Educational Research Review最新文献

{"title":"Technology-enhanced content and language integrated learning: A systematic review of empirical studies","authors":"Dongpin Hu ,&nbsp;Juanjuan Chen ,&nbsp;Yan Li ,&nbsp;Minhong Wang","doi":"10.1016/j.edurev.2025.100677","DOIUrl":"10.1016/j.edurev.2025.100677","url":null,"abstract":"<div><div>Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100677"},"PeriodicalIF":9.6,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143428003","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 systematic review of evidence-based design and pedagogical principles in educational virtual reality environments","authors":"Adurangba Victor Oje ,&nbsp;Nathaniel J. Hunsu ,&nbsp;Logan Fiorella","doi":"10.1016/j.edurev.2025.100676","DOIUrl":"10.1016/j.edurev.2025.100676","url":null,"abstract":"<div><div>As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100676"},"PeriodicalIF":9.6,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427510","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":"Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis","authors":"Jang Ho Lee ,&nbsp;Hansol Lee ,&nbsp;Yuen Yi Lo","doi":"10.1016/j.edurev.2025.100666","DOIUrl":"10.1016/j.edurev.2025.100666","url":null,"abstract":"<div><div>This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that CLIL was significantly more effective than non-CLIL for FL learning (<em>d</em> = 0.63, SE = 0.21, <em>p</em> = .003), with particularly strong effects observed concerning improving speaking skills (<em>d</em> = 1.24, SE = 0.24, <em>p</em> &lt; .001) and smaller effects for improving other language domains (<em>d</em> = 0.48, SE = 0.18, <em>p</em> = .009). Additionally, publication year was significantly associated with the impact of CLIL on FL learning, with earlier studies reporting slightly stronger effect sizes than later ones, which demonstrated marginally weaker effects (β = −0.07, SE = 0.03, <em>p</em> = .04). In contrast, CLIL and non-CLIL approaches were comparable in terms of aiding academic content learning (<em>d</em> = −0.06, SE = 0.16, <em>p</em> = .72). Moderator analyses suggested that the observed effects of CLIL on content learning might be influenced by pre-existing differences between groups; studies with confirmed group homogeneity indicated a negative effect of CLIL on content learning (<em>d</em> = −0.22, SE = 0.13, <em>p</em> = .09), whereas studies without confirmation of group equivalence showed a positive effect (<em>d</em> = 0.31, SE = 0.22, <em>p</em> = .17).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100666"},"PeriodicalIF":9.6,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143349234","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":"School ACTIVE, brain active: A meta-analysis and meta-regression on chronic school physical activity effects on cognitive performance in children and adolescents","authors":"Júlio B. Mello ,&nbsp;Rochelle Rocha Costa ,&nbsp;Fernando Flores da Silva ,&nbsp;Ricardo Martins ,&nbsp;Carlos Cristi-Montero","doi":"10.1016/j.edurev.2024.100658","DOIUrl":"10.1016/j.edurev.2024.100658","url":null,"abstract":"<div><h3>Objective</h3><div>To describe the chronic physical activity at school effects on children and adolescents' cognitive performance, examining different types of intervention in the school environment.</div></div><div><h3>Design</h3><div>A systematic review with meta-analysis and meta-regression was conducted including experimental studies reporting the effects of physical activity at school on cognitive performance in children and adolescents.</div></div><div><h3>Data sources</h3><div>PubMed, Embase, Scopus, and Cochrane Library from database inception to February 30, 2023.</div></div><div><h3>Eligibility criteria for selecting studies</h3><div>Studies with: (P) healthy children and adolescents, (I) interventions with physical activity at school (sports, general physical activity, and physical exercises), (C) a control group, (O) cognitive flexibility, working memory, inhibitory control, and attention outcomes; and (S) Randomised trials of RCTs and longitudinal designs.</div></div><div><h3>Results</h3><div>Eighteen studies were included. The interventions were divided into three groups: different team games, general physical activity, and different physical exercises. Physical activity at school was associated with changes in cognitive flexibility (<em>g</em>: 0.244; 95% CI 0.116 to 0.373; p &lt; 0.001; I² = 0%); in working memory (<em>g</em>: 0.123; 95% CI 0.028 to 0.219; p = 0.012; I² = 14%); in inhibitory control (<em>g</em>: 0.122; 95% CI 0.062 to 0.182; p &lt; 0.001; I² = 3%); and in attention (<em>g</em>: 0.100; 95% CI 0.040 to 0.161; p &lt; 0.001; I² = 0%).</div></div><div><h3>Conclusion</h3><div>Our results support that interventions with chronic physical activity at school have a positive effect on cognitive flexibility, inhibitory control, working memory, and attention in children and adolescents. Subgroup analyses established that the impact on each outcome essentially depends on the type of intervention performed. Meta-regression showed that age was a valid predictor of improvements in working memory.</div></div><div><h3>Prospero registration</h3><div>CRD42021274668.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100658"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142821051","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 cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia","authors":"Réka Vágvölgyi ,&nbsp;Kirstin Bergström ,&nbsp;Aleksandar Bulajić ,&nbsp;Jascha Rüsseler ,&nbsp;Tânia Fernandes ,&nbsp;Michael Grosche ,&nbsp;Maria Klatte ,&nbsp;Falk Huettig ,&nbsp;Thomas Lachmann","doi":"10.1016/j.edurev.2024.100659","DOIUrl":"10.1016/j.edurev.2024.100659","url":null,"abstract":"<div><div>Dealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on <em>adults with low literacy skills</em> (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that this developmental disorder is one possible explanation for low literacy skills in adulthood. Twenty-seven studies focusing on the cognitive profile of ALLS met the three predefined criteria of reading level, age, and education. Results showed that ALLS performed worse than literate adults in various tasks at skill and information processing level, and exhibited structural and functional differences at the neurobiological level. The cognitive profile of ALLS was closer to that of primary school children than of literate adults. However, relative to children, ALLS’ literacy skills relied less on phonological and more on orthographic strategies. A narrative comparison of results with meta-analyses on developmental dyslexia showed large, though not complete, overlap in the cognitive profiles. The present results helps to better understand the literacy skills and reading-related cognitive functions of ALLS and may support the development of tailored interventions directed to the specific cognitive difficulties ALLS have.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100659"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs","authors":"Shengnan Liu ,&nbsp;Yuning Wang ,&nbsp;Hongbiao Yin","doi":"10.1016/j.edurev.2024.100660","DOIUrl":"10.1016/j.edurev.2024.100660","url":null,"abstract":"<div><div>A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (<em>N</em> = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (<em>r</em> = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100660"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142888999","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":"Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness","authors":"Amelie Fuchs,&nbsp;Anika Radkowitsch,&nbsp;Daniel Sommerhoff","doi":"10.1016/j.edurev.2024.100648","DOIUrl":"10.1016/j.edurev.2024.100648","url":null,"abstract":"<div><div>Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is <em>learning progress monitoring</em> (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (<em>g</em> = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100648"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploration of domains of educational purpose in K-12 data literacy education research","authors":"Janne Fagerlund,&nbsp;Lauri Palsa,&nbsp;Pekka Mertala","doi":"10.1016/j.edurev.2024.100663","DOIUrl":"10.1016/j.edurev.2024.100663","url":null,"abstract":"<div><div>Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account of “good education”, which brings together three interconnected domains—becoming equipped with skills (qualification), becoming a part of social orders (socialization), and becoming the subject of one's own life (subjectification)—to examine prior DLE research and explore how such domains of educational purpose have been portrayed in different ways. Our analysis shows that while there is some need for clarifying meanings of the expressed purposes of DLE, there are recognizable educational goals focused on cultivating data savvy students for present and future societal roles, most notably data-centric professions and coping in everyday data environments. Aims of gaining personal value from data and empowering students for critical engagement with data(fication) were also present to complement DLE in terms of its more subjectification-oriented viewpoints. Overall, intriguing meanings, synergies, and cross-pressures can be identified, calling for the recognition of the pluralistic approaches and cultivation of balance in them to holistically educate students to exist in and with the data-rich world. Further investigations and fundamental discussions about educational emphases in DLE research as well as informed engagement in them in local educational decision-making are encouraged.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100663"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021)","authors":"Xiao-Ming Wang ,&nbsp;Xiao-Han Yu ,&nbsp;Dan-dan Yu ,&nbsp;Gwo-Jen Hwang ,&nbsp;Min Lan","doi":"10.1016/j.edurev.2024.100661","DOIUrl":"10.1016/j.edurev.2024.100661","url":null,"abstract":"<div><div>In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of their operation ability. Because of the unique advantages that can be derived from combining the two, combining real and virtual experiments (CRVE) is gradually becoming more widely used in physics teaching. Although much empirical research has been carried out to assess learning achievement in CRVE, few studies have comprehensively investigated the statistical combination of the results from multiple studies regarding learning achievement in CRVE. Therefore, a meta-analysis was conducted in the present study to analyze 27 independent experimental studies after pre-selecting 4523 journal papers published between 2001 and 2021 to systematically examine the effects of CRVE on learning achievement. The findings show that CRVE contributes positively to learning achievement in physics courses compared to real experiments (ES = 0.66). In addition, subgroup analyses revealed that study results are influenced by three moderating variables: physics themes, sample size, and CRVE sequence. We found that learning more complex and abstract physical concepts is more conducive to the strengths of CRVE. Meanwhile, CRVE works best in small-scale courses; among all sequences, the CRVE sequence designed based on the theoretical framework is the most effective in terms of enhancing learning achievement. Finally, some suggestions are made for the application and study of CRVE in the teaching of physics based on the findings of the study.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100661"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142889025","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":"Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review","authors":"Alie Meedendorp,&nbsp;Marjolein Irene Deunk","doi":"10.1016/j.edurev.2025.100664","DOIUrl":"10.1016/j.edurev.2025.100664","url":null,"abstract":"<div><div>As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"46 ","pages":"Article 100664"},"PeriodicalIF":9.6,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}