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/compedu/https://doi.org/10.1016/j.compedu.2026.105757https://doi.org/10.1016/j.compedu.2026.105757Educational-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…Thu, 01 Oct 2026 12:00:00 GMTYuan‐Hsuan Lee et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105758https://doi.org/10.1016/j.compedu.2026.105758For 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…Thu, 01 Oct 2026 12:00:00 GMTXieling Chen et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105760https://doi.org/10.1016/j.compedu.2026.105760Research 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…Thu, 01 Oct 2026 12:00:00 GMTJo Tondeur et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105763https://doi.org/10.1016/j.compedu.2026.105763Thu, 01 Oct 2026 12:00:00 GMTJered Borup et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105759https://doi.org/10.1016/j.compedu.2026.105759Thu, 01 Oct 2026 12:00:00 GMTSara Monteyne et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105762https://doi.org/10.1016/j.compedu.2026.105762Technology-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…Thu, 01 Oct 2026 12:00:00 GMTRuofei Zhang et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105764https://doi.org/10.1016/j.compedu.2026.105764Thu, 01 Oct 2026 12:00:00 GMTAri KimResearchhttps://doi.org/10.1016/j.compedu.2026.105766https://doi.org/10.1016/j.compedu.2026.105766As 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…Thu, 01 Oct 2026 12:00:00 GMTJihyun Rho et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105751https://doi.org/10.1016/j.compedu.2026.105751Mon, 21 Sep 2026 12:00:00 GMTChengchen Li et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105750https://doi.org/10.1016/j.compedu.2026.105750As 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…Thu, 17 Sep 2026 12:00:00 GMTShu Ching Yang and SuwandiResearchhttps://doi.org/10.1016/j.compedu.2026.105749https://doi.org/10.1016/j.compedu.2026.105749Explanatory 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…Thu, 10 Sep 2026 12:00:00 GMTSebastian Rohr et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105748https://doi.org/10.1016/j.compedu.2026.105748Sun, 06 Sep 2026 12:00:00 GMTBram Cabbeke et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105746https://doi.org/10.1016/j.compedu.2026.105746We 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…Tue, 01 Sep 2026 12:00:00 GMTBart Rienties et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105747https://doi.org/10.1016/j.compedu.2026.105747Tue, 01 Sep 2026 12:00:00 GMTBor‐Chen Kuo et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105753https://doi.org/10.1016/j.compedu.2026.105753Tue, 01 Sep 2026 12:00:00 GMTRamazan Yılmaz and Fatma Gizem Karaoğlan YılmazResearchhttps://doi.org/10.1016/j.compedu.2026.105754https://doi.org/10.1016/j.compedu.2026.105754Tue, 01 Sep 2026 12:00:00 GMTZvi Bekerman and Miguél NussbaumResearchhttps://doi.org/10.1016/j.compedu.2026.105755https://doi.org/10.1016/j.compedu.2026.105755Across 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…Tue, 01 Sep 2026 12:00:00 GMTJiun‐Yu Wu et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105752https://doi.org/10.1016/j.compedu.2026.105752Tue, 01 Sep 2026 12:00:00 GMTQisheng Luo and Shuhan ZhangResearchhttps://doi.org/10.1016/j.compedu.2026.105756https://doi.org/10.1016/j.compedu.2026.105756This 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…Tue, 01 Sep 2026 12:00:00 GMTMin‐Hsien Lee et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105745https://doi.org/10.1016/j.compedu.2026.105745As 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…Fri, 28 Aug 2026 12:00:00 GMTSiya Liang et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105742https://doi.org/10.1016/j.compedu.2026.105742This 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…Fri, 14 Aug 2026 12:00:00 GMTAri KimResearchhttps://doi.org/10.1016/j.compedu.2026.105743https://doi.org/10.1016/j.compedu.2026.105743Fri, 14 Aug 2026 12:00:00 GMTEdwin Chng and Bertrand SchneiderResearchhttps://doi.org/10.1016/j.compedu.2026.105728https://doi.org/10.1016/j.compedu.2026.105728As 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…Tue, 11 Aug 2026 12:00:00 GMTQing Ma et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105739https://doi.org/10.1016/j.compedu.2026.105739Sat, 08 Aug 2026 12:00:00 GMTYoonhee Shin et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105738https://doi.org/10.1016/j.compedu.2026.105738Sat, 08 Aug 2026 12:00:00 GMTHongfeng Zhang et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105727https://doi.org/10.1016/j.compedu.2026.105727Sat, 01 Aug 2026 12:00:00 GMTLeanna Archambault et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105744https://doi.org/10.1016/j.compedu.2026.105744Sat, 01 Aug 2026 12:00:00 GMTChen‐Chung Liu et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105726https://doi.org/10.1016/j.compedu.2026.105726Fri, 24 Jul 2026 12:00:00 GMTShufan Yu et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105725https://doi.org/10.1016/j.compedu.2026.105725Fri, 24 Jul 2026 12:00:00 GMTHai Li et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105723https://doi.org/10.1016/j.compedu.2026.105723As 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…Mon, 20 Jul 2026 12:00:00 GMTNechami Zaklas and Tali GazitResearchhttps://doi.org/10.1016/j.compedu.2026.105724https://doi.org/10.1016/j.compedu.2026.105724Research 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…Mon, 20 Jul 2026 12:00:00 GMTChuan‐Chung Hsieh et al.Researchhttps://doi.org/10.1016/j.compedu.2026.105722https://doi.org/10.1016/j.compedu.2026.105722Fri, 17 Jul 2026 12:00:00 GMTZhongling Pi et al.Research