way LA and GenAI are being…
doi.org
Sunday, August 23
Evaluation in the Age of AI: Output as Evidence of Learning
The rapid adoption of artificial intelligence (AI), particularly large language models (LLMs), has fundamentally disrupted how learning is demonstrated and evaluated in higher education. Tasks that once served as proxies for understanding-such as writing essays, solving problem sets, or producing computer code-can now…
arxiv.org
Saturday, August 22
Bridging the domain gap for VLMs: A scientific fine-tuning framework for precision and pedagogy in astronomical image understanding
Vision-language models (VLMs) hold significant potential for educational applications; however, existing research has predominantly relied on the direct invocation of general-purpose architectures, lacking systematic fine-tuning methodologies tailored to discipline-specific visual corpora. This study situates its…
doi.orgA hybrid reasoning framework for artificial intelligence assessment rubric generation in human and automated contexts: Evidence from an undergraduate programming course
Developing assessment rubrics is resource-intensive, limiting frequent formative assessment. This study introduces HARMOGEN-R (Hybrid Assessment Rubric Model Generation with Reasoning), a framework that uses reasoning-enhanced Large Language Models (LLMs) for initial rubric generation and standard models for…
doi.orgEffects of GAI-supported scenario inquiry-based learning in multiplayer VR on pre-service teachers’ instructional design skills
doi.orgAdaptive dialogic feedback in AI-enhanced serious games: examining effects on motivation and learning processes in digital literacy education
doi.org
Friday, August 21
Preferred scaffolding does not lead to better learning performance: Empirical evidence from AI-supported mathematical modelling
Mathematical modelling (MM) is widely recognized as a key competency for addressing complex real-world problems, which requires learners to engage in higher-order processes such as abstraction, representation, and iterative reasoning. However, students often experience difficulties in coordinating these processes…
doi.orgReconceptualizing community of inquiry in the age of generative artificial intelligence
The Community of Inquiry (CoI) framework is widely used to guide and explain learning in online and blended environments. However, generative artificial intelligence (GenAI) challenges a key assumption in CoI research and practice: that indicators of presence can be attributed primarily to human learners, instructors,…
doi.orgAI-assisted, instructor-supervised grading and feedback in higher education: Design and evaluation of an end-to-end pipeline
This paper presents the design, deployment and evaluation of a GPT-4o-based grading and feedback pipeline for a Master’s-level Information Systems Project Management course, developed following the Design Science Research Methodology. The artefact orchestrates submission collection (Google Forms), rubric-based scoring…
doi.orgBeyond the Binary: How Asian American Students at Elite Universities Make Meaning of Race-Conscious Admissions
doi.orgCrossing Borders and Telling Stories: A Narrative Inquiry of Asian International Students’ Engagement in U.S. Racial Justice Activism
International students’ engagement in racial justice activism remains understudied. Guided by International Student Critical Race Theory (IntlCrit) and using narrative inquiry, this study examines how transnational and institutional influences shaped Asian international students’ engagement in U.S. racial justice…
doi.org
Thursday, August 20
Adaptive Training for Nautical Rules of the Road
Knowledge of the nautical rules of the road is essential for safe ship navigation and collision avoidance. We evaluated adaptive and non-adaptive versions of a ship-driving simulation trainer designed to assess and improve students' knowledge and application of these rules. We randomly assigned 30 university students…
arxiv.orgPredicting student churn in subscription EdTech: explainable machine learning for improving retention
doi.org
Wednesday, August 19
Applying psychometric methods to distinguish between human and generative AI responses to multiple-choice assessments
The growing use of generative AI (GenAI) tools like ChatGPT raises serious concerns about academic integrity, especially in the context of assessments. While detection efforts have focused on open-ended responses, multiple-choice questions (MCQs), which are common in high-stakes testing, remain largely overlooked,…
doi.orgAI-mediated cognitive divergence in built-environment education: Evidence from a mixed-methods study
Generative artificial intelligence (AI) is rapidly integrating into design education, yet its effects on student learning processes remain empirically underexplored. This study reports a sequential mixed-methods investigation across a built-environment faculty at a research-intensive university, drawing on 24 faculty…
doi.org
Tuesday, August 18
Teachers as reflective regulators of cognition: Understanding cognitive offloading in AI-augmented practice
This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted…
doi.orgCo-constructing concepts: a participatory inquiry into slow learners’ engagement with an adaptive AI tutor
doi.orgInvestigating students’ self-efficacy, cognitive load, and emotions across motivational clusters in the metaverse project-supported ICAP model approach
doi.orgA Muddy Climb: Organizational Conditions That Enhance Perceptions of Fairness for Non-Tenure Track Faculty Navigating Promotion
Although higher education institutions have increasingly put in place promotion policies and processes for non-tenure-track faculty (NTTF), little research has examined how NTTF navigate these nascent organizational structures. This qualitative case study investigates the experiences of 26 full-time NTTF at a large…
doi.orgExamining the Role of Cultural Centers in Improving College Student Outcomes
Analyzing data from a large-scale, multi-institutional data set, this study investigates how participation in cultural center activities enhances student outcomes (i.e. sense of belonging; academic, personal, and vocational gains; and reflective and integrative learning) across different gender, sexual, and racial…
doi.org
Monday, August 17
Women’s Experiences of Discrimination and Their Success Expectations in Higher Education: Evidence from Gendered Fields of Study
Abstract Women’s underrepresentation in male-dominated fields of study is often attributed to a gender gap in success expectations. Prior research shows that female students report lower confidence in their academic abilities and future success than men, not only in male-dominated but also in female-dominated and…
doi.orgFrom First Contact to Continuity: Developing a Record-Informed Follow-Up Pathway in a Moroccan University Counselling Centre. A Practice Report
Continuity after first contact is a practical challenge for university student support services, particularly during the first-year transition. This practice report documents the development phase of a service improvement initiative in a Moroccan public university science faculty. Fully de-identified routine records…
doi.orgBelonging, Academic Stress and Intentions to Discontinue: The First-Year Experience in a Widening Participation Context
Many first-year students discontinue their studies, creating a concerning challenge for institutions, especially those with widening participation policies. Chilean higher education provides a case study for understanding the first-year experience (FYE) in a widening participation context and rapidly expanding…
doi.org
Sunday, August 16
Automatic discourse relation classification and feedback optimization in English teaching based on transformer BERT model
To address the limitations of existing automatic evaluation systems that rely on surface features and fail to provide actionable feedback for improving discourse coherence, we propose a Transformer model based on BERT to classify discourse relations (causal, contrastive, progressive, or incoherent) between adjacent…
doi.org
Friday, August 14
Teacher ICT literacy and instructional quality for creativity in teacher education and professional development
This study investigates how teacher education and professional development programs shape teachers' information and communication technology (ICT) literacy and how this literacy, in turn, affects instructional quality for creativity. Using data from the Programme for International Student Assessment 2022 Teacher…
doi.orgUsing computer vision to support formative assessment in science experiments: An investigation into the suitability of action recognition models
doi.orgLLMs do not grade essays like humans
Large language models have recently been proposed as tools for automated essay scoring, but their agreement with human grading remains unclear. In this work, we evaluate how LLM-generated scores compare with human grades and analyze the grading behavior of several models from the GPT and Llama families in an…
doi.orgThe IDEA framework for metacognitively regulated GenAI use in higher education: Development and exploratory pilot evidence
Generative artificial intelligence (GenAI) can enhance students’ efficiency and the apparent quality of academic work, yet its fluent outputs may encourage learners to outsource cognitive activities central to learning. This creates the risk of “performance without learning”, whereby successful task completion does…
doi.orgCapturing multidimensional engagement within small groups: A multimodal perspective
This study develops and validates a human-centered approach to measuring small-group, multidimensional engagement in a game-based Computer-Supported Collaborative Learning (CSCL) environment. Grounded in sociocultural perspectives, the proposed framework integrates multimodal data sources, including discourse,…
doi.orgTechnology-enhanced inclusivity for educational ecosystems: Developing a framework for social justice-oriented digital transformation
This paper develops a framework for social justice-oriented digital transformation in educational ecosystems for marginalized populations. Following explanations of the concepts of digital transformation, justice-oriented transformation and digital ecosystems in education, challenges faced by marginalized populations…
doi.orgFostering computational thinking skills through unplugged debugging activities using gestures and embodiment
doi.org
Thursday, August 13
AI-generated versus human-developed assessment tasks in EFL context: insights from TPCK model
This study aimed to compare the pedagogical and content quality of AI-generated assessment tasks with those developed by humans in English language teaching, using a sequential-explanatory mixed-methods design. To accomplish this, 6 human-developed lesson plans from American English File 3 and 6 equivalent…
doi.orgExploring the viability of a framework for social justice-oriented digital transformation
This paper presents an application of a framework for educational social justice-oriented digital transformation, providing an analytical examination of four case studies of community-led design and implementation of digital technology with marginalized populations. The framework is rooted in a vision of social…
doi.org