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ORCIDComputers & Education, Volume 228
Volume 228, 2025
- Junjun Chen, Masoumeh Kouhsari:
Demystifying the personal and social forces behind school digital transformation: An analysis of the job demands and resources theory through school leaders. 105232 - Tudor Cristea, Sami Heikkinen, Chris Snijders, Mohammed Saqr, Uwe Matzat, Rianne Conijn, Ad Kleingeld:
Dynamics of self-regulated learning: The effectiveness of students' strategies across course periods. 105233 - Ning Ren, Barry Lee Reynolds, Brian V. Rusk:
Virtual companionship or flesh and blood: The effects of study-with-me (SWM) videos on learners' intrinsic motivation, perceived pressure, and performance. 105243 - Yuheng Li, Mladen Rakovic, Namrata Srivastava, Xinyu Li, Quanlong Guan, Dragan Gasevic, Guanliang Chen:
Can AI support human grading? Examining machine attention and confidence in short answer scoring. 105244 - Surina He, Ying Cui:
A systematic review of the use of log-based process data in computer-based assessments. 105245 - Rogers Kaliisa, Sonsoles López-Pernas, Kamila Misiejuk, Crina Damsa, Marta Sobocinski, Sanna Järvelä, Mohammed Saqr:
A Topical Review of Research in Computer-Supported Collaborative Learning: Questions and Possibilities. 105246 - Fitore Morina, Tim Fütterer, Nicolas Hübner, Steffen Zitzmann, Christian Fischer:
Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. 105247 - Fangzhou Jin, Lanfang Sun, Yunqiu Pan, Chin-Hsi Lin:
High heels, compass, spider-man, or drug? Metaphor analysis of generative artificial intelligence in academic writing. 105248 - Siu Cheung Kong, Ting-Jun Lin, Yee Man Kayla Siu:
The role of perceived teacher support in students' attitudes towards and flow experience in programming learning: A multi-group analysis of primary students. 105249 - Chan Wang, Hongbiao Yin:
How do Chinese undergraduates harness the potential of appraisal and emotions in generative AI-Powered learning? A multigroup analysis based on appraisal theory. 105250
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