- 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.
- 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.
- Hongjian Liao, Zhe Qu, Lin Yang, Huimin Wang, Qiaoyin Lin. Typological analysis of teachers' self-regulation based on conservation of resources theory: A new perspective on the success of blended instruction. EAIT, 30(1):1191-1217, January 2025.
- Serkan Uçan. Investigating the processes involved in Twitter/X-supported collaborative learning and their relationship with learning outcomes. EAIT, 30(1):1123-1164, January 2025.
- Chi-Cheng Chang, Kuang-Hsiung Huang. A multiple mediation model of thinking style, student assessors' online assessment performance, and critical thinking in online assessment environment. EAIT, 30(1):833-859, January 2025.
- Babar Nawaz Abbasi, Yingqi Wu, Zhimin Luo. Exploring the impact of artificial intelligence on curriculum development in global higher education institutions. EAIT, 30(1):547-581, January 2025.
- Fengjuan Chen, Si Zhang, Qingtang Liu, Shufan Yu, Xiaojuan Li, Xinxin Zheng. Supporting learning performance improvement: Role of online group assessment. EAIT, 30(1):1239-1264, January 2025.
- Wali Khan Monib, Atika Qazi, Malissa Maria Mahmud. Exploring learners' experiences and perceptions of ChatGPT as a learning tool in higher education. EAIT, 30(1):917-939, January 2025.
- Ozkan Ergene, Busra Caylan Ergene. AI ChatBots' solutions to mathematical problems in interactive e-textbooks: Affordances and constraints from the eyes of students and teachers. EAIT, 30(1):509-545, January 2025.
- Sara Ekström, Lena Pareto, Sara Ljungblad. Teaching in a collaborative mathematic learning activity with and without a social robot. EAIT, 30(1):1301-1328, January 2025.