Australasian Journal of Educational Technology
Monday, October 5
Stand by me: Does promoting university clubs and societies through personalised emails and videos work?
Students have faced substantial challenges concerning belonging following the pandemic, particularly related to isolation and loneliness. This study implemented and examined the efficacy of an intervention using personalised emails and learning management system (LMS) based promotional videos designed to enhance…
doi.orgDesigning generative AI–powered reflective learning dashboards for enhancing self-regulated learning in higher education
A reflective learning dashboard powered by generative artificial intelligence (AI) was developed to enhance self-regulated learning, student engagement, academic performance and learner perceptions in higher education. Grounded in learning analytics and generative feedback pedagogy, the system integrates behavioural…
doi.org
Thursday, September 17
Determinants of learners’ perceived performance in and loyalty towards a micro-learning setting: A model integrating self-determination theory
As digitalisation continues to reshape education and massive open online courses (MOOCs) gain popularity, micro-learning has emerged as a key strategy to enhance learning in both formal and informal settings. Recognising this potential, the present study investigated Vietnamese learners’ psychological needs,…
doi.orgThe relationship between perceived artificial intelligence competencies and critical thinking skills: The role of digital literacy and cognitive engagement
This study investigated the relationship between perceived artificial intelligence (AI) competency and critical thinking skills among Generation Z students, with a focus on the mediating roles of digital literacy and cognitive engagement. Grounded in social cognitive theory, the research posited that individuals who…
doi.orgTechnology-mediated classroom management among novice and experienced EFL teachers: Beliefs and practices in online learning
The growth of technology-mediated online learning has created new challenges for classroom management, particularly in English as a Foreign Language contexts, where interaction and participation are central to learning. Concerns have emerged that traditional strategies, such as maintaining eye contact and using…
doi.orgInvestigating student engagement with personalised generative AI feedback: Effects on creative problem-solving and feedback uptake
Personalised generative artificial intelligence (GenAI) feedback holds potential for supporting students’ creative problem-solving, yet empirical evidence on its effects and underlying mechanisms remains limited. This study addressed these gaps through a within-subjects experiment with 62 Chinese university students,…
doi.orgComparative analysis of peer group and AI-generated feedback in peer assessment: Insights into feedback quality and student perceptions in higher education
The rapid integration of generative artificial intelligence (AI) into peer assessment is reshaping feedback practices in higher education. However, empirical evidence directly comparing human and AI-generated feedback remains limited. This mixed methods study compared feedback quality and student perceptions between…
doi.orgIntegrating generative AI chatbot beyond classrooms: Exploring students’ interactions with chatbot and competencies in systems thinking
Novice learners often struggle to engage with the complexity inherent in systems thinking. This study explores how a customised generative artificial intelligence (GenAI) chatbot can scaffold students’ systems thinking processes in a critical thinking and problem-solving skills module at an institute of higher…
doi.org
Friday, September 11
Efficiency at what cost? Salvaging constructive alignment from the GenAI hype
Ease of use and access are leading educators to adopt generative artificial intelligence (GenAI) technologies to augment their practice in areas such as constructive alignment. Drawing on critical and post-digital literature to frame a critical discourse analysis, we interrogated grey literature on utilising GenAI in…
doi.orgConfiguring complex and dynamic determinants of undergraduate students’ continuous usage of learning management system mobile apps: Insights from fsQCA
Research lacks a comprehensive analysis of the factors influencing students’ continuous usage of learning management system (LMS) mobile applications, especially considering the heterogeneity and dynamic psychological changes among undergraduate students. This study employed an integrative stimulus-organism-response…
doi.org
Wednesday, July 15
GenAI as a frenemy in teaching: Perceived autonomy and risks
Generative artificial intelligence (GenAI) has the potential to transform education, yet little is known about how teachers’ perceptions of its autonomy and their risk aversion influence their willingness to adopt. This mixed method study utilised a human-AI interaction lens to investigate the psychological processes…
doi.org