Resultados de búsqueda - Journal of Computer Assisted Learning

Design and Validation of the AI‐Integrated Metacognitive Self‐Regulation of Future Thinking Scale (MSRFTS) for Female University Students. por AlMuhaysh, Hissah Fahad

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Are Teachers Addicted to AI? Analysing Factors Influencing Dependence on Generative AI Through the I‐PACE Model. por Du, Yiran, Tang, Mi, Jia, Kunjie, Wang, Chenghao, Zou, Bin

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Unveiling the Relationship Between Undergraduate Students' Emergent Roles and Learning Performance in Collaborative Argumentation‐Based Learning: Insights From Sequence Clustering... por Liu, Qingtang, Chang, Yubei, Li, Xiaojuan, Zheng, Xinxin

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Investigating the Influence of Training Difficulty on the Learning Outcomes of Medical Students. por Kandemir, Erva Nihan, Vie, Jill‐Jênn, Sanchez‐Ayte, Adam, Palombi, Olivier, Ramus, Franck

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AI‐Powered Applications' Effects on English Language Learners' Cognitive, Metacognitive, and Resource Management Strategies, and Language Achievement. por Chen, Junhua, Alibakhshi, Goudarz

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A New Approach to Field Learning—Virtual Field Trips: A Systematic Review. por Hu, Rong, Zhang, Ying

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The Role of Trait Cognitive Flexibility on Game‐Based Learning: A Media‐Comparison Study. por Zhao, Fangzheng, Lin, Qiyang, Mayer, Richard E.

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A Meta‐Analysis of Moderators of the Effects of Technology‐Enhanced Adaptive Learning on Primary and Secondary Students' Learning Outcomes. por Wang, Jingxian, Tigelaar, Dineke E. H., Ye, Tong, Admiraal, Wilfried

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Effects of a Self‐Regulated Cooperative Programming Approach on Elementary Students' Programming Knowledge, Metacognitive Awareness, and Self‐Efficacy. por Liu, Chengye, Cui, Zhihao, Weng, Xiaojing

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Systematically Reviewing the Rigour of Immersive Virtual Reality Research in STEM Education: A Deep Dive Into Threats to Internal Validity. por Martella, Amédee Marchand, Lawson, Alyssa P., Martella, Ronald C., LaBonte, Kristen, Zhao, Fangzheng, Delgado, Cynthia Y., Munns, Mitchell E., LeRoy, Ashleigh Wells, Gluck, Justin A., Mayer, Richard E.

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Augmented Reality in Science, Technology, Engineering and Mathematics Education: A Meta‐Analysis. por Hidayat, Riyan, Samsudin, Shamsulariffin, Wang, Xiaolin, Rahman, Siti Nadhirah Abd

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How LLM Chatbots Shape Self‐Regulated Language Learning: The Interplay of Cognitive Load and Basic Psychological Needs. por Hao, Chun, Ma, Ning, Saad, Mohd Rashid Bin Mohd, Halim, Huzaina Binti Abdul, Guo, Mengmeng, Hao, Mengyao

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Adoption of Generative AI Technologies: Insights From the UTAUT2 Model, Personality Characteristics, and Behavioural Factors. por Gazit, Tali, Eitan, Tal, Gal, Lilach, Gradovitch, Noah

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Supporting Pre‐Service Teachers' Diagnostic Skills: Analysing Judgement Accuracy and Chatbot Impact in a Biology Classroom Simulation. por Fiedler, Daniela, Schönle, Daniel, Reich, Christoph, Harms, Ute

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Automatic Short‐Answer Grading in Sustainability Education: AI–Human Agreement. por Emirtekin, Emrah, Özarslan, Yasin

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Intelligent Tutoring Systems Need Teachers. por Bardach, Lisa, Moeller, Korbinian, Ruiz‐Garcia, Miguel, Strittmatter, Younes, Meyer, Jennifer, Musslick, Sebastian, Spitzer, Markus

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Comparing Dynamic Versus Pre‐Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment. por Yang, Kexin Bella, Pan, Yiliu, Liu, Menghan, Rummel, Nikol, Aleven, Vincent

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An RL‐Driven Adaptive Game Approach to Support Cultural Heritage Learning. por Tsita, Christina, Gogos, Christos, Dimitriou, Nikolaos, Tzovaras, Dimitrios, Satratzemi, Maya

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When Do Teachers' Pleasant Expressions in Video Lectures Facilitate Learning? The Role of Emotional Learning Materials and Auditory Emotions. por Zhu, Fangfang, Liu, Yifen, Wang, Mengyuan, Yang, Jiumin, Pi, Zhongling, Ma, Zhiqiang

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Who Gives Feedback Matters: Student Biases Towards Human and AI‐Generated Formative Feedback. por Nazaretsky, Tanya, Mejia‐Domenzain, Paola, Swamy, Vinitra, Frej, Jibril, Käser, Tanja

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