Underlining what matters in higher ed and ed tech: news, vendor updates, and commentary from across the field, in one place.https://theunderline.netlify.app/source/bjet/https://doi.org/10.1111/bjet.70084https://doi.org/10.1111/bjet.70084Abstract This study examines how social support and affective factors (enjoyment, boredom, embarrassment, and shyness) shape young learners' informal digital learning of Chinese (IDLC) in New Zealand. Drawing on proactive language learning theory, we conceptualized IDLC as learners' autonomous involvement with…Thu, 08 Oct 2026 12:00:00 GMTGuangxiang Liu and Xian ZhaoResearchhttps://doi.org/10.1111/bjet.70093https://doi.org/10.1111/bjet.70093Abstract Generative artificial intelligence (GAI) has become a prevalent tool in higher education, yet little is known about how its use affects the learning experiences of minority‐ethnic international students (MEIS). Drawing on an extended Unified Theory of Acceptance and Use of Technology (UTAUT) and a four‐strand…Sun, 04 Oct 2026 12:00:00 GMTOlatunji David Adekoya et al.Researchhttps://doi.org/10.1111/bjet.70092https://doi.org/10.1111/bjet.70092Abstract Process‐oriented approaches are needed to understand the temporality and dynamics of teacher–student interactions in higher education classrooms. In this study, we follow a complexity science approach, based on non‐linear intra‐ and inter‐personal physiology methods, to explore the physiology of…Sat, 03 Oct 2026 12:00:00 GMTMuhterem Dindar et al.Researchhttps://doi.org/10.1111/bjet.70089https://doi.org/10.1111/bjet.70089Abstract The rapid proliferation of generative artificial intelligence (GenAI) has made fostering learners' critical thinking an increasingly pressing educational challenge. While single‐agent GenAI applications are prone to limited perspective diversity and echo‐chamber effects, multi‐agent systems (MAS) offer a…Tue, 29 Sep 2026 12:00:00 GMTXiaoyan Chu et al.Researchhttps://doi.org/10.1111/bjet.70088https://doi.org/10.1111/bjet.70088Abstract Cognitive presence and social presence are essential for computer‐supported collaborative learning (CSCL). Yet, monitoring and providing personalised feedback to support these presences remain a persistent challenge, particularly in the context of social annotation (SA). Generative Artificial Intelligence…Thu, 24 Sep 2026 12:00:00 GMTMengru Pan et al.Researchhttps://doi.org/10.1111/bjet.70090https://doi.org/10.1111/bjet.70090Abstract Generative artificial intelligence (GenAI) has become a routine source of feedback, explanation, drafting support and task guidance in higher education. This study examined how individual students' self‐reported GenAI reliance and perceived human agency co‐varied over time in an AI‐supported collaborative…Tue, 22 Sep 2026 12:00:00 GMTYanyi Wu and Xinyu LuResearchhttps://doi.org/10.1111/bjet.70086https://doi.org/10.1111/bjet.70086Abstract Young children increasingly engage with digital media tools for purposes of education, entertainment and communication. This study examines children's digital media activities within the context of their larger home learning environment (HLE). Using data from two different samples ( N = 289), we looked at…Tue, 22 Sep 2026 12:00:00 GMTBurcu H. Tatar et al.Researchhttps://doi.org/10.1111/bjet.70087https://doi.org/10.1111/bjet.70087Abstract Interactions with AI‐based student avatars offer scalable opportunities to practice educational dialogue in practice‐based teacher education (PBTE), yet little is known about the interaction quality of such simulations. This exploratory case study examined whether avatar‐mediated exchanges provide authentic…Thu, 17 Sep 2026 12:00:00 GMTDennis Hauk et al.Researchhttps://doi.org/10.1111/bjet.70079https://doi.org/10.1111/bjet.70079Abstract Despite the increasing application of AI chatbots, few studies have examined the effectiveness of AI chatbot‐supported cooperative‐flipped classrooms in university teaching. Based on mastery learning theory, this study employed a quasi‑experimental design to examine how an AI chatbot‐supported…Fri, 07 Aug 2026 12:00:00 GMTKai Wang et al.Researchhttps://doi.org/10.1111/bjet.70083https://doi.org/10.1111/bjet.70083Abstract Emotion regulation has been recognized as a key factor affecting students' academic success. However, in conventional school settings, it is challenging to foster students' emotion regulation owing to the involvement of complex factors that might influence students' conscious and unconscious behaviours. To…Fri, 07 Aug 2026 12:00:00 GMTXiaoli Zheng et al.Researchhttps://doi.org/10.1111/bjet.70082https://doi.org/10.1111/bjet.70082Abstract The rapid growth of massive online learning has intensified interest in self‐regulated learning (SRL) and socially shared regulation of learning (SSRL), yet empirical insights into their interplay in online collaborative learning (OCL) remain limited. This study employed a three‐layer analytical method…Sun, 02 Aug 2026 12:00:00 GMTTao He et al.Researchhttps://doi.org/10.1111/bjet.70081https://doi.org/10.1111/bjet.70081Abstract Digital game‐based learning often leverages social dynamics to enhance engagement, yet the interplay between collaborative structures and competitive pressures remains complex. This study investigated different collaboration modes and how they interact with competition to influence computational thinking (CT)…Sun, 02 Aug 2026 12:00:00 GMTChing‐Huei Chen and Kun HuangResearchhttps://doi.org/10.1111/bjet.70080https://doi.org/10.1111/bjet.70080Abstract Fostering design thinking relies on instructional feedback, yet traditional instructor‐led methods face practical limitations. Although generative AI (GenAI) may offer promising solutions based on its advantages, existing studies predominantly characterise it as a performance‐enhancing task assistant rather…Thu, 30 Jul 2026 12:00:00 GMTXiao FeiResearchhttps://doi.org/10.1111/bjet.70078https://doi.org/10.1111/bjet.70078Abstract While emotional design in educational AI is often presented as a universal benefit, this study challenges that assumption, investigating when, for whom and how it impacts L2 vocabulary learning. This paper reports on the first phase of a larger project, analysing data from a quasi‐experimental study with 147…Sat, 18 Jul 2026 12:00:00 GMTZhuo Wang and Hui PangResearch