Educational Research Review最新文献

Navigating the Double-Edged Sword: A Meta-analysis of the Effect of Digital Games on 21st Century Skills 驾驭双刃剑：数字游戏对21世纪技能影响的元分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2025-07-16 DOI: 10.1016/j.edurev.2025.100710

Chao Cheng, Katy Ieong Cheng Ho Weatherly

{"title":"Navigating the Double-Edged Sword: A Meta-analysis of the Effect of Digital Games on 21st Century Skills","authors":"Chao Cheng, Katy Ieong Cheng Ho Weatherly","doi":"10.1016/j.edurev.2025.100710","DOIUrl":"https://doi.org/10.1016/j.edurev.2025.100710","url":null,"abstract":"Digital games are a double-edged sword; while they may pose potential negative effects for players, they are also recognized as valuable tools for fostering 21<ce:sup loc=\"post\">st</ce:sup> century skills. Although 21<ce:sup loc=\"post\">st</ce:sup> century skills have been widely promoted, this is the first meta-analysis to examine the effect of digital games on players’ 21<ce:sup loc=\"post\">st</ce:sup> century skills, specifically focusing on all 4C skills: critical thinking, creativity, collaboration, and communication. Drawing on 50 effect sizes from 37 publications, the results indicate: (a) digital games have a positive, medium overall effect on 21<ce:sup loc=\"post\">st</ce:sup> century skills (<ce:italic>g</ce:italic> = 0.55); (b) digital games have a large effect on critical thinking (<ce:italic>g</ce:italic> = 0.85), a medium effect on communication (<ce:italic>g</ce:italic> = 0.77), and small effects on collaboration (<ce:italic>g</ce:italic> = 0.41) and creativity (<ce:italic>g</ce:italic> = 0.37); (c) moderator analysis has identified factors including targeted disciplines, game type, online status, experimental design, sample size, grade level, and type of control group as moderators of the effect of digital games on 21<ce:sup loc=\"post\">st</ce:sup> century skills. This study highlights the importance of integrating digital games into education, suggesting that game design should prioritize critical thinking and communication as key objectives, while also incorporating activities that promote collaboration and creativity. It further underscores the urgent need for a unified scale to assess 21<ce:sup loc=\"post\">st</ce:sup> century skills.","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"8 1","pages":""},"PeriodicalIF":11.7,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664743","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

Understanding the use of physical computing in K-12 education: A systematic literature review 理解物理计算在K-12教育中的应用：系统的文献综述

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-07-14 DOI: 10.1016/j.edurev.2025.100705

Katherine Vergara , Pedro O. Rossel , Valeria Herskovic

{"title":"Understanding the use of physical computing in K-12 education: A systematic literature review","authors":"Katherine Vergara , Pedro O. Rossel , Valeria Herskovic","doi":"10.1016/j.edurev.2025.100705","DOIUrl":"10.1016/j.edurev.2025.100705","url":null,"abstract":"<div><div>Physical computing is a field that involves the use of sensors, actuators, and microcontrollers to build systems that interact with the environment. This approach has been used in education, particularly to teach computer science, programming, computational thinking, and design concepts. This systematic review explores the use of physical computing in K-12 education, with a focus on what educational interventions are like, how they are assessed, their effects, and how students experience them. We included 43 scientific studies that describe the methodology and assessment process used in the intervention. We found that physical computing interventions have three types of expected educational outcomes: to learn physical computing itself, to improve other learning outcomes, or to improve attitudinal variables. The interventions use a variety of educational methods to achieve their goals; as well as a variety of instruments to measure outcomes. A common lesson structure has emerged, widely adopted across classrooms, including a short lecture followed by a hands-on phase, usually including teamwork to foster collaboration. Further comparative and long-term studies are needed to understand how physical computing interventions affect students, especially those who are underrepresented.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100705"},"PeriodicalIF":9.6,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654422","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

Characteristics of Interprofessional Collaboration Between Educational Psychological Services and Schools: A Scoping Review 教育心理服务与学校跨专业合作的特征：一个范围综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2025-07-11 DOI: 10.1016/j.edurev.2025.100707

Helene Hallaråker, Elisabeth Hesjeda, Christian Brandmo

引用次数: 0

The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review 高等教育目标设定与目标导向的概念：系统的文献综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2025-07-08 DOI: 10.1016/j.edurev.2025.100709

Kõue Heintalu, Katrin Saks, Natalia Edisherashvili, Izaak Dekker

{"title":"The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review","authors":"Kõue Heintalu, Katrin Saks, Natalia Edisherashvili, Izaak Dekker","doi":"10.1016/j.edurev.2025.100709","DOIUrl":"https://doi.org/10.1016/j.edurev.2025.100709","url":null,"abstract":"Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2×2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"176 1","pages":""},"PeriodicalIF":11.7,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621788","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

Active learning strategies in video learning: A meta-analysis 视频学习中的主动学习策略：一个元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-07-05 DOI: 10.1016/j.edurev.2025.100708

Yi Zhang , Rongna Li , Zhongling Pi , Jiumin Yang

{"title":"Active learning strategies in video learning: A meta-analysis","authors":"Yi Zhang , Rongna Li , Zhongling Pi , Jiumin Yang","doi":"10.1016/j.edurev.2025.100708","DOIUrl":"10.1016/j.edurev.2025.100708","url":null,"abstract":"<div><div>Active learning strategies embedded in video content have become increasingly prominent tools for enhancing learners' educational experiences. However, the literature offers varied results concerning their effectiveness. In this research, we conducted a series of meta-analyses to assess the influence of active learning strategies on learners' motivation, cognitive load, and learning performance. On the basis of our criteria, 46 articles were included, encompassing 54 studies comparing active strategies with passive video watching. Most of these studies (74 %) were conducted between 2019 and 2025 and focused primarily on adults (93 %) and STEM disciplines (75 %), with embedded questions being the most common strategy (46 %). The meta-analysis results revealed that active learning strategies had a significant positive effect on learning performance, including retention (<em>k</em> = 24, <em>g</em> = 0.33), comprehension (<em>k</em> = 33, <em>g</em> = 0.28) and transfer (<em>k</em> = 24, <em>g</em> = 0.43), and increased motivation (<em>k</em> = 8, <em>g</em> = 0.15) and cognitive load (<em>k</em> = 19, <em>g</em> = 0.19). Additionally, our moderator analysis revealed that learners’ characteristics (i.e., age) and video attributes (i.e., pace, setting) significantly influenced the outcomes associated with active learning strategies. This research, grounded in various theoretical frameworks, highlights the potential of active learning strategies to increase the efficiency and quality of video-based education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100708"},"PeriodicalIF":9.6,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621792","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

The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review 教育活动对社会科学和人文学科职业认同形成的影响：一个范围回顾

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-07-02 DOI: 10.1016/j.edurev.2025.100704

Joram Pach , Malou Stoffels , Linda Schoonmade , Erik van Ingen , Rashmi A. Kusurkar

{"title":"The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review","authors":"Joram Pach , Malou Stoffels , Linda Schoonmade , Erik van Ingen , Rashmi A. Kusurkar","doi":"10.1016/j.edurev.2025.100704","DOIUrl":"10.1016/j.edurev.2025.100704","url":null,"abstract":"<div><div>Higher education programs increasingly emphasize professional identity formation (PIF) within their curricula, particularly in fields such as medicine and teacher education. Programs in social sciences and humanities (SSH) also increasingly recognize their role in preparing students for professional futures, yet knowledge on PIF in these disciplines is less integrated into the body of literature. This scoping review synthesizes knowledge regarding the impact of various educational activities on PIF within SSH programs. A comprehensive search identified 63 relevant studies. Educational activities within SSH programs were observed to contribute to PIF across three settings: classrooms and coursework, real-life projects, and internships. Three student outcomes emerged through which these activities impact PIF: formation of images of professions, experiential learning in professional contexts, and self-reflection on professional positioning. However, the fact that SSH disciplines typically are less clearly connected to specific professions, compared to medical and teaching education, complicates PIF. Furthermore, substantial variation between disciplines exists within SSH disciplines as well. The article presents a model that helps to understand how the relationship between activities enhancing professional identity (PI) and student outcomes depends on context. The model builds on the assumption that the application and effects of PI-enhancing activities can be assessed using four parameters: learning environment, student role, relevance of knowledge and support. These parameters are embedded within configurations connecting education and professional field that vary according to discipline, educational stage, professional requirements, faculty attributes, and individual student conditions. This preliminary model warrants validation through further research and holds potential to inform research and curriculum design.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100704"},"PeriodicalIF":9.6,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621790","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

Measuring spelling skills: A meta-analysis of the convergence of dictation and error detection tasks 测量拼写技能：听写与检错任务趋同的元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-30 DOI: 10.1016/j.edurev.2025.100706

Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter

{"title":"Measuring spelling skills: A meta-analysis of the convergence of dictation and error detection tasks","authors":"Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter","doi":"10.1016/j.edurev.2025.100706","DOIUrl":"10.1016/j.edurev.2025.100706","url":null,"abstract":"<div><div>Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of <span><math><mrow><mover><mi>r</mi><mo>‾</mo></mover></mrow></math></span> = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100706"},"PeriodicalIF":9.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566519","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

From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes 从教师动机到教学行为：中介过程的系统回顾与理论框架

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-28 DOI: 10.1016/j.edurev.2025.100703

Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel

{"title":"From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes","authors":"Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel","doi":"10.1016/j.edurev.2025.100703","DOIUrl":"10.1016/j.edurev.2025.100703","url":null,"abstract":"<div><div>Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100703"},"PeriodicalIF":9.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534901","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

Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023 社交机器人对儿童语言发展影响的元分析：来自2003年至2023年二十年研究的见解

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-28 DOI: 10.1016/j.edurev.2025.100702

Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu

{"title":"Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023","authors":"Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu","doi":"10.1016/j.edurev.2025.100702","DOIUrl":"10.1016/j.edurev.2025.100702","url":null,"abstract":"<div><div>Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta<strong>-</strong>analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot<strong>-</strong>assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon<strong>-</strong>like robots. These findings contribute to child<strong>-</strong>robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100702"},"PeriodicalIF":9.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518546","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

The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis 教师自我效能感与学生学习成绩的关系：系统回顾与元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-21 DOI: 10.1016/j.edurev.2025.100701

Kang Ma , Michael Cavanagh , Junhua Zhang , Muhammad Chutiyami

引用次数: 0