- Yasemin Copur-Gencturk, Jingxian Li, Allan S. Cohen, Chandra Hawley Orrill. The impact of an interactive, personalized computer-based teacher professional development program on student performance: A randomized controlled trial. Computers & Education, 210:104963, March 2024.
- Lauren R. Weisberg, Kara M. Dawson. Picturing digital equity in the curriculum: Cultivating preservice teachers' digital equity mindsets in a technology integration course. Computers & Education, 211:104988, April 2024.
- Tzu-Yu Tai. Comparing the effects of intelligent personal assistant-human and human-human interactions on EFL learners' willingness to communicate beyond the classroom. Computers & Education, 210:104965, March 2024.
- Vishal Kiran Kuvar, Jeremy N. Bailenson, Caitlin Mills 0001. A novel quantitative assessment of engagement in virtual reality: Task-unrelated thought is reduced compared to 2D videos. Computers & Education, 209:104959, February 2024.
- Yiming Liu 0005, Tzi-Dong Jeremy Ng, Xiao Hu 0001, Zhengyang Ma, Xiaoyan Lai. Adopt or abandon: Facilitators and barriers of in-service teachers' integration of game learning analytics in K-12 classrooms?. Computers & Education, 209:104951, February 2024.
- Ali Darvishi, Hassan Khosravi, Shazia Wasim Sadiq, Dragan Gasevic, George Siemens. Impact of AI assistance on student agency. Computers & Education, 210:104967, March 2024.
- Joshua Wilson, Fan Zhang, Corey Palermo, Tania Cruz Cordero, Matthew C. Myers, Halley Eacker, Andrew Potter, Jessica Coles. Predictors of middle school students' perceptions of automated writing evaluation. Computers & Education, 211:104985, April 2024.
- Meilu Liu, Lawrence Jun Zhang, Christine Biebricher. Investigating students' cognitive processes in generative AI-assisted digital multimodal composing and traditional writing. Computers & Education, 211:104977, April 2024.
- Romina Cachia, Artur Pokropek, Nikoleta Giannoutsou. Supporting the monitoring of the digital capacity of schools through optimal shortening of the SELFIE tool. Computers & Education, 208:104938, January 2024.
- Gary Cheng 0001, Di Zou, Haoran Xie 0001, Fu Lee Wang. Exploring differences in self-regulated learning strategy use between high- and low-performing students in introductory programming: An analysis of eye-tracking and retrospective think-aloud data from program comprehension. Computers & Education, 208:104948, January 2024.