Results 231 to 240 of about 4,407,810 (324)
Students' Perception of Generative AI‐Assisted Collaborative Argumentation
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT The rapid scaling of generative artificial intelligence (GenAI) technology presents opportunities for personalised learning experiences and facilitates collaborative learning, including collaborative argumentation (CA). However, empirical research examining students' perceptions of GenAI‐assisted CA within classroom contexts remains limited ...
Jinhee Kim +4 more
wiley +1 more source
Metacognitive monitoring and control in visual change detection: Implications for situation awareness and cognitive control. [PDF]
PLoS One, 2017 McAnally KI, Morris AP, Best C.
europepmc +1 more source
INDIVIDUAL INDICATORS OF METACOGNITIVE MONITORING OBJECTIVITY
Proceedings of the National Aviation University. Series: Pedagogy, Psychology, 2015 openaire +1 more source
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT The integration of Generative Artificial Intelligence (GenAI) tools such as ChatGPT into English as a Foreign Language (EFL) writing instruction has emerged as a significant focus in pedagogical research. Studies on ChatGPT in EFL writing instruction have predominantly focused on examining its effectiveness in comparison with teacher feedback ...
Weichen Wang, Minlin Minny Zou
wiley +1 more source
Modeling metacognition and executive functions in the metacognitive wisconsin card sorting test using the neuropsychological digital-twin method. [PDF]
Sci RepGranato G +3 more
europepmc +1 more source
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT Generative artificial intelligence (GenAI) is reshaping higher education, necessitating a reassessment of the role of teacher interpersonal behaviours in this context. This meta‐analysis synthesised 156 effect sizes from 30 studies conducted during the GenAI era (2023–2025) on the relationship between teacher interpersonal behaviours and ...
Siqi Liu +3 more
wiley +1 more source
Impact of Mood States on the Development of Learning Strategies of University Students
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT Moods and the development of learning strategies are intrinsically linked due to the influence of emotional and cognitive factors. When students experience positive moods, such as joy, information processing and retention are facilitated, but negative moods, such as stress, anxiety or hostility, can interfere with concentration and academic ...
Marcos Alfonso Payá‐Gómez +3 more
wiley +1 more source
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT Primary schools can provide early intervention for students with internalising difficulties (e.g., anxiety), who can be less likely to receive classroom support than students experiencing externalising difficulties. However, an overview of what supportive classroom strategies could be used for students with internalising difficulties has not ...
Catherine L. Johnson +2 more
wiley +1 more source
Enhancing graduate students' evaluative skills through AI-supported collaborative marking. [PDF]
Front PsycholWu D, Goh TT, Chen D, Yin H.
europepmc +1 more source
European Journal of Education, Volume 61, Issue 2, June 2026.ABSTRACT Educators in higher education face persistent challenges in scaling AI literacy across disciplines and helping novice learners understand abstract AI concepts. Although research on game‐based learning (GBL) reports mixed outcomes, few studies have examined its large‐scale use in mandatory, asynchronous AI literacy courses for diverse ...
Jinhee Kim +5 more
wiley +1 more source