Educational Research Review最新文献

{"title":"A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types","authors":"Jennifer G. Cromley,&nbsp;Runzhi Chen","doi":"10.1016/j.edurev.2025.100730","DOIUrl":"10.1016/j.edurev.2025.100730","url":null,"abstract":"<div><div>Richard E. Ma</div><div>yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's <em>g</em> effect sizes using a multilevel regression approach in the <em>metafor</em> package in R. The overall effect was <em>g</em> = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100730"},"PeriodicalIF":10.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094152","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}

{"title":"The relationship between media literacy and well-being: A systematic review and meta-analysis","authors":"Chloe S. Gordon ,&nbsp;Kelly Ferber ,&nbsp;Tanya Notley ,&nbsp;Rachel F. Rodgers ,&nbsp;Emma Bradshaw ,&nbsp;Geetanjali Basarkod ,&nbsp;Joel Anderson ,&nbsp;Siân A. McLean ,&nbsp;Simone Mizzi ,&nbsp;Hannah K. Jarman ,&nbsp;Jessica Dickson ,&nbsp;Taren Sanders ,&nbsp;Amy Slater ,&nbsp;Erin Pearson ,&nbsp;Theresa Dicke","doi":"10.1016/j.edurev.2025.100731","DOIUrl":"10.1016/j.edurev.2025.100731","url":null,"abstract":"<div><div>Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (<em>r</em> = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100731"},"PeriodicalIF":10.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093989","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}

{"title":"Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review","authors":"Feifan Pang ,&nbsp;Jesus Alfonso D. Datu","doi":"10.1016/j.edurev.2025.100729","DOIUrl":"10.1016/j.edurev.2025.100729","url":null,"abstract":"<div><div>Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100729"},"PeriodicalIF":10.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060523","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}

{"title":"Teacher online professional learning: A systematic literature review","authors":"Chao Wang ,&nbsp;Xiao Hu","doi":"10.1016/j.edurev.2025.100727","DOIUrl":"10.1016/j.edurev.2025.100727","url":null,"abstract":"<div><div>Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100727"},"PeriodicalIF":10.6,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050088","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}

{"title":"The impact of artificial intelligence on students’ 4C skills: A meta-analysis","authors":"Qian Tian,&nbsp;Xudong Zheng","doi":"10.1016/j.edurev.2025.100728","DOIUrl":"10.1016/j.edurev.2025.100728","url":null,"abstract":"<div><div>The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100728"},"PeriodicalIF":10.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997043","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}

{"title":"A meta-analysis of teacher well-being: A job demands and resources perspective","authors":"Yingxiu Li ,&nbsp;Junjun Chen ,&nbsp;Junying Lu ,&nbsp;Xiang Wang","doi":"10.1016/j.edurev.2025.100719","DOIUrl":"10.1016/j.edurev.2025.100719","url":null,"abstract":"<div><div>Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100719"},"PeriodicalIF":10.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920980","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}

{"title":"The experiences of students with physical disabilities in inclusive education: A qualitative systematic review","authors":"Dagmar Sedláčková ,&nbsp;Jiří Kantor ,&nbsp;Liliana Belkin ,&nbsp;Jana Marečková ,&nbsp;Alžběta Smrčková ,&nbsp;Jian Du ,&nbsp;Jiaoli Li ,&nbsp;Zuzana Svobodová ,&nbsp;Zachary Munn","doi":"10.1016/j.edurev.2025.100715","DOIUrl":"10.1016/j.edurev.2025.100715","url":null,"abstract":"<div><div>Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100715"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898801","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}

{"title":"How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments","authors":"Iris Backfisch ,&nbsp;Ronny Scherer ,&nbsp;Jürgen Schneider ,&nbsp;Andreas Lachner","doi":"10.1016/j.edurev.2025.100718","DOIUrl":"10.1016/j.edurev.2025.100718","url":null,"abstract":"<div><div>Technological Pedagogical and Content Knowledge (TPACK) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. Hence, crafting a validity argument of the popular TPACK self-assessments is key to facilitating evidence-based practices in these areas. However, the existing body of validity evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. To synthesize this evidence and capture its heterogeneity, we conducted a systematic review with a meta-analysis. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching. Our findings revealed two distinguishable dimensions of TPACK for both pre- and in-service teacher samples, which represented the technological and non-technological dimensions. The integrative model provided an overall better fit to the data. Moreover, TPACK self-reports were moderately correlated with technology use (<span><math><mrow><mover><mi>r</mi><mo>‾</mo></mover></mrow></math></span> s = 0.23–0.49) and exhibited substantial heterogeneity. Our results underscore the importance of generating and considering both internal and external validity evidence when applying TPACK assessments to generate implications for educational research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100718"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898800","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}

{"title":"Aligning interventions with the University Mental Health Charter: A stratified review of reviews of mental health and wellbeing interventions for higher education students","authors":"Rebecca Upsher ,&nbsp;Sanjana Prabhakar ,&nbsp;Tatjana Damjanovic ,&nbsp;Sarah Conner ,&nbsp;Jo Ward ,&nbsp;Katie Rakow ,&nbsp;Luqmaan Waqar ,&nbsp;Helen Lawson ,&nbsp;Nicola Byrom","doi":"10.1016/j.edurev.2025.100716","DOIUrl":"10.1016/j.edurev.2025.100716","url":null,"abstract":"<div><div>This stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the University Mental Health Charter's domains. A narrative synthesis of 341 studies was conducted, extracted from 265 reviews. Interventions were stratified by the Mental Health Charter's domains—Live, Learn, and Support—and analysed for their impact on mental health outcomes. The “Live” domain, particularly proactive interventions and mentally healthy environments, had the highest number of studies, predominantly conducted via Randomised Controlled Trials. The “Learn” domain largely comprised quasi-experimental studies, while the “Support” domain featured pre-post designs without control groups. Interventions were primarily conducted in person and were universal, targeting undergraduate students, with North America being the most frequent research location. For the most frequent mental health outcomes (anxiety, depression, and stress), interventions showed mixed effectiveness across all domains, with no significant association between the type of intervention and its impact. Most studies were rated as having medium evidence strength, with less than 10 % classified as strong evidence. The findings highlight a critical need for diversified research focusing on underrepresented areas within the Mental Health Charter, such as academic progression and partnerships with external care providers. Additionally, there is a call for standardised outcome measures to enhance the robustness of future meta-analyses and the overall evidence quality. Addressing these gaps will support the effective implementation of a whole-university approach to student mental health.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100716"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901705","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}

{"title":"Delving into data on students’ instructional knowledge: A scoping review of the empirical research","authors":"Morane Stevens ,&nbsp;Fien Depaepe ,&nbsp;Jan Elen","doi":"10.1016/j.edurev.2025.100717","DOIUrl":"10.1016/j.edurev.2025.100717","url":null,"abstract":"<div><div>Students' knowledge of micro-level education – specifically, their knowledge of how education is provided – may impact their perception of the learning environment, which is often ill-adjusted to the situation. This discrepancy may negatively affect learning. To ensure the effectiveness of learning environments, it is therefore essential to take into account students' so-called ‘instructional knowledge’. However, this is made considerably difficult by the highly fragmented nature of available research. To address this issue, this scoping review aims to identify what characterizes the empirical literature on higher education students' instructional knowledge, with particular attention to theoretical foundations, conceptualizations, instrumentalizations, research aims, and findings. After an initial database search, systematic snowballing methods were employed to search for relevant literature. A screening based on specific eligibility criteria resulted in 71 included publications. Findings reveal a scarcity of theoretical underpinnings, which are highly diverse but also share some commonalities. Similarly, numerous conceptualizations were identified, revealing instructional knowledge as a layered construct that can be mapped onto a number of dimensions, such as, for instance, the knowledge domain in which descriptions are situated. Regarding the instruments used, research relies primarily on a specific type of self-report, and there are few psychometrically sound instruments to assess instructional knowledge. Furthermore, the analysis revealed that the research primarily revolves around three categories of aims, with a predominant focus on descriptive publications, and findings tend to be largely inconclusive. The review concludes by proposing a comprehensive, operationalizable conceptualization and updated model of instructional knowledge, providing a strong foundation for further research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100717"},"PeriodicalIF":10.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898720","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}