Educational Research Review最新文献_第4页

Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis 教育技术应用对中学阅读困难学生的有效性：一项元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2026-01-10 DOI: 10.1016/j.edurev.2026.100764

Alan C.K. Cheung , Jieping Shi

{"title":"Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis","authors":"Alan C.K. Cheung , Jieping Shi","doi":"10.1016/j.edurev.2026.100764","DOIUrl":"10.1016/j.edurev.2026.100764","url":null,"abstract":"<div><div>This article systematically reviews research on the achievement outcomes of educational technology applications designed for improving the reading achievement of students in middle and high schools based on a set of rigorous inclusion criteria. A total of 53 eligible studies involving more than 53,000 students were included in the final analysis. The results indicate that educational technology applications helped to moderately increase reading achievement in secondary-school students who struggle with reading (ES = 0.15). A small majority of the studies (N = 23) were evaluations of two comprehensive models: <em>READ 180</em> (N = 17) and <em>Voyager Passport</em> (N = 6), with an overall effect size of 0.16. Supplemental computer-assisted instruction programs such as the <em>Jamestown Reading Navigator</em> and <em>IRAISE</em> produced a smaller effect size of 0.08. Interactive and personalized software such as Lexia PowerUp Literacy generated the largest effect size of 0.34. Research design also significantly moderated the effectiveness of these educational technology applications, whereas release year, sample size, grade level, and duration did not. Given that the majority of the included studies were conducted in the United States, the findings should be interpreted and generalized with caution. Limitations, policy implications, and future directions are finally discussed.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100764"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956635","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

A meta-analysis of school-based mental health interventions 校本心理健康干预的元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2025-12-26 DOI: 10.1016/j.edurev.2025.100761

Kathryn Watson , Joseph Taylor , Caroline Sutton Chubb

{"title":"A meta-analysis of school-based mental health interventions","authors":"Kathryn Watson , Joseph Taylor , Caroline Sutton Chubb","doi":"10.1016/j.edurev.2025.100761","DOIUrl":"10.1016/j.edurev.2025.100761","url":null,"abstract":"<div><div>This meta-analysis was designed to examine the effectiveness of school-based mental health interventions. Articles that used a school-based mental health intervention in K-12 schools and written in English and offered an effect size with a comparison group were considered for the study. We pulled articles from the American Psychological Association, PsychInfo, Education Resources Information Center, Psychology and Behavioral Science Collection, Google Scholar, Rand, and PubMed resulting in the identification of 1262 studies. After screening, 60 studies offering 210 effect sizes remained in the meta-analysis and were included in a meta-regression. The study is limited by publication bias as published studies are more likely to yield a positive result. A higher effect in this study reflects positive effects on student outcomes related to school-based mental health interventions. Key findings show a positive average effect of school-based mental health interventions in K-12 schools, with a stronger average effect in secondary settings. Therefore, implications for practice are that decision makers should be intentional about incorporating school-based mental health interventions into their school community.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100761"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145844774","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

Effects of reward strategies in gamified learning on academic performance: A systematic review 游戏化学习中奖励策略对学习成绩影响的系统研究

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2026-01-16 DOI: 10.1016/j.edurev.2026.100766

Shurui Bai , Yingxue Liu , Khe Foon Hew , Michael Sailer , Ya Xiao

引用次数: 0

Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review 中小学教育中数学和科学自我效能感的来源：系统文献综述

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2025-12-15 DOI: 10.1016/j.edurev.2025.100760

Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark

{"title":"Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review","authors":"Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark","doi":"10.1016/j.edurev.2025.100760","DOIUrl":"10.1016/j.edurev.2025.100760","url":null,"abstract":"<div><div>The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100760"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784431","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

Professional learning of late-career teachers: A systematic literature review 职业生涯后期教师专业学习：系统文献综述

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2025-12-08 DOI: 10.1016/j.edurev.2025.100757

Quentin Brouhier , Isabel Raemdonck , Virginie März

{"title":"Professional learning of late-career teachers: A systematic literature review","authors":"Quentin Brouhier , Isabel Raemdonck , Virginie März","doi":"10.1016/j.edurev.2025.100757","DOIUrl":"10.1016/j.edurev.2025.100757","url":null,"abstract":"<div><div>Although professional development has been widely studied, the professional learning of late-career teachers remains an underexplored area. This mixed-methods systematic review synthesises findings from 12 peer-reviewed studies published between 2000 and 2024, focusing on teachers aged 50 and above. The analysis, structured around the Job Demands-Resources model, examined how professional learning is defined, experienced and supported in the later stages of teaching careers. The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group. Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices. The review identifies late-career teachers' preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice. However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. Using the job demands-resources model, the review categorises key job demands (e.g., workload, role ambiguity) and resources (e.g., collegial support, autonomy, self-efficacy) that influence late-career teachers’ engagement in learning. It highlights a notable gap in tailored interventions addressing their specific needs. The review concludes with both theoretical and practical implications, advocating for more nuanced, context-sensitive approaches to professional learning that value the continued growth, contributions and well-being of teachers in the later stages of their careers.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100757"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732704","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 virtual to reality: A systematic review of the impact of virtual reality on skill acquisition, retention, and transfer 从虚拟到现实：系统回顾虚拟现实对技能习得、保留和转移的影响

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2026-01-16 DOI: 10.1016/j.edurev.2026.100767

Yuchun Zhong , Kai Guo , Lingran Xu , Luke Kutszik Fryer

{"title":"From virtual to reality: A systematic review of the impact of virtual reality on skill acquisition, retention, and transfer","authors":"Yuchun Zhong , Kai Guo , Lingran Xu , Luke Kutszik Fryer","doi":"10.1016/j.edurev.2026.100767","DOIUrl":"10.1016/j.edurev.2026.100767","url":null,"abstract":"<div><div>This review systematically analysed 64 studies from Google Scholar, Web of Science, and Scopus to examine how Virtual Reality supports the development of 4Cs skills (i.e., creativity, critical thinking, collaboration, and communication). This review defined skill development in three phases: acquisition, retention, and transfer. Through content analysis, it was found that 39 studies reported statistically positive impacts, 12 studies with descriptive results, six studies of mixed impacts, and seven indicated nonsignificant impacts of VR on 4Cs skills acquisition. Effect sizes were reported in 23 articles, and more than half of the studies on creativity, communication, and critical thinking found large effects. Evidence for VR's impact on collaboration was limited, with only one study reporting a small to medium effect size. Moreover, skill retention after VR-based instruction was assessed in nine studies: five demonstrated a significant increase in retention, three detected no significant effect on communication skills, and one reported that VR and other multimedia methods yielded similar outcomes for critical thinking retention. Surprisingly, only two studies focused on skill transfer, with one study quantitatively indicating a positive impact of VR on promoting transfer of critical thinking skills to near-transfer context. This review also identified an array of factors, including individual, psychological, technological, and contextual factors that might influence the extent of skill acquisition, retention, or transfer. The review concludes with recommendations on close alignment with theories and increased focus on long-term skills retention, cross-domain transferability after exposure to VR learning interventions.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100767"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145995234","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

Video-based teacher professional development for dialogic teaching: A systematic review 基于视频的对话教学教师专业发展：系统回顾

IF 10.6 1区教育学

Educational Research Review Pub Date : 2026-02-01 Epub Date: 2026-01-07 DOI: 10.1016/j.edurev.2026.100763

Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen

{"title":"Video-based teacher professional development for dialogic teaching: A systematic review","authors":"Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen","doi":"10.1016/j.edurev.2026.100763","DOIUrl":"10.1016/j.edurev.2026.100763","url":null,"abstract":"<div><div>Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: <em>planning</em>, <em>implementation</em>, <em>reflection</em>, and <em>post-reflection</em>. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100763"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956727","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

Change in team learning behaviours in work teams – A systematic review 工作团队中团队学习行为的变化-系统回顾

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-11-01 Epub Date: 2025-10-15 DOI: 10.1016/j.edurev.2025.100736

Andreas Widmann, Regina H. Mulder

{"title":"Change in team learning behaviours in work teams – A systematic review","authors":"Andreas Widmann, Regina H. Mulder","doi":"10.1016/j.edurev.2025.100736","DOIUrl":"10.1016/j.edurev.2025.100736","url":null,"abstract":"<div><div>This systematic review aims at a better understanding of change in team learning behaviours in work teams by integrating findings regarding team learning over time. Based on technical (e.g., longitudinal studies) and content-related (e.g., focus on work teams) selection criteria 15 longitudinal studies that examine change in team learning behaviours in work teams were found. A narrative synthesis of relevant findings was conducted. This review provides definitions of the various types of change in team learning behaviours (dynamics, pattern, development and minor change) that are identified by analysing and integrating the results of the found studies, whereby different kinds of change in learning behaviours in work teams are identified. Based on the findings, implications are drawn for practice to sustainably foster work teams, for instance by ensuring stable team learning conditions for work teams to counteract decreases in the engagement in team learning behaviours. Furthermore, needs for future research are derived, such as the need for mixed methods studies with more than three measurement points in short intervals.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100736"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362258","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 artificial intelligence on students’ 4C skills: A meta-analysis 人工智能对学生4C技能的影响：一项元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-11-01 Epub Date: 2025-08-29 DOI: 10.1016/j.edurev.2025.100728

Qian Tian, Xudong Zheng

{"title":"The impact of artificial intelligence on students’ 4C skills: A meta-analysis","authors":"Qian Tian, 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":"2025-11-01","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}

引用次数: 0

Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents 记住手：儿童和青少年精细运动技能与阅读、写作、数学和认知发展之间相关性的元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-11-01 Epub Date: 2025-11-21 DOI: 10.1016/j.edurev.2025.100748

Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger

{"title":"Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents","authors":"Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger","doi":"10.1016/j.edurev.2025.100748","DOIUrl":"10.1016/j.edurev.2025.100748","url":null,"abstract":"<div><div>Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (<em>j</em> = 143, <em>k</em> = 1110, <em>N</em> = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (<em>r</em> = .329, <em>d</em> = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing <em>if</em> links exist to investigating <em>why</em>.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100748"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575630","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