International Journal of Educational Technology in Higher Education

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  Año 2025, Número 22. Texto Completo Ejemplar

  • Co-designing AI-powered learning analytics: bringing students and teachers together

    Riordan Dervin Alfredo, Mikaela Milesi, Roberto Martinez-Maldonado, Vanessa Echeverría Maquilón, Zachari Swiecki, Viktoria Pammer Schindler, Jie Xiang, Yueqiao Jin, Lixiang Yan, Linxuan Zhao, Simon J. Buckingham Shum, Dragan Gašević

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  • Promoting student engagement with GPTutor: an intelligent tutoring system powered by generative AI

    Haoran Bai, Paul Vinod Khiatani, Wing Cheung Lui

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  • Diversity of interactions within connectivist learning context: insights from flow of collective attention

    Ming Gao, Jingjing Zhang, Jian Zhang

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  • A framework for serious game development as an instructional approach (SGDIA): proof-of-concept for students’ self-efficacy, values, and critical reflection

    Pia Spangenberger, Steve Nebel, Anja Schultze Krumbholz, Linda Kruse, Louisa Klara Pole, Vanessa Löde, Sonja Geiger

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  • Teacher’s nonverbal expressiveness boosts students’ attitudes and achievements: controlled experiments and meta-analysis

    Refael Tikochinski, Ronen Hammer, Elisha Babad

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  • The role of self-efficacy and curiosity in student use of artificial intelligence (AI)

    Nicola S. Schutte, Huifang (Lydia) Li

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  • Autonomy versus algorithm: a replication study of student perspectives on AI ethical boundaries

    Aminu Muhammad Auwal

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  • Can synthetic avatars replace lecturers? An exploratory international study of higher education stakeholder perceptions

    Jasper Roe, Leon Furze, Mike Perkins

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  • Effects of two scenario approaches for digital sobriety education among higher education students

    Sarah Descamps, Bruno De Lièvre, Gaëtan Temperman

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  • Assessing strategic use of artificial intelligence in self-regulated learning: instrument development and evidence from Chinese university students

    Xiaohui Liu, Danling Li, Yanyu Xiao

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  • Ethical considerations for teaching with artificial intelligence: a scoping review in medical education settings

    Amani Itani, Bettina Beech, Susie Gronseth

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  • How does peer assessment support students’ self-regulation? A case study in online education

    Maite Fernández Ferrer, Lourdes Guàrdia Ortiz, Nati Cabrera Lanzo

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  • A person-centered perspective in assessing college students′ self-regulated learning in an online learning environment: potential profiles, antecedents, and outcomes

    Yefei Shi, Mingyue Gu, Ke Zhou, Yintao Wei, Qianqian Song, Jiali Chen

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  • Developing an AI framework for learning in higher education: a humanities perspective from English Literature

    Bridgette Wessels

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  • Pronunciation trainer for second language learning using generative AI

    Roopesh Kevin Sungkur, Nidhi Shibdeen

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  • Online project-based learning to foster students’ course choices in data science: a longitudinal case study using Sankey visualization

    Daniela Castellanos Reyes, Tom R. Leppard

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  • Advancing peer learning with learning analytics and artificial intelligence

    Omid Noroozi, Seyyed Kazem Banihashem, Bertrand Schneider, Christian D. Schunn

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  • The value of GenAI for peer feedback provision: student perceptions and impacts

    Omid Noroozi, Seyyed Kazem Banihashem, Maryam Alqassab, Christian D. Schunn, Xingshi Gao, Golnoush Haddadian

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  • Digital divide as an explanatory variable for dropout in higher education

    Sandra Patricia Barragán Moreno, Alfredo Guzmán Rincón

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  • In GenAI we trust: an investigation of university students’ reliance on and resistance to generative AI in language learning

    Feifei Wang, Gary K.W. Wong, Alan C.K. Cheung, Nuoen Li

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  • Enhancing student memorisation through teacher webcam usage and the interplay of social presence

    Aroa Costa Feito, Sergio Barta, Álvaro Saavedra Rioja

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  • Student reactions to AI versus human feedback in teamwork skills assessment

    Igor Kotlyar, Joe Krasman

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  • What students really think: unpacking AI ethics in educational assessments through a triadic framework

    Tristan Lim, Michelle Cheong, Swapna Gottipati

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  • University staff and student perspectives on competent and ethical use of AI: uncovering similarities and divergences

    Manoj Ravi, Luisa Cutillo, Matt Bawn, Clare Wrigh, Kashmir Kaur

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  • Promoting collaborative reflection to foster interprofessional collaboration skills: putting laboratory findings to the test in the field

    Sebastian Strauss, Nikol Rummel, Markus König, Marlena Block, Arlind Avdullahu, Julia Eberle, Isis Tunnigkeit

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  • Exploring nontraditional graduate students' online engagement: an instrumental case study of learners’ perceptions of purposefully designed activities

    Sara G. McNeil, Christine Fort, Michael Ahlf

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  • From user needs to AI solutions: a human-centered design approach for AI-powered virtual teamwork competency training

    Wenjie Hu, Cecilia Ka Yuk Chan

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  • Exploring undergraduates’ computational thinking and human-computer interaction patterns in generative progressive prompt-assisted programming learning

    Xin Gong, Weiqi Xu, Ailin Xiao

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  • A systematic mapping review at the intersection of artificial intelligence and self-regulated learning

    Seyyed Kazem Banihashem, Omid Noroozi, Hassan Khosravi, Nina Bergdahl, Melissa Bond

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  • Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement

    Hosnia M. M. Ahmed, Hassan El Sabagh, Doaa Elbourhamy

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