Education and Information Technologies教育与国际信息技术
Education and Information Technologies(英文缩写 EDUC INF TECHNOL),ISSN 1360-2357,eISSN 1573-7608,中文译名:教育与国际信息技术 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.666 | Q1 |
| 2022 | 5.500 | Q1 |
| 2023 | 4.800 | Q1 |
| 2024 | 5.400 | Q1 |
| 2025 | 7.200 | Q1 |
Education and Information Technologies 最新收录文献
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1. Retraction Note: Online learning challenges in Thailand and strategies to overcome the challenges from the students' perspectives.
PMID:日期:2026-03-14[This retracts the article DOI: 10.1007/s10639-022-11530-6.].
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2. Quality of technology integration matters: Positive associations with students' behavioral engagement and digital competencies for learning.
PMID:日期:2024-10-29Despite extensive research on technology's potential to enhance teaching, large-scale studies often report mixed or negative impacts of technology use at school on student learning achievements. This ambiguity is often attributed to previous large-scale studies focusing more on the frequency rather than the quality of technology integration in the classroom. To further investigate this issue, our study developed the Technology Integration Quality Scale (TIQS) to measure students' perceptions of technology integration across different dimensions of teaching quality: support for learning, classroom management, individualized teaching, and cognitive activation. Using a sample of 2,281 students from 29 upper secondary schools in Switzerland, we validated the TIQS through exploratory and confirmatory factor analyses. We also employed cluster-robust structural equation modelling to examine how both the frequency and perceived quality of technology integration predict students' self-assessed digital competencies and behavioral engagement for learning. The results show that quality explains considerably more variance than the frequency of technology integration in promoting both students' behavioral engagement and digital competencies for learning. However, for digital competencies, quantity also explains a substantial amount of variance. By simultaneously considering multiple dimensions of teaching quality, the frequency of technology use and two output variables, this study contributes to the existing research by offering a more nuanced perspective on the impact of technology integration. Furthermore, interaction effects between the independent variables highlight the need to further explore the relationships between different dimensions of teaching quality, which could also contribute to the development of the theory of generic teaching quality
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3. Effects of adaptive feedback through a digital tool - a mixed-methods study on the course of self-regulated learning.
PMID:日期:2024-03-02Lifelong learning is emerging as a key priority for promoting equity and sustainability in societies. Self-regulated learning (SRL) is a fundamental requirement for achieving successful lifelong learning, and digitization is increasingly influential in this regard. This mixed-methods study explores the degree to which adaptive learning technology (ALT) can assist university students in their SRL with timely and personalized support. Additionally, the study examines how students perceive this feedback and incorporate it into their learning behavior. Using hierarchical linear modeling, we investigated the development of SRL over a 9-week period. Semi-structured interviews were conducted with purposively selected learners, based on stimulated recalls. The quantitative results demonstrate positive development in certain components of SRL. Furthermore, the results indicate that metacognitive activity can be partially predicted by motivational and emotional states. The qualitative findings reveal that learners have varying perceptions of feedback received from ALT and integrate it into their learning behaviors based on their individual benefits. The results support the assumption that feedback provided through educational technology must be precisely tailored to the needs of learners, taking into account the dynamics of their individual learning processes. The study contributes to the ongoing discussion on the design of educational technology. The online version contains supplementary material available at 10.1007/s10639-024-12510-8.
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4. Measuring cyber wisdom: preliminary validation of a new four-component measure.
PMID:日期:2023-07-04Cyber-wisdom is the ability to know and do the right thing at the right time, when using digital technologies, and is a concept that is gaining attention from educators. Whilst the theory and practice of cyber-wisdom education is established, to date there has been no attempt to investigate how the virtue of cyber-wisdom might be measured. This is a lacuna as it limits future research in the area, including, in particular, proximal evaluations of cyber-wisdom interventions. This article introduces a new four-component measure of cyber-wisdom, which is relevant to how the virtue may be cultivated in practice via formal education and the teaching of what is generally referred to as digital citizenship education. The measure was piloted with 1,331 13-16 year-olds. The findings provide initial evidence that cyber-wisdom literacy, reasoning, reflection, and motivation can be measured. This study provides preliminary validation of cyber-wisdom sub-measures that might be used in evaluations of educational interventions that seek to help children and adolescents live with wisdom in the digital age.
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5. Mapping of digital pedagogies in higher education.
PMID:日期:2023-06-07The purpose of this research is to analyse the evolution and trends of research into digital pedagogy in higher education through the application of bibliometric analysis and systematic review of scientific output. For the bibliometric analysis, the built-in functions of WoS were used, including and The VOSviewer software was employed to construct bibliometric maps. The analysis focuses on studies about digitalisation, university education and education quality, three categories that are grouped around digital pedagogies and methodologies. The sample contains 242 scientific publications, including articles (65.7%), publications published in the United States (17.7%) and publications financed by the European Commission (3.71%). Barber, W., and Lewin, C., are the authors with the greatest impact. The scientific output forms three networks: the "social network" (2000-2010), the "digitalisation network" (2011-2015) and the "network of the expansion of digital pedagogy" (2016-2023). The most-mature research (2005-2009) concerns the integration of technologies in education. The research with the greatest impact (2020-2022) looks at digital pedagogy and its implementation during the situation created by COVID-19. This research shows that digital pedagogy has come a long way over the last twenty years, but it is at the same time a topical area today. The paper opens up future paths for research such as the development of more-flexible pedagogies that can be adapted to different pedagogical scenarios.
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6. A systematic review of social classroom climate in online and technology-enhanced learning environments in primary and secondary school.
PMID:日期:2023-05-25Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies' limitations we outline implications and future research, such as the need to consider students' voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.
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7. Effects of a collaborative and gamified online learning methodology on class and test emotions.
PMID:日期:2023-05-24This study examines the influence of students' individual attitude and social interactions on participation in collaborative and gamified online learning activities, as well as the influence of participating in those activities on students' online class- and test-related emotions. Based on a sample of 301 first year Economics and Law university students and using the Partial Least Squares-Structural Equation Modelling approach, all the relationships among first-order and second-order constructs included in the model are validated. The results support all the hypotheses studied, confirming the positive relationship that both students' individual attitude and social interactions have on participation in collaborative and gamified online learning activities. The results also show that participating in those activities is positively related with class- and test-related emotions. The main contribution of the study is the validation of the effect of collaborative and gamified online learning on university students' emotional well-being through the analysis of their attitude and social interactions. Moreover, this is the first time in the specialised learning literature that students' attitude is considered as a second-order construct operationalised by three factors: the perceived usefulness that this digital resource brings to the students, the entertainment that this digital resource brings to the students, and the predisposition to use this digital resource among all those available in online training. Our findings aim to shed light for educators when preparing and designing computer mediated and online teaching programs that seek to generate positive emotions as a motivation for students.
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8. My Lovely Granny's Farm: An immersive virtual reality training system for children with autism spectrum disorder.
PMID:日期:2023-05-20One of the biggest difficulties faced by children with Autism Spectrum Disorder during their learning process and general life, is communication and social interaction. In recent years, researchers and practitioners have invested in different approaches to improving aspects of their communication and learning. However, there is still no consolidated approach and the community is still looking for new approaches that can meet this need. Addressing this challenge, in this article we propose a novelty approach (i.e., an Adaptive Immersive Virtual Reality Training System), aiming to enrich social interaction and communication skills for children with Autism Spectrum Disorder. In this adaptive system (called My Lovely Granny's Farm), the behavior of the virtual trainer changes depending on the mood and actions of the users (i.e., patients/learners). Additionally, we conducted an initial observational study by monitoring the behavior of children with autism in a virtual environment. In the initial study, the system was offered to users with a high degree of interactivity so that they might practice various social situations in a safe and controlled environment. The results demonstrate that the use of the system can allow patients who needed treatment to receive therapy without leaving home. Our approach is the first experience of treating children with autism in Kazakhstan and can contribute to improving the communication and social interaction of children with Autism Spectrum Disorder. We contribute to the community of educational technologies and mental health by providing a system that can improve communication among children with autism and providing insights on how to design this kind of system.
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9. Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic.
PMID:日期:2023-05-20The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the Covid-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a 'new normal' for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper's co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study's findings highlight critical factors and barriers related to emerging practices which support students' interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.
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10. Investigating behavioral patterns of procrastinators in a Wiki-based activity.
PMID:日期:2023-05-16Procrastination is one of the issues affecting more than half of the student population and is known to impact them negatively. It is also one of the major reasons for failure and dropout. Therefore, several studies have been conducted in this domain to understand when and why students procrastinate. The existing studies use self-reported procrastination scales and/or digital traces of student interactions recorded in learning environments to identify procrastination behavior. The majority of the extant studies leverage individual tasks such as assignments submission, quizzes attempted, course materials assessed by a student, etc., to study such behavior. This paper uses group-based collaborative wiki activity to explore the procrastination behavior among the students. This study will help us explore student behavior in a group activity. The results would help us investigate if the student's behavior changes when it comes to a group activity. The results would be beneficial for instructors, practitioners, and educational researchers to know if group activity could be utilized to overcome procrastination behavior.