Educational Research Review最新文献

{"title":"Sense of belonging in undergraduate computing students: A scoping review","authors":"Shamima Nasrin Runa,&nbsp;Andrew McCartan,&nbsp;Yuhan Du,&nbsp;Brett A. Becker,&nbsp;Catherine Mooney","doi":"10.1016/j.edurev.2025.100683","DOIUrl":"10.1016/j.edurev.2025.100683","url":null,"abstract":"<div><div>Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these groups to address this unevenness is beneficial for retaining diversity and closing representation gaps, as students persist when they feel they belong. However, student belonging is complex and challenging to measure. For the development of meaningful interventions to level sense of belonging across various groups by improving belonging for those with lower belonging, there is a need for clarity on how 1) sense of belonging is theorised in research into undergraduate students, 2) how it is measured, and 3) how belonging has been operationalised to improve diversity and student retention. This review focuses specifically on computing, as a discipline with persistent representation gaps limiting its development, synthesising existing studies investigating sense of belonging among undergraduate computing students. The PRISMA extension for scoping reviews (PRISMA-Scr) was utilised to source and review 22 relevant peer-reviewed articles published between 2013 and 2022. The review shows that most existing research follows a quantitative study. The research reveals how multiple barriers to student belonging are experienced differently across different student populations. Belongingness has significant disparities relating to gender, race, and sexuality that may explain representation gaps, but attention needs to be paid to how these identities intersect to shape student experiences. The research also suggests various social and academic interventions that can raise sense of belonging. These findings provide valuable insights into undergraduate student belonging that may inform the development of targeted interventions aimed at retaining diverse student cohorts and closing representation gaps, as well as informing future research aimed at fostering and improving sense of belonging among undergraduate computing students.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100683"},"PeriodicalIF":9.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829226","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":"Review of research on design thinking in K-12 education","authors":"Lin Lin ,&nbsp;Shusheng Shen ,&nbsp;Rustam Shadiev ,&nbsp;Minghua Yu","doi":"10.1016/j.edurev.2025.100682","DOIUrl":"10.1016/j.edurev.2025.100682","url":null,"abstract":"<div><div>Design thinking (DT) has drawn increasing attention in K-12 education. However, research on DT in K-12 education has not yet been comprehensively reviewed. The current review research attempted to bridge this gap in the field. Following the PRISMA guidelines, this review examined 40 empirical studies on DT in K-12 education, with specific emphasis on four key aspects: (1) research areas, (2) incorporation of DT into K-12 education, (3) methodologies, and (4) reported findings in reviewed studies. In terms of the first aspect, the main themes to analyze were identified as participant perspective, instructional intervention, learning assessment, and design mechanism. In terms of the second aspect, it was found that studies were conducted primarily in the context of design, technology, engineering, and STEM (Science, Technology, Engineering, and Mathematics) education in middle schools and durations ranging from three days to nine weeks. In terms of the third aspect, these studies typically carried out qualitative analysis of documents and administered questionnaires, interviews, and observations. The articles described the development of questionnaires, online games, and scales to evaluate DT. In terms of the fourth aspect, the findings showed that DT was welcomed by most participants, and it was capable of optimizing learning processes and helped promote student learning. DT can be developed not only through DT courses but also through programming learning. The effective way to DT was explained through time allocation, modalities, and iteration sequence exploration. Based on the findings, it may be concluded that DT is still in an early development stage in K-12 education, and so research on DT has not yet been broadly established with academic content learning. More studies on subject content learning supported by various DT elements, instruction based on design mechanisms, and technology-supported assessment in K-12 education are needed to impact the educational practice of DT.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100682"},"PeriodicalIF":9.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786200","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 effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis","authors":"Lana S. Jago,&nbsp;Padraic Monaghan,&nbsp;Katie Alcock,&nbsp;Kate Cain","doi":"10.1016/j.edurev.2025.100680","DOIUrl":"10.1016/j.edurev.2025.100680","url":null,"abstract":"<div><div>The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100680"},"PeriodicalIF":9.6,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705808","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":"Effectiveness of L1 and pictures in multimedia conditions on learning second-language vocabulary: A meta-analysis","authors":"Caihui Zhang ,&nbsp;Giovanni Sala ,&nbsp;Fernand Gobet","doi":"10.1016/j.edurev.2025.100681","DOIUrl":"10.1016/j.edurev.2025.100681","url":null,"abstract":"<div><div>Multimedia inputs have been often used in second language (L2) vocabulary learning; however, the effective elements in multimedia inputs for L2 vocabulary learning have hardly been established. This study aims to identify the effective element(s) and further clarifies the meaning of different “domains” in multimedia L2 vocabulary learning. Considering that the learning target (L2 vocabulary) belongs to the verbal domain, the meaningful inputs are then constructed as within-domain (i.e. L1-based), cross-domain (i.e. Picture-based), and mixed-domain (i.e. L1+picture-based) learning conditions. The present study firstly conducted an omnibus analysis and then three meta-analyses: (a) within-domain vs. cross-domain (20 studies, 51 effect sizes), (b) within-domain vs. mixed-domain (21 studies, 55 effect sizes), and (c) cross-domain vs. mixed-domain (9 studies, 27 effect sizes), for a total of 2056 participants. Both immediate and available delayed tests were used as dependent variables. Four moderators were used to identify potential predictors. The results indicate that, at the immediate tests, the mixed-domain condition consistently outperforms the within-domain condition (<em>g</em> = 0.334, <em>p</em> &lt; 0.001) and cross-domain condition (<em>g</em> = 0.350, <em>p</em> = 0.001) in facilitating L2 vocabulary learning. However, at the delayed tests, the advantageous effect of the mixed-domain condition only marginally outperformed the cross-domain condition (<em>g</em> = 0.271, <em>p</em> = 0.067). No significant difference was found between the within-domain and cross-domain conditions in L2 vocabulary learning. No significant moderator was detected at either the immediate tests or the delayed tests. These findings highlight the benefit of incorporating both L1 words and pictures into L2 vocabulary learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100681"},"PeriodicalIF":9.6,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786199","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":"Interdisciplinary knowledge diffusion of educational research, 2002–2021","authors":"Ying Tang ,&nbsp;Yu Liu ,&nbsp;Yixin Jin ,&nbsp;Chenwei Zhang ,&nbsp;Xiaojuan Zhang","doi":"10.1016/j.edurev.2025.100679","DOIUrl":"10.1016/j.edurev.2025.100679","url":null,"abstract":"<div><div>Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100679"},"PeriodicalIF":9.6,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143675603","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":"Evaluating methodological quality of meta-analyses: A case study of meta-analyses on associations between parental involvement and students’ learning outcomes","authors":"Cheng Yong Tan,&nbsp;Lin Gao","doi":"10.1016/j.edurev.2025.100678","DOIUrl":"10.1016/j.edurev.2025.100678","url":null,"abstract":"<div><div>The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100678"},"PeriodicalIF":9.6,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725707","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":"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}