Computers & Education
Thursday, October 1
Agency and adaptation in human–technology configurations: A fifty-year analysis of Computers & Education
Educational-technology histories are often organized around successive tools, obscuring how action, decision-making, regulation, and adaptive work are distributed among human and technological actors. Drawing on 5,387 papers published in Computers & Education over fifty years, this study examines how Agency and…
doi.orgTopic landscapes and cross-period semantic connections in Computers & Education
For the 50th anniversary of Computers & Education, this study describes the topic landscape and cross-period semantic connections among 5,226 articles published from 1980 to 18 June 2026. Independently fitted BERTopic models for 1980–2003, 2004–2013, 2014–2019, and 2020–2026 identified 11, 15, 18, and 9 non-noise…
doi.orgHow we study what we study: A methodological review of 50 years of educational technology research
Research in educational technology has been extensively mapped in terms of what has been studied, but far less attention has been paid to how it has been studied. This paper reports a methodological review of fifty years of research in Computers & Education, covering a corpus of 5,516 articles published between 1976…
doi.orgOnline Learner Engagement and Academic Support in the Age of Generative AI
doi.orgInstructional Approaches and Content Knowledge in Teaching Computational Thinking: A Large-Scale Study
doi.orgTechnology-enhanced second language learning in Computers & Education: A 50-year review of outcomes, technical affordances, theoretical frameworks, and their connections
Technology-enhanced second language learning (TEL2L) has been rapidly expanding as a prominent research strand over the past five decades, yet systematic reviews focusing specifically on how theoretical frameworks connect technical affordances to L2 outcomes remain scarce. To address this gap, this study presents a…
doi.orgDesigning a pipeline linking professional development to AI-driven instructional practices
doi.orgDisengaged Conversational Behaviors and Learning in Student-AI Dialogues for Mathematical Problem Solving
As the conversational AI agents become integrated into digital learning environments, students’ interaction with these systems can show conversational disengagement, including mocking, misleading, or otherwise diverting the agents. Although task-based disengagement such as gaming the system and off-task actions are…
doi.org
Monday, September 21
Thursday, September 17
Social knowledge construction across metaverse and chat collaboration: An epistemic network analysis of sequential hybrid learning
As immersive technologies and asynchronous communication tools are increasingly combined in collaborative learning, limited attention has been given to how synchronous and asynchronous phases are associated with different patterns of social knowledge construction (SKC). This study examined discourse patterns across…
doi.org
Thursday, September 10
Do strategies make a difference? Evaluating the impact on video-based learning and student engagement in K-12 education
Explanatory videos are central to digital and blended learning environments, especially in student-centered formats such as flipped classroom. Their instructional value depends not only on video design, but also on learners' ability to regulate their engagement with video-based content. Although research on flipped…
doi.org
Sunday, September 6
Tuesday, September 1
A five-study design-based research approach to co-design an institutional AI digital assistant
We report on a Design-Based Research (DBR) study that was conducted over a 13-month period to develop an institutional AI digital assistant (i-AIDA). Many students already use publicly available AI Digital Assistants (p-AIDA) like ChatGPT for academic purposes. However, there are concerns around the use of such p-AIDA…
doi.orgTrace-based measurement of self-regulated learning in primary mathematics: Implementation and validation within an adaptive learning platform
doi.orgFrom computer-supported collaborative learning to human–AI collaboration: CSCL research in fifty years of Computers & Education
doi.orgFrom citation to documented use: Computers & Education research in selected policy reports
doi.orgFifty years of topic development, thematic combination, and AI's evolving reach in Computers & Education
Across the first fifty years of Computers & Education , successive technologies entered an expanding educational agenda centered on teaching, learning, learner regulation, assessment, participation, access, and institutional conditions. This study examined how that agenda developed from 1976 through partial 2026. We…
doi.orgDevelopment and Validation of a Game-Based Assessment Tool for Computational Thinking Practices in Lower Primary Students
doi.orgMapping fifty years of technology-enhanced science and mathematics education in Computers & Education: Trends and connections with technologies, functions, and theories
This study reviewed 50 years of research on technology-enhanced science and mathematics education published in Computers & Education (1976–2026). Following PRISMA 2020 framework, 519 empirical studies were retained. BERTopic-based topic modeling was applied to derive the thematic structure of the corpus, and each…
doi.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
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.org
Tuesday, August 11
Combining AI and corpus technology in language teaching: Professional development and knowledge co-construction using the CoI framework
As established technologies (e.g., corpus technology) and emerging ones (e.g., generative AI) reshape language education, teachers need clear, evidence-based approaches to integrate both into practice. This mixed-methods study examined how over 150 language teachers co-developed AI-empowered TPACK for corpus…
doi.org
Saturday, August 8
Exploring group cohesion dynamics and the role of regulation in collaborative problem-solving using multimodal learning analysis
doi.orgUnpacking AI–education discourse: Topic modeling and fsQCA of Technology–Resilience dynamics in pedagogical perceptions
doi.org
Saturday, August 1
Introduction to “From crisis to continuity: Re-examining online teaching and learning in elementary and secondary education”
doi.orgThe design framework for pedagogical agents supporting constructivist learning with generative AI
doi.org
Friday, July 24
Incorporating pedagogical agents into desktop virtual reality: Does visual-tone emotional congruency matter?
doi.orgI hear you: Enhancing middle school mathematics engagement and learning outcomes through teachable agent voice design
doi.org
Monday, July 20
The experience of using AI-generated social stories as a behavioral intervention tool for children
As artificial intelligence becomes increasingly integrated into educational and therapeutic settings, understanding professional user experience with AI-generated interventions is crucial for successful implementation. This study examines how education and therapy professionals experience using social stories created…
doi.orgArtificial intelligence in educational leadership: A PRISMA-Guided bibliometric review and agenda for future research
Research on artificial intelligence (AI) in educational leadership is expanding rapidly but remains fragmented. This study synthesises the field through a PRISMA-guided bibliometric analysis of 219 peer-reviewed articles from Web of Science and Scopus and develops an agenda for future research. Using VOSviewer, we…
doi.org