Learning and Motivation最新文献

{"title":"Exploring age-related differences in virtual maze navigation: The impact of external cues on search-strategy","authors":"Matthew O. Parker ,&nbsp;Jude Rolfe-Tarrant ,&nbsp;Antony Wood ,&nbsp;Edward S. Redhead","doi":"10.1016/j.lmot.2025.102128","DOIUrl":"10.1016/j.lmot.2025.102128","url":null,"abstract":"<div><div>Visuospatial navigation problems represent a significant challenge to quality of life in older adults. We have previously shown that, in a virtual honeycomb-shaped maze (in which participants face numerous sequential Left/Right junctions; honeycomb free-movement pattern [FMP] Y-maze), younger individuals (18−40) typically adopt a strategy of alternating their turns at successive junctions, while those aged ≥ 70 show significantly fewer alternations, potentially due to diminished visuospatial working memory. However, reduced alternation could also reflect decreased exploratory drive in older adults, characterized by diminished intrinsic motivation to engage with novel environments. Here, we explored whether alternation patterns reflect working memory processes, hypothesizing that reductions in alternation among older adults may be linked to spatial working memory deficits. To test this, we first measured visuospatial working memory using the Corsi block tapping test and found a strong positive correlation between Corsi performance and alternation in the honeycomb FMP Y-maze, providing direct empirical support that alternation is working memory-dependent. We also found a significant negative correlation between Corsi and repetition, suggesting that repetition is a lower-demand alternative to alternation. We then introduced distal cues to facilitate orientation, and showed participants a map of the maze to help familiarize them with the environment. Distal cues were intended to reduce memory load by providing clear orientation markers, whereas the map was designed to increase exploratory drive by enhancing participants’ spatial confidence. When provided with distal cues, older adults increased their sequential alternations, whereas the map condition did not have the same effect. These findings suggest that spatial memory limitations in older adults affect navigational choices, with alternation being a memory-dependent strategy and repetition potentially offering a lower-effort alternative. This could have implications for designing environments to enhance independence in older adults and in the design of cognitive tests for spatial working memory.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102128"},"PeriodicalIF":1.7,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory","authors":"Wenwen Lyu ,&nbsp;Zarina Abdul Salam","doi":"10.1016/j.lmot.2025.102129","DOIUrl":"10.1016/j.lmot.2025.102129","url":null,"abstract":"<div><div>Although the implementation of artificial intelligence (AI) in educational contexts has gained increasing prominence, empirical research specifically examining its influence on crucial learner-related variables (e.g., self-efficacy, motivation, and digital literacy) among adult male learners of English as a Foreign Language (EFL) in China remains limited. The present study addresses this gap by investigating the effects of AI-powered personalized learning interventions on these key constructs. A total of 183 intermediate-level Chinese male EFL learners were randomly assigned either to an experimental group (EG), which received AI-personalized instruction, or to a control group (CG), which engaged in traditional instruction methods. Data were gathered through pre- and post-intervention surveys and analyzed using independent t-tests. Results indicated that compared to participants in the CG, learners in the EG exhibited statistically significant improvements in self-efficacy, motivation, and digital literacy. These findings offer robust empirical evidence supporting the effectiveness of AI-personalized instructional strategies in enhancing essential learner attributes within the adult male EFL context in China. Thus, the study advocates for the strategic integration of AI-powered personalized learning, highlighting its considerable potential to optimize language learning outcomes within adult EFL education.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102129"},"PeriodicalIF":1.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective","authors":"Biao Xu,&nbsp;Norsafinar Rahim","doi":"10.1016/j.lmot.2025.102126","DOIUrl":"10.1016/j.lmot.2025.102126","url":null,"abstract":"<div><div>The rapid growth of online learning has highlighted the need to understand social dynamics in virtual environments, particularly the interplay between peer feedback, social support, and language acquisition. While these factors have been explored in traditional classrooms, their roles in online EFL education have remained underexamined. Additionally, learners’ attitudes toward online learning environments, which may influence engagement and outcomes, have rarely been investigated. This study aimed at exploring the role of peer feedback and social support in enhancing Chinese EFL learners’ motivation, task engagement, and language mastery, while also examining their attitudes toward online learning. A mixed-methods design was utilized, involving 122 female EFL learners from China, divided into a Peer Feedback Group (Experimental Group 1), a Social Support Group (Experimental Group 2), and a Control Group (CG). Quantitative data were obtained through pre- and post-tests, while qualitative data were gathered via open-ended surveys to capture the participants’ perspectives. Results revealed that both peer feedback and social support significantly improved motivation, task engagement, and language mastery, with EG1 and EG2 demonstrating similar post-test performance. The participants expressed positive views toward online learning, emphasizing the importance of social interactions in maintaining motivation and engagement. The study concluded that integrating peer feedback and social support into online EFL instruction can significantly enhance learning outcomes. It underscores the value of fostering social interactions in virtual environments and suggests that learners’ attitudes are essential to the effectiveness of these mechanisms. These findings offer practical insights for improving online EFL instruction by leveraging peer feedback and social support as equally effective educational tools for language learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102126"},"PeriodicalIF":1.7,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mitigating boredom in L2 Spanish reading class with the reading-writing continuation task","authors":"Zongtuo Liu ,&nbsp;Jingyu Zhu ,&nbsp;Dong Yuan","doi":"10.1016/j.lmot.2025.102124","DOIUrl":"10.1016/j.lmot.2025.102124","url":null,"abstract":"<div><div>A growing body of research has explored the concept of second language (L2) boredom and proposed strategies to address this aversive emotion. However, limited attention has been paid to the boredom-mitigating effects of specific strategies, such as the reading-writing continuation task, which holds potential as a coping mechanism of L2 boredom. This study investigates the effects of the reading-writing continuation task on reducing boredom in Spanish L2 reading classes, the factors influencing the effectiveness, and students’ perceptions of the task. A quasi-experimental design was adopted, involving 67 participants (33 in the experimental class and 34 in the control class). Data were collected through questionnaires and semi-structured interviews. The findings reveal that the reading-writing continuation task significantly reduces boredom in Spanish L2 reading classrooms, including boredom related to reading materials, under-challenging tasks, and perceived meaninglessness. Furthermore, the effects vary based on participants’ Spanish proficiency levels and grade levels. Participants’ perceptions of the task were mixed, highlighting its openness and nature to bring a sense of psychological security as positive aspects, while noting challenges posed by limited language proficiency. The study suggests incorporating reading-writing continuation tasks of varying difficulty levels into L2 reading instructions. This research expects to contribute to the empirical investigation of boredom-mitigating strategies in L2 learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102124"},"PeriodicalIF":1.7,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory","authors":"Yushu Pan ,&nbsp;Xingyu Shao ,&nbsp;Goodarz Shakibaei","doi":"10.1016/j.lmot.2025.102123","DOIUrl":"10.1016/j.lmot.2025.102123","url":null,"abstract":"<div><div>Digital game-based learning (DGBL) has increasingly attracted scholarly attention for its potential to enhance learners’ related constructs across diverse educational contexts. While its prominence grows, few studies have systematically examined its impact on English as a Foreign Language (EFL) learners’ social collaboration, problem-solving skills, and motivation, particularly through the lenses of Expectancy-Value Theory and Flow Theory in the Chinese context. To address this research gap, the present study explored the effects of the DGBL on Chinese EFL learners’ social collaboration, problem-solving skills, and motivation using a mixed-methods approach. The participants including 191 male and female students were randomly assigned to either an experimental group (EG), which engaged in the DGBL activities, or a control group (CG), which followed traditional instruction. Data were collected via pre- and post-intervention questionnaires assessing social collaboration, problem-solving skills, and motivation, with semi-structured interviews providing deeper insights into students’ perceptions. Findings revealed that the EG significantly outperformed the CG in all measured domains. Quantitative results indicated substantial gains in social collaboration, problem-solving skills, and motivation, while qualitative data underscored the participants’ positive views of DGBL’s effectiveness. These results suggest that DGBL is a potent tool for enhancing both cognitive and social dimensions of EFL learning. By fostering an interactive, learner-centered environment, the DGBL offers EFL teachers and stakeholders valuable opportunities to strengthen students’ social, cognitive, and affective development.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102123"},"PeriodicalIF":1.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the memory-preserving potential of L-carnitine and memantine in an aluminum-induced memory deficit model","authors":"Imran Imran ,&nbsp;Muhammad Numair Kashif ,&nbsp;Sana Ameer ,&nbsp;Nosheen Malik ,&nbsp;Abida Parveen ,&nbsp;Waseem Ashraf ,&nbsp;Asad Abrar ,&nbsp;Faleh Alqathani ,&nbsp;Tanveer Ahmad","doi":"10.1016/j.lmot.2025.102125","DOIUrl":"10.1016/j.lmot.2025.102125","url":null,"abstract":"<div><div>Aluminum exposure in daily life results in significant neurotoxicity and leads to progressive neurodegenerative disorders and there is a dire need for counteracting agents. The current study investigated the possible ameliorative effect of L-carnitine with memantine against AlCl₃-induced memory impairment in male mice. AlCl₃ (100 mg/kg) was administered orally to all groups except a healthy one. Treatment groups were administered with L-carnitine 100 mg/kg, memantine 10 mg/kg and a combination group with L-carnitine 100 mg/kg and memantine 10 mg/kg for 42 days. The behavioral changes were examined using Y-maze, NOR, PAT and MWM tests. The biochemical and histopathological parameters were quantified in isolated brains. The outcomes revealed amelioration of learning and memory through better alterations in the Y-maze test, better recognition of a novel object in NOR, increased step-through latency in PAT and reduced latencies to reach the platform in the MWM test. The biochemical analysis revealed suppression of lipid oxidation through regulation of antioxidant content and inhibition of AChE. The histopathological findings demonstrated significant protection of neuronal cells in CA1 and DG regions against AlCl₃-induced damage. Outcomes of this study suggested that memantine combined with L-carnitine is an ably option to halt the progression of neuronal cell degeneration in various neurologic disorders.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102125"},"PeriodicalIF":1.7,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses","authors":"Xuefei Li ,&nbsp;Wael Matar Hasan Alharbi","doi":"10.1016/j.lmot.2025.102121","DOIUrl":"10.1016/j.lmot.2025.102121","url":null,"abstract":"<div><div>This research aimed at exploring the impact of digital feedback, self-efficacy, and autonomy on the motivation and general English performance of Chinese EFL learners in online courses. The study recruited a total of 225 participants, comprising 112 males and 113 females, purposefully selected and distributed among nine distinct groups: personalized feedback group (PFG, n = 25), generic feedback group (GFG, n = 25), no feedback group (NFG, n = 25), high self-efficacy group (HSG, n = 25), medium self-efficacy group (MSG, n = 25), low self-efficacy group (LSG, n = 25), high autonomy group (HAG, n = 25), medium autonomy group (MAG), and low autonomy group (LAG, n = 25). All groups completed a validated motivation questionnaire and a general English performance test to establish their baseline levels before the intervention. Subsequently, each group underwent specific treatments throughout the study, followed by posttests measuring changes in motivation and English performance. The results of MANOVA indicated that the PFG significantly outperformed both the GFG and NFG as to motivation and general English performance. Similarly, the HAG achieved better outcomes than the MAG and LAG across both measures, while the HSG exceeded the MSG and LSG, demonstrating the most substantial mean differences in motivation and performance. The study highlights the critical role of personalized digital feedback, heightened self-efficacy, and increased autonomy in fostering motivation and enhancing English proficiency within virtual learning environments. Consequently, this study brings into focus that incorporating these elements into online EFL education could substantially improve EFL learners’ motivation and learning achievements.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102121"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultivating motivation in informal learning via YouTube: Effects of reinforcement learning-based and social learning-based approaches","authors":"Chen Chen","doi":"10.1016/j.lmot.2025.102122","DOIUrl":"10.1016/j.lmot.2025.102122","url":null,"abstract":"<div><div>This study sought to address the research question of whether reinforcement learning-based YouTube and social learning-based YouTube significantly enhance the motivation of Chinese higher education learners in informal learning contexts, while also exploring how these approaches influence motivation from the learners’ own perspectives. A mixed-methods design was employed where the data were collected through a pre- and post-test motivation survey and semi-structured interviews. The participants across all groups accessed 11 selected YouTube videos; EG1 received reinforcement feedback, EG2 was guided to emulate modeled behaviors from the videos, and the CG received no additional intervention. Quantitative data were analyzed using ANOVA, while qualitative responses underwent a content analysis. The quantitative findings revealed that both EG1 (i.e., reinforcement learning-based) and EG2 (i.e., social learning-based) demonstrated statistically significant gains in motivation compared to the CG on the post-test. Qualitatively, the learners in the EG1 reported heightened motivation linked to increased confidence stemming from reinforcement feedback, whereas the EG2 participants highlighted cooperative learning, greater engagement, and enhanced autonomy as key outcomes of social learning strategies. The study’s results evidenced that both reinforcement- and social learning-based approaches, when integrated with YouTube, effectively bolster the higher education learners’ motivation in informal contexts. The implications of these findings are substantial: educators and course designers can leverage specific YouTube-based strategies, such as structured feedback or modeling to optimize higher education learners’ motivation, confidence, engagement, and autonomy.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102122"},"PeriodicalIF":1.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Is need-thwarting instruction really harmful? A systematic review of its associations with students’ learning motivation and malfunction","authors":"Yuxia Shi ,&nbsp;Yupeng Lin ,&nbsp;Zhonggen Yu","doi":"10.1016/j.lmot.2025.102117","DOIUrl":"10.1016/j.lmot.2025.102117","url":null,"abstract":"<div><div>Need-thwarting instruction is prevalent and invisible in educational settings, undoubtedly impacting learners’ learning motivation and performance. However, previous reviews analyzed self-determination constructs and learning outcomes mainly in the physical education settings, leaving their impacts in general education to be a scarcely-examined area. Therefore, this study aims to comprehensively review the relationship between need-thwarting teaching behaviors and learners’ motivation together with maladaptive performance in general education. According to the Self-Determination Theory, the findings display the inconsistent influence of need-thwarting behaviors on learners’ motivation and malfunction and dig out the potential reasons behind these inconsistencies, including debates on controlling teaching and controlled motivation. The surprising positive effects of controlling instruction on autonomous motivation and adaptive behaviors are also discussed coupled with possible explanations. Moreover, this study also unveils the complex mechanisms between these relationships by detecting some valuable mediators and moderators. In this vein, this study found that need-thwarting instruction would breed learners’ misconduct, however, its negative impact on motivation and malfunction deserves deeper investigation especially concerning controlled instruction. Hence, this study yields significant suggestions for teachers, designers, and future researchers.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102117"},"PeriodicalIF":1.7,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Behavioral analysis of teachers and students in higher education supervision mechanisms","authors":"Yongbo Su ,&nbsp;Zhina Zhang","doi":"10.1016/j.lmot.2025.102120","DOIUrl":"10.1016/j.lmot.2025.102120","url":null,"abstract":"<div><div>It is of great significance to study the behavior of teachers and students under the teaching supervision mechanism in higher education institutions for enhancing teaching quality. This paper investigates the behavioral evolutions among teachers, students and teaching supervisors by using evolutionary game theory. A tripartite game model is constructed, and sufficient conditions for ensuring the asymptotic stability of equilibrium points are provided. Based on these stability criteria, we analyzed the evolutions among these three participants, especially when students diligently studied. The results indicate that an increase in supervision costs (including time and energy required for supervision) will reduce the willingness to supervise. Teachers' decisions are heavily influenced by psychological costs and punishment mechanisms. Students' diligence directly correlates with incentive levels and potential losses. The findings of this study can provide insights for administrators in higher education institutions.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102120"},"PeriodicalIF":1.7,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}