Intl. Journal of Ed Tech in Higher Education
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Sunday, October 11
Human–AI collaborative patterns in GenAI-supported instructional design among pre-service teachers: an analysis of interaction sequences and cognitive load
Abstract The rapid advancement of generative artificial intelligence is profoundly reshaping the paradigm of instructional design. However, the micro-level process patterns of human-AI collaboration in generative AI-enabled instructional design for pre-service teachers still require in-depth analysis. This study aims…
doi.org
Monday, October 5
Seeing what students learn: assessing cognitive representations and academic outcomes via EEG image reconstruction
Abstract Understanding how humans process visual information during learning remains a central challenge in cognitive neuroscience. Traditional approaches typically rely on behavioral observations or indirect neural measures, which limits direct insight into learners' internal cognitive representations. Recent…
doi.org
Wednesday, September 9
AI-Supported lecturer decision-making in higher education: a socio-technical perspective
Abstract Artificial intelligence (AI) has become an integral part of teaching and learning in higher education. Through its capacity to generate actionable insights from student data, AI systems provide new opportunities to support lecturers’ decision-making. However, it remains unclear how AI systems support and…
doi.org
Tuesday, September 8
Guarded adoption of generative AI in higher education: high-achieving students, successful-student identity, and epistemic agency in a single-university mixed-methods survey
Abstract Generative artificial intelligence is becoming part of university learning, but students do not engage with it uniformly. This mixed-methods survey of students at one Australian university examined whether successful-student identity and student-reported academic achievement were associated with different…
doi.org
Monday, August 31
Knowing its name, not its nature: word association mapping of student AI cognition and evidence-based micro-credential design in Turkish higher education
Abstract Although artificial intelligence (AI) tools are now deeply embedded in Turkish university students’ academic lives, students’ cognitive representations of AI remain instrumentally oriented and structurally fragmented. This study presents a needs assessment for designing AI literacy micro-credential programmes…
doi.org
Wednesday, August 26
From 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.org
Tuesday, August 25
What 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
Understanding 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
Tuesday, August 11
Integrating LLM with consortium blockchain for personalized and verifiable online education in higher education
Abstract Online Education in Higher Education is rapidly evolving through the integration of Large Language Model (LLM)-powered intelligent systems, which enable personalized tutoring, dynamic content generation, and automated assessment. However, the widespread adoption of LLMs in education is hampered due to their…
doi.org
Thursday, July 30
Differential engagement with generative artificial intelligence in higher education: Gender, motivation, and achievement trajectories
Abstract This study moves beyond asking whether generative AI (GenAI) improves learning to examine who engages, how they engage, and what kinds of questions they ask. We investigated how graduate students used a GenAI chatbot designed based on Retrieval-Augmented Generation (RAG) architecture to support statistics…
doi.org
Sunday, July 26
Anticipatory governance and leadership for AI implementation in higher education: A scoping review
Abstract As the education sector attempts to address rapid changes caused by Artificial Intelligence (AI), it becomes crucial to examine approaches to leadership at the organizational and system levels. This scoping review explores how anticipatory models of governance are conceptualised and operationalised globally…
doi.org
Wednesday, July 15
Human-centered GenAI feedback design in higher education: a multisite experiment on direct, reflective, and hybrid approaches to scientific argumentation
Abstract Generative artificial intelligence (GenAI) is increasingly used for feedback in higher education, yet evidence remains limited on how alternative human–AI feedback designs shape learning processes and durable outcomes. This study addresses that gap through a multisite, cluster-randomized, longitudinal field…
doi.org