View in EDS

Digital Prompting in Education: A Design Framework and Bibliometric Analysis.

Saved in:
Bibliographic Details
Title: Digital Prompting in Education: A Design Framework and Bibliometric Analysis.
Authors: Breitwieser, Jasmin (AUTHOR), Bittermann, André (AUTHOR), Theobald, Maria (AUTHOR), Lauer, Tim (AUTHOR), Schaaf, Mirijam (AUTHOR), Brod, Garvin (AUTHOR)
Source: Educational Psychology Review. 5/4/2026, Vol. 38 Issue 1, p1-38. 38p.
Subjects: Prompts (Psychology), Instructional systems design, Metacognition, Teaching aids, Learning, Artificial intelligence, Bibliometrics
Abstract: Digital prompts are brief instructional cues designed to guide student learning. The variety of ways in which prompts are designed and labelled across education result in conceptual and terminological inconsistencies that make it difficult to integrate research findings. Furthermore, artificial intelligence (AI) has introduced a new dominant meaning of the term "prompt" that complicates the discoverability of relevant literature. To address these challenges, we propose a guiding framework that conceptualizes digital prompts as dynamic scaffolds and characterizes their instructional design through a typology of content, function, presentation, and source. Using a bibliometric approach, we analyzed 1,238 publications to examine how well this framework captures the structure of the field. We identified 283 distinct prompt labels, most of which were used in only one publication. The mapping of these labels onto the proposed typology led to a refined understanding of prompt design characteristics. Furthermore, we examined co-occurrences between labels and identified research topics and citation practices. The resulting patterns revealed two major research clusters centered on metacognitive and self-explanation prompts, which structure much of the literature. However, these two clusters lack integration. We show how these separate research traditions can be integrated into our framework of dynamic scaffolding through prompts. Finally, we demonstrate how our typology of prompt types can foster greater terminological coherence and improve search strategies in the age of AI. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
FullText Text:
  Availability: 0
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 193493800
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Digital Prompting in Education: A Design Framework and Bibliometric Analysis.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Breitwieser%2C+Jasmin%22">Breitwieser, Jasmin</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bittermann%2C+André%22">Bittermann, André</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Theobald%2C+Maria%22">Theobald, Maria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lauer%2C+Tim%22">Lauer, Tim</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Schaaf%2C+Mirijam%22">Schaaf, Mirijam</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brod%2C+Garvin%22">Brod, Garvin</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+Review%22">Educational Psychology Review</searchLink>. 5/4/2026, Vol. 38 Issue 1, p1-38. 38p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Prompts+%28Psychology%29%22">Prompts (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+aids%22">Teaching aids</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Digital prompts are brief instructional cues designed to guide student learning. The variety of ways in which prompts are designed and labelled across education result in conceptual and terminological inconsistencies that make it difficult to integrate research findings. Furthermore, artificial intelligence (AI) has introduced a new dominant meaning of the term "prompt" that complicates the discoverability of relevant literature. To address these challenges, we propose a guiding framework that conceptualizes digital prompts as dynamic scaffolds and characterizes their instructional design through a typology of content, function, presentation, and source. Using a bibliometric approach, we analyzed 1,238 publications to examine how well this framework captures the structure of the field. We identified 283 distinct prompt labels, most of which were used in only one publication. The mapping of these labels onto the proposed typology led to a refined understanding of prompt design characteristics. Furthermore, we examined co-occurrences between labels and identified research topics and citation practices. The resulting patterns revealed two major research clusters centered on metacognitive and self-explanation prompts, which structure much of the literature. However, these two clusters lack integration. We show how these separate research traditions can be integrated into our framework of dynamic scaffolding through prompts. Finally, we demonstrate how our typology of prompt types can foster greater terminological coherence and improve search strategies in the age of AI. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193493800
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10648-026-10164-1
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 38
        StartPage: 1
    Subjects:
      – SubjectFull: Prompts (Psychology)
        Type: general
      – SubjectFull: Instructional systems design
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Teaching aids
        Type: general
      – SubjectFull: Learning
        Type: general
      – SubjectFull: Artificial intelligence
        Type: general
      – SubjectFull: Bibliometrics
        Type: general
    Titles:
      – TitleFull: Digital Prompting in Education: A Design Framework and Bibliometric Analysis.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Breitwieser, Jasmin
      – PersonEntity:
          Name:
            NameFull: Bittermann, André
      – PersonEntity:
          Name:
            NameFull: Theobald, Maria
      – PersonEntity:
          Name:
            NameFull: Lauer, Tim
      – PersonEntity:
          Name:
            NameFull: Schaaf, Mirijam
      – PersonEntity:
          Name:
            NameFull: Brod, Garvin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 04
              M: 05
              Text: 5/4/2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1040726X
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Educational Psychology Review
              Type: main
ResultId 1