- Olivia Wohlfart, Ingo Wagner. Longitudinal perspectives on technology acceptance: Teachers' integration of digital tools through the COVID-19 transition. EAIT, 30(5):6091-6115, April 2025.
- Feifei Wang, Alan C. K. Cheung, Ching Sing Chai, Jin Liu. Development and validation of the perceived interactivity of learner-AI interaction scale. EAIT, 30(4):4607-4638, March 2025.
- Ezechiel Nsabayezu, Olivier Habimana, Wenceslas Nzabalirwa, Francois Niyongabo Niyonzima. Investigating the contemporary teaching approaches and technological integration in organic chemistry instruction in selected Rwandan secondary schools. EAIT, 30(5):6399-6433, April 2025.
- Yiming Liu 0005, Xiao Hu 0001, Jeremy Tzi-dong Ng, Zhengyang Ma, Xiaoyan Lai. Ready or not? Investigating in-service teachers' integration of learning analytics dashboard for assessing students' collaborative problem solving in K-12 classrooms. EAIT, 30(2):1745-1776, February 2025.
- Ayse Arikan Dönmez, Afra Çalik, Kübra Terzi, Sevgisun Kapucu. Designing and evaluating ONCologic EMergencies escape room game for undergraduate nursing students: The ONCEM quasi-experimental pilot study. EAIT, 30(2):1849-1872, February 2025.
- Yuchun Zhong, Kai Guo, Luke Kutszik Fryer, Samuel Kai-Wah Chu, Hao Deng. More than just fun: Investigating students' perceptions towards the potential of leveraging esports for promoting the acquisition of 21st century skills. EAIT, 30(1):1089-1121, January 2025.
- Jichao Xue, Jiaxin Liu, Qingshu Yuan, Zhengwei Yao, Jin Xu 0003, Zhigeng Pan. Experimental guidance and feedback via operation intention prediction with effect analysis in chemistry labs. EAIT, 30(2):1665-1694, February 2025.
- Masoud Rahimi 0001, Jalil Fathi, Di Zou. Exploring the impact of automated written corrective feedback on the academic writing skills of EFL learners: An activity theory perspective. EAIT, 30(3):2691-2735, February 2025.
- Chen-Chung Liu, Yen-Yu Lin, Fang-Ying Lo, Chia-Hui Chang, Hung-Ming Lin. From readers to players: Exploring student engagement in a gamified metaverse and its effect on reading interest. EAIT, 30(1):421-447, January 2025.
- Jiahui Du, Khe Foon Hew, Long Zhang. Designing a recommender system to promote self-regulated learning in online contexts: A design-based study. EAIT, 30(2):2389-2428, February 2025.