IF 1.6 4区教育学

Journal of Early Childhood Literacy Pub Date : 2025-10-15 DOI: 10.1177/14687984251385361

Vahide Yigit-Gencten, Rabia Ozen Uyar

引用次数: 0

A longitudinal exploration of EFL learners' peer feedback literacy development 英语学习者同伴反馈读写能力发展的纵向研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-10-15 DOI: 10.1016/j.stueduc.2025.101522

Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao

{"title":"A longitudinal exploration of EFL learners' peer feedback literacy development","authors":"Fuhui Zhang , Di Li , Yuhuan Emma Zhao , Yifan Zhao","doi":"10.1016/j.stueduc.2025.101522","DOIUrl":"10.1016/j.stueduc.2025.101522","url":null,"abstract":"<div><div>Although peer feedback literacy has been increasingly evidenced as a crucial factor in enhancing learning outcomes, its conceptual dimensions and longitudinal development remain underexplored. Adopting an explanatory sequential mixed-method design, the study identified core dimensions of peer feedback literacy based on 176 questionnaires, examined the development of these dimensions over one semester, and then enriched the examination through thematic analysis of peer feedback, revisions, and semi-structured interviews from six focal students. Triangulated results indicated growth in feedback-related knowledge and abilities, revision efficacy as well as sustainment of appreciation of peer feedback and negotiation agency across both high- and low-proficiency students. Key manifestations included a clearer understanding of writing skills, increased precision in diagnosing writing issues, and greater volume of revision. This study contributes to a refined conceptualization of peer feedback literacy in writing and elucidated its developmental progression. Practical implications for fostering peer feedback literacy have also been discussed.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101522"},"PeriodicalIF":2.6,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145325188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementation of Intensive Intervention to Address Mathematics Essential Elements for Middle School Students in Tier 3 中学三年级学生数学基本要素强化干预的实施

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-10-14 DOI: 10.1177/07419325251377017

Sarah K. Cox, Emily C. Bouck, Larissa Jakubow

引用次数: 0

Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance 基于生成式人工智能的个性化推荐系统的开发与实施，提高学生自主学习和学习成绩

IF 10.5 1区教育学

Computers & Education Pub Date : 2025-10-14 DOI: 10.1016/j.compedu.2025.105486

Xinyi Luo, Sikai Wang, Khe Foon Hew

{"title":"Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance","authors":"Xinyi Luo, Sikai Wang, Khe Foon Hew","doi":"10.1016/j.compedu.2025.105486","DOIUrl":"10.1016/j.compedu.2025.105486","url":null,"abstract":"<div><div>Students' ability to manage their own learning is crucial for academic success, but many struggle with self-regulation, often leading to disengagement. Past studies have explored tactics to boost students' self-regulated learning (SRL), such as writing self-reflective reports and incorporating prompts in video lectures. These tactics, however, often lack timely, personalized feedback due to the labor-intensive nature of such support. In this study, we report the development and implementation of an innovative large language model (LLM)-based recommender system named <em>SRLAdvisor</em> to address these limitations. The system combines a web interface with a series of LLM-based agents, allowing students to receive immediate, personalized feedback. By processing students' natural language interactions in real-time, <em>SRLAdvisor</em> dynamically profiles their self-regulation and delivers personalized recommendations. This study involved 22 postgraduate students and employed a sequential explanatory mixed-methods approach to evaluate students’ self-regulation and learning performance. We found near-perfect agreement between the system detection and human coding. <em>SRLAdvisor</em> exhibited greater recommendation precision in self-monitoring and self-evaluation tasks. Students who perceived the system as highly useful showed significantly greater self-reported SRL gains than those with lower perceptions. Additionally, a <em>k-means</em> cluster analysis indicated that students who engaged more frequently with <em>SRLAdvisor</em> achieved significantly greater improvements in learning performance. These findings underscore the potential of leveraging LLMs to deliver personalized recommendations. However, they also reveal potential concerns, such as over-reliance on AI and prompt monotony, that need to be further examined. These issues are particularly relevant in the context of LLM-supported SRL interventions and warrant further discussion.</div></div>","PeriodicalId":10568,"journal":{"name":"Computers & Education","volume":"241 ","pages":"Article 105486"},"PeriodicalIF":10.5,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparative study on the effectiveness of silicone and polyester-plastinated bovine brains for face-to-face and online neuroanatomy education. 有机硅与聚酯塑化牛脑用于面授与在线神经解剖学教学效果的比较研究。

IF 4.7 2区教育学

Anatomical Sciences Education Pub Date : 2025-10-14 DOI: 10.1002/ase.70131

Hasen Awel Yunus, Barış Batur, Caner Bakici, Okan Ekim, Ahmet Çakir, Selçuk Tunali

{"title":"Comparative study on the effectiveness of silicone and polyester-plastinated bovine brains for face-to-face and online neuroanatomy education.","authors":"Hasen Awel Yunus, Barış Batur, Caner Bakici, Okan Ekim, Ahmet Çakir, Selçuk Tunali","doi":"10.1002/ase.70131","DOIUrl":"https://doi.org/10.1002/ase.70131","url":null,"abstract":"<p><p>Anatomy is regarded as one of the most essential and challenging courses in veterinary medicine. The study evaluated the student perceptions of silicone and polyester-plastinated cattle brains in both face-to-face and online neuroanatomy education. A total of six cattle heads were collected from a slaughterhouse, processed using four plastination steps. These specimens were evaluated by 240 first-year veterinary students (from 248 enrolled), with 108 participating in face-to-face evaluation and 132 completing online evaluations of the specimens. The online survey for the assessments revealed that 75.9% of face-to-face participants strongly agreed that anatomical structures were well represented in silicone-plastinated whole brains (mean score: 4.7, SD: 0.6). Sliced silicone plastinates achieved 71.3% agreement on providing enhanced contrast between gray and white matter (mean score: 4.57, SD: 0.8). Polyester plastinates also demonstrated high clarity, with 62% of face-to-face respondents strongly agreeing on their improved differentiation of gray and white matter (mean score: 4.38, SD: 0.95). Students appreciated the odorless, durable, and nontoxic nature of plastinated specimens. Limitations included reduced tactile resemblance (mean score: 2.19) and natural color fidelity (mean score: 2.74). Despite these drawbacks, 69.4% of face-to-face students strongly supported incorporating plastinated specimens alongside cadaveric materials in anatomy courses. Plastinated cattle brain specimens demonstrated excellent anatomical detail and usability, making them valuable resources for anatomy education. The findings support their use in both face-to-face and online teaching environments as preferred alternatives or complements to traditional formalin-preserved specimens.</p>","PeriodicalId":124,"journal":{"name":"Anatomical Sciences Education","volume":" ","pages":""},"PeriodicalIF":4.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145290410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improved Activity Evaluations: An Iterative Process Using the Rasch Model. 改进的活动评估：使用Rasch模型的迭代过程。

IF 1.7 4区教育学

Journal of Continuing Education in the Health Professions Pub Date : 2025-10-14 DOI: 10.1097/CEH.0000000000000620

Anthony Gage, Sarah A Nisly

{"title":"Improved Activity Evaluations: An Iterative Process Using the Rasch Model.","authors":"Anthony Gage, Sarah A Nisly","doi":"10.1097/CEH.0000000000000620","DOIUrl":"10.1097/CEH.0000000000000620","url":null,"abstract":"<p><strong>Introduction: </strong>Traditional evaluation models, often linear and outcome-focused, are increasingly inadequate for the complexities of modern medical education, which demands more comprehensive and nuanced assessment approaches.</p><p><strong>Methods: </strong>A standardized continuing professional development activity evaluation instrument was developed and implemented. An iterative process was performed, using a repeat Rasch analysis, to improve reliability of the evaluation instrument. Category Probability Curves and Test Information Function were generated by the Rasch analysis to refine the construction of the assessment. All educational activities completed between 2022 and 2024 were eligible for inclusion. The study incorporated a diverse range of educational activities and included multiple health care professions.</p><p><strong>Results: </strong>The pilot analysis included 250 educational activities with 26,554 individual learners completing evaluations for analysis. Initial Rasch findings demonstrated a need to remove redundancies and change from a five to four-point rating scale. The final instrument validation included 21 activities and 529 learners. Improvement was seen in reliability after modifications, with an increase in Cronbach alpha from 0.72 to 0.80.</p><p><strong>Discussion: </strong>Use of psychometrics to improve assessments can yield a more reliable and less redundant evaluation instrument. This research demonstrates a psychometrically informed, flexible evaluation tool that can inform future educational efforts and serve as a data driven metric to enhance the quality of continuing professional development programs.</p>","PeriodicalId":50218,"journal":{"name":"Journal of Continuing Education in the Health Professions","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145281574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparison of Qualitative Analyses Conducted by Artificial-Intelligence Versus Traditional Methods. 人工智能与传统方法进行定性分析的比较

IF 3.5 4区教育学

American Journal of Pharmaceutical Education Pub Date : 2025-10-14 DOI: 10.1016/j.ajpe.2025.101882

Marcela Salazar, May Chaw, Yvette Hellier, Stephanie Hsia, Katherine Gruenberg

{"title":"Comparison of Qualitative Analyses Conducted by Artificial-Intelligence Versus Traditional Methods.","authors":"Marcela Salazar, May Chaw, Yvette Hellier, Stephanie Hsia, Katherine Gruenberg","doi":"10.1016/j.ajpe.2025.101882","DOIUrl":"https://doi.org/10.1016/j.ajpe.2025.101882","url":null,"abstract":"<p><strong>Objective: </strong>Qualitative research remains underutilized in health professions education in part due to insufficient training and time-intensive analytic methods. Recent advances in generative artificial intelligence offer new opportunities to streamline the qualitative research process using large language models, such as GPT-4. However, the accuracy of GPT-4-generated codes and themes remains underexplored in health professions education research. This study characterizes qualitative analyses assisted by a general-purpose GPT-4 compared to traditional human-conducted analyses.</p><p><strong>Methods: </strong>Two health professions datasets were previously analyzed using content or thematic analysis and then re-analyzed using a version of GPT-4. Researchers compared the accuracy, alignment, relevance, and appropriateness of codebooks and themes produced by GPT-4 with the prior findings. Dichotomous numerical ratings and explanations were assessed independently and then discussed collaboratively to identify strengths and weaknesses associated with GPT-4 qualitative analysis.</p><p><strong>Results: </strong>Thirty-six survey responses and seven 1-hour interview transcripts were analyzed using GPT-4. The codebooks and themes generated by GPT-4 generally aligned with human-identified concepts. Challenges included failure to detect low frequency codes, difficulty constructing coherent code relationships, and a lack of nuance in theme descriptions and quote selection.</p><p><strong>Conclusion: </strong>GPT-4 can support, though not replace, human-led qualitative analysis. A general understanding of qualitative research processes and the dataset is necessary for researchers to identify potential gaps, limitations, and redundancies in qualitative findings generated by GPT-4.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101882"},"PeriodicalIF":3.5,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptual Model to Examine Students' Use of H5P Technology in Online Learning Environments: The Integration of the Unified Theory of Acceptance and Use of Technology Model and Perceived Pedagogical Value Model 考察学生在线学习环境中H5P技术使用的概念模型：技术接受与使用统一理论模型与感知教学价值模型的整合

IF 3.6 3区教育学

European Journal of Education Pub Date : 2025-10-14 DOI: 10.1111/ejed.70286

Guang Yang, Jinhee Kim, Dara Young, Xiaohan Chen, Na Li, Erick Purwanto

{"title":"Conceptual Model to Examine Students' Use of H5P Technology in Online Learning Environments: The Integration of the Unified Theory of Acceptance and Use of Technology Model and Perceived Pedagogical Value Model","authors":"Guang Yang, Jinhee Kim, Dara Young, Xiaohan Chen, Na Li, Erick Purwanto","doi":"10.1111/ejed.70286","DOIUrl":"https://doi.org/10.1111/ejed.70286","url":null,"abstract":"<div>\u0000 \u0000 <p>While online learning is often criticised for its lack of interactivity, H5P technology has been widely adopted in online learning environments (OLE) to facilitate learning engagement. Although comprehensive research has been conducted to examine the practical effectiveness of H5P, there is limited understanding of students' intention to use the technology and its impact on learning performance. This study, therefore, aims to propose a conceptual model to unveil decisive factors influencing students' use of H5P and its impact on learning engagement and performance in OLE based on the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Perceived Pedagogical Value (PPV) model. A survey conducted by 186 Chinese students in higher education revealed that social influence, facilitating conditions, and behavioural intention significantly impact students' engagement and performance with H5P, and that engagement positively contributes to performance. This study increases understanding of students' perceptions regarding the impact of H5P technology on learning engagement and outcomes through a theoretically grounded analysis of empirical data from the higher education context and offers implications for the design and implementation of interactive OLE.</p>\u0000 </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 4","pages":""},"PeriodicalIF":3.6,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145316950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Debriefing conversations as a vehicle for english language art preservice teachers’ co-construction of pedagogical knowledge 述职对话作为英语艺术职前教师共同建构教学知识的载体

IF 3.9 1区教育学

Teaching and Teacher Education Pub Date : 2025-10-14 DOI: 10.1016/j.tate.2025.105252

Kristine E. Pytash , Denise N. Morgan

引用次数: 0

Representation of Students With Disabilities in High School Music Courses in the United States 美国高中音乐课程中残疾学生的代表性

IF 1.4 4区教育学

Journal of Research in Music Education Pub Date : 2025-10-14 DOI: 10.1177/00224294251378477

Amanda R. Draper, Sarah J. Bartolome, Kenneth Elpus

{"title":"Representation of Students With Disabilities in High School Music Courses in the United States","authors":"Amanda R. Draper, Sarah J. Bartolome, Kenneth Elpus","doi":"10.1177/00224294251378477","DOIUrl":"https://doi.org/10.1177/00224294251378477","url":null,"abstract":"Researchers have attempted to determine the proportion of students with disabilities that participate in secondary music within small populations; however, the results of these studies offered limited insights. The purpose of this study was to examine the proportional representation of students with disabilities in U.S. high school music courses using data from the National Center for Education Statistics High School Longitudinal Study of 2009. Results indicated that 32.75% of music students in the cohort had a disability, which is a statistically significant underrepresentation compared to the high school population (35%). This underrepresentation was driven by the results among band students (31%). Notably, results from this study contribute to a clearer understanding of the presence of disabled students in music. Given that almost 33% of music students in this cohort had a disability, we suggest there is a critical need for further research into inclusive practices and underscore the urgency of expanding inclusive opportunities and supporting music educators in fostering accessible learning environments for students with disabilities.","PeriodicalId":47469,"journal":{"name":"Journal of Research in Music Education","volume":"27 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145289492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

教育学最新文献