Computers and Education Open计算机与教育开放
Computers and Education Open(英文缩写 COMPUT EDUC OPEN),ISSN 2666-5573,eISSN 2666-5573,中文译名:计算机与教育开放 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 |
|---|---|---|
| 2022 | 3.600 | N/A |
| 2023 | 4.100 | Q1 |
| 2024 | 5.700 | Q1 |
| 2025 | 12.300 | Q1 |
Computers and Education Open 最新收录文献
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1. Middle school teachers' implementation and perceptions of automated writing evaluation.
1. 中学教师对自动化写作评价的实施与看法PMID:日期:2024-12Despite research supporting the efficacy of Automated Writing Evaluation (AWE) in improving writing outcomes, inconsistent implementation by teachers raises concerns about the efficacy of these systems in practice. However, little is known about what factors influence teachers' implementation and perceptions of AWE. This study examined the relationship between teachers' implementation and perceptions of the MI Write AWE system, seeking to identify actionable factors that could enhance AWE implementation and acceptance in the future. A mixed-methods design was utilized, combining quantitative analysis of usage logs and survey data with qualitative insights from focus groups and interviews with 19 teachers who participated in a randomized controlled trial (RCT) testing the efficacy of MI Write on students' writing outcomes. Quantitative data were subjected to descriptive and non-parametric statistical analyses, while qualitative data underwent a deductive coding process, offering an integrated view of MI Write's use and educators' perceptions. Teachers implemented MI Write variably and not to the extent expected of them within the RCT, but they did report generally positive attitudes towards MI Write. Findings indicated that positive perceptions of system usability and usefulness may be insufficient to promote effective implementation. Instead, ecological factors such as curricular alignment and the challenge of incorporating AWE into existing workload, administrative support, and broader social and educational policy appeared as factors influencing implementation. Findings emphasize that teachers' implementation and perceptions of AWE are dependent on a range of contextual elements beyond mere system functionality, suggesting that successful adoption requires addressing broader ecological considerations.
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2. A Latent Dirichlet Allocation approach to understanding students' perceptions of Automated Writing Evaluation.
2. 一种理解学生对自动写作评价看法的潜在狄利克雷分配方法PMID:日期:2024-06Automated writing evaluation (AWE) has shown promise in enhancing students' writing outcomes. However, further research is needed to understand how AWE is perceived by middle school students in the United States, as they have received less attention in this field. This study investigated U.S. middle school students' perceptions of the AWE system. Students reported their perceptions of MI Write's usefulness using Likert-scale items and an open-ended survey question. We used Latent Dirichlet Allocation (LDA) to identify latent topics in students' comments, followed by qualitative analysis to interpret the themes related to those topics. We then examined whether these themes differed among students who agreed or disagreed that MI Write was a useful learning tool. The LDA analysis revealed four latent topics: (1) students desire more in-depth feedback, (2) students desire an enhanced user experience, (3) students value MI Write as a learning tool but desire greater personalization, and (4) students desire increased fairness in automated scoring. The distribution of these topics varied based on students' ratings of MI Write's usefulness, with Topic 1 more prevalent among students who generally did not find MI Write useful and Topic 3 more prominent among those who found MI Write useful. Our findings contribute to the enhancement and implementation of AWE systems, guide future AWE technology development, and highlight the efficacy of LDA in uncovering latent topics and patterns within textual data to explore students' perspectives of AWE.
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3. Rethinking determinants of primary school teachers' technology acceptance during the COVID-19 pandemic.
3. 反思新冠疫情期间小学教师技术接受度的决定因素PMID:日期:2023-06-03The COVID-19 pandemic forced teachers to suddenly change their teaching mode from face-to-face to emergency remote teaching creating the biggest disruption in the history of education. Despite facing significant challenges such as a lack of proper information technology training, teaching unprepared students, and infrastructural barriers, there is a gap in research on primary school teachers' readiness to integrate technology. This study aims to address this gap by utilizing the technology acceptance model to explore the relationships between primary school teachers' computer self-efficacy beliefs, attitudes, and intentions to incorporate computer-based technology during times of disruption. Participants were = 144 Greek, primary school teachers, who taught in virtual settings during the pandemic. Findings from structural equation modeling showed that self-efficacy beliefs, perceived ease of use, and perceived usefulness are strong predictors of teachers' attitudes towards computer use. The study adds to the scarce literature on the crucial role of teachers' self-efficacy beliefs as drivers of their intention to use technology during emergency remote teaching. Additionally, it highlights the need to consider the unique circumstances in which technology is used and provides insights that can inform the design of effective interventions and policies.
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4. Zooming in or zoning out: examining undergraduate learning experiences with zoom and the role of mind-wandering.
4. 聚焦还是走神：考察本科生使用Zoom的学习体验及走神的作用PMID:日期:2022-11-30The COVID-19 pandemic necessitated a systematic change in course modalities due to the nationwide suspension of in-person instruction, resulting in the transition to emergency remote distance learning via Zoom. This transition certainly facilitated affordances of flexibility and continuity, but with it brought issues of unfamiliarity, lack of confidence, anxiety, distractions, and validity from both the instructors and the student perspectives. This in situ study aimed to better understand the students' learning experiences with Zoom by assessing the social, cognitive, and behavioral factors influencing learner's mind-wandering and its effect on online engagement. Undergraduate students from 14 classes across two research institutions in California ( = 633) were recruited to participate in an online survey while distance learning through a pandemic. Structural equation modeling was used to conduct a path analysis to explain the factors impacting students' online engagement mediated by students' frequency to mind-wander. Study findings revealed that (1) self-efficacy and trait anxiety had significant direct effects on students' mind-wandering; (2) self-efficacy, trait anxiety, task-value beliefs, and mind-wandering had significant direct effects on students' online engagement; and finally (3) the frequency of students' mind-wandering partially mediated the relationship between self-efficacy and engagement and between trait anxiety and engagement. Identifying these structural relationships further confirmed our hypotheses on sources contributing to students' mind-wandering while learning remotely, provided insights into potential mechanisms underpinning students' online engagement, and suggests practical pedagogical learning experience design recommendations for instructors to immediately implement while teaching and learning with Zoom..
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5. Erratum to "Nurturing positive social values with the Socially Responsible Behaviour through Embodied Thinking (SORBET) Project": Computers and Education Open Volume 2 (2021) 100042.
5. 对《通过具身思考的社会责任行为（SORBET）项目培养积极社会价值观》的勘误：《计算机与教育开放》第2卷（2021年）100042PMID:日期:2022-08-01[This corrects the article DOI: 10.1016/j.caeo.2021.100042.].
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6. The digital divide in online education: Inequality in digital readiness of students and schools.
6. 在线教育中的数字鸿沟：学生和学校数字准备程度的差异PMID:日期:2022-07-21The COVID-19 pandemic has disordered the educational process across the globe, as schools suddenly had to provide their teaching in an online environment. One question that raised immediate concern is the potential impact of this forced and rapid digitalization on inequalities in the learning process by social class, migration background and gender. Elaborating on the literature on the digital divide, we study inequalities in multi-level digital readiness of students and schools before the pandemic took place. Using data from the International Computer and Information Literacy Study (ICILS) on seven countries, and the Teaching and Learning International Survey (TALIS) on 45 countries, both from 2018, we demonstrate that schools and students vary in their readiness for digital education. However, school variation in digital readiness is not systematically related to student composition by SES and migration background. We thus find little evidence for a hypothesized 'multi-level' digital divide, which would result from systematic gradients in the readiness of school environments for digital education by student composition. More important drivers for a digital divide during the COVID-19 pandemic are the ICT skills students have, which are strongly related to students' socioeconomic background. For digital education to be effective for every student, it is important that schools focus on improving students' digital skills.
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7. Factors that negatively influence students' transition from the traditional classroom to emergency remote education (ERT).
7. 对学生在从传统课堂向紧急远程教育（ERT）过渡产生负面影响的因素PMID:日期:2022-07-14Universities worldwide had to adopt Emergency Remote Teaching (ERT) because of the COVID-19 pandemic. This abrupt change forced students used to face-to-face classes to adapt to a new reality. However, this transition is different for each student because of personal realities. For example, the student's generation, emotional state, and some factors (e.g., tech skills, technological infrastructure, place of study, and perspectives regarding this change) may influence the feelings of optimism and awareness of learning. This work describes a quantitative study conducted before the first ERT academic semester starts with 1011 undergraduate students measuring those factors through questionnaires. In addition, to test whether the measuring factors are consistent with our understanding, the confirmatory factor analysis (CFA) and the statistical reliability analyses were performed. From the results, we identified differences between the participants' age generations. The mean scores for the Z generation were lower than other generations concerning the measuring factors and feelings. Plus, it was found that students' emotional states negatively influence their feelings about ERT. Also, the measuring factors influence optimism and awareness of learning. Therefore, we suggest that institutions around the globe should offer innovative distance learning strategies to train the students for this paradigm shift, identify the students' needs for the Internet and devices, and provide psychologists to aid the student's emotional state. Thus, helping a better and faster transition and adaptation of students to the change of educational methodology to improve students' experience in distance education.
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8. Exploring university teachers' online education during COVID-19: Tensions between enthusiasm and stress.
8. 探索新冠疫情期间大学教师的在线教育：热情与压力之间的张力PMID:日期:2022-06-30Due to the COVID-19 pandemic, universities across the world radically shifted to emergency remote teaching. Since then, many universities have moved forward considerably and many lessons were learned in the area of online education. The aim of this qualitative study is to investigate how university teachers in a Belgian university experienced online education since the start of the pandemic and what exactly influences their experiences with online education. Six online focus groups (with thirty-two lecturers) revealed both enthusiasm and stress, and six tension fields that influenced their experiences with online education during COVID-19: (1) connection with students, (2) connection with colleagues, (3) digital opportunities and threats for students' learning processes (online student feedback, online interaction, structured learning materials, flexibility in time and space), (4) changing teacher roles, (5) tension due to time pressure and (6) support issues. Every tension field contains both opportunities and threats for online education, which can inform practitioners of online education in the future of university education.
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9. Seven educational affordances of virtual classrooms.
9. 虚拟课堂的七种教育功能可供性PMID:日期:2022-02-12For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that 'will stick' and become a constant in the 'new normal' onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1109 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of (1) Structure (2) One-to-one communication (3) Formalized reconciliations (4) Peace and quiet (5) Hidden back channels (6) Right time and (7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.
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10. Uses and gratifications of educational apps: A study during COVID-19 pandemic.
10. 教育应用程序的使用和满足：新冠肺炎大流行期间的一项研究PMID:日期:2022-01-30Although educational apps have emerged as an easily available and accessible alternative to classroom learning, particularly at the time of pandemics like COVID-19, no research has attempted to identify learners intentions behind the usage of different educational apps. The current study developed a valid and reliable research instrument to measure the motivations behind using educational apps. Using the mixed method approach commonly used in uses and gratification (U&G) research, i.e., open-ended essays & national survey (N = 552), this study identified seven gratifications behind learners intention to use educational apps: academic assistance, convenience, entertainment, social influence, novelty, engagement and activity. The result suggests that academic assistance, convenience and social influence were the significant predictors of the intention to use educational apps. The current research also identified the moderating effect of gender in selecting educational apps. One of the most significant contributions of the present study is that it extended the uses and gratification theory applications beyond the traditional media to explain the intention to use educational apps.