Educational Research Review最新文献

{"title":"A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types","authors":"Jennifer G. Cromley,&nbsp;Runzhi Chen","doi":"10.1016/j.edurev.2025.100730","DOIUrl":"10.1016/j.edurev.2025.100730","url":null,"abstract":"<div><div>Richard E. Ma</div><div>yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's <em>g</em> effect sizes using a multilevel regression approach in the <em>metafor</em> package in R. The overall effect was <em>g</em> = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100730"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"(When) do teacher professional development interventions improve student Achievement? A meta-analysis of 128 high-quality studies","authors":"Adrie J. Visscher ,&nbsp;Natasha Dmoshinskaia ,&nbsp;Marta Pellegrini ,&nbsp;Anny Rey-Naizaque","doi":"10.1016/j.edurev.2025.100742","DOIUrl":"10.1016/j.edurev.2025.100742","url":null,"abstract":"<div><div>Enormous sums of money are spent worldwide on teacher professional development (TPD), seeking to optimize the quality of in-service teachers’ teaching. An important question is whether this pays off in terms of improved student achievement, which we investigated in this meta-analysis of 128 (quasi-)experimental, high-quality studies with 356 effect sizes. Results showed an average effect size of 0.09, 95 % CI [0.07, 0.11], considered a medium-size effect on student achievement (Kraft, 2023). Effects varied greatly, with the 95 % prediction interval ranging from −0.15 to 0.32. We used confirmatory and exploratory multiple meta-regression models to examine the effects of potential moderators. The confirmatory model revealed that grade level and publication status were predictors of the effect, while TPD goal did not explain differences in effects on student achievement. The exploratory model seemed to indicate that the number of learning-theory principles applied in designing the TPD (out of these four: teacher performance standards, teacher self-regulation, teacher coaching and teacher cooperation) positively influenced student outcomes. Interestingly, the number of TPD hours and the type of trainer were not statistically significant predictors of TPD effectiveness. We reflect upon the findings and the state-of-the-art of TPD research and formulate recommendations for its further development.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100742"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441387","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":"Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review","authors":"Sumin Hong ,&nbsp;Taeyeon Eom ,&nbsp;Jewoong Moon","doi":"10.1016/j.edurev.2025.100743","DOIUrl":"10.1016/j.edurev.2025.100743","url":null,"abstract":"<div><div>Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100743"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between media literacy and well-being: A systematic review and meta-analysis","authors":"Chloe S. Gordon ,&nbsp;Kelly Ferber ,&nbsp;Tanya Notley ,&nbsp;Rachel F. Rodgers ,&nbsp;Emma Bradshaw ,&nbsp;Geetanjali Basarkod ,&nbsp;Joel Anderson ,&nbsp;Siân A. McLean ,&nbsp;Simone Mizzi ,&nbsp;Hannah K. Jarman ,&nbsp;Jessica Dickson ,&nbsp;Taren Sanders ,&nbsp;Amy Slater ,&nbsp;Erin Pearson ,&nbsp;Theresa Dicke","doi":"10.1016/j.edurev.2025.100731","DOIUrl":"10.1016/j.edurev.2025.100731","url":null,"abstract":"<div><div>Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (<em>r</em> = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100731"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes","authors":"Mauro Ramos ,&nbsp;Patricia Guerrero ,&nbsp;Katrien Vangrieken","doi":"10.1016/j.edurev.2025.100739","DOIUrl":"10.1016/j.edurev.2025.100739","url":null,"abstract":"<div><div>Teachers' motivation and well-being are critical for the quality and sustainability of educational systems, yet they are increasingly threatened by systemic challenges and professional demands. This systematic literature review examines how teachers' Basic Psychological Needs (BPNs) (autonomy, competence, and relatedness), derived from Self-Determination theory (SDT), tend to be supported or undermined, and explores the outcomes commonly associated with their satisfaction. Following a rigorous screening process guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), 102 studies were included. The review identifies a range of factors linked to BPN satisfaction, including leadership styles, collegial and social support, professional control, personal attributes, and job demands. Across the reviewed literature, BPN satisfaction is frequently associated with teachers' motivation, well-being, and professional resilience. While patterns vary, BPN satisfaction often aligns with lower burnout levels, higher intrinsic motivation, and particular teaching approaches that emphasize engagement and innovation. Moreover, autonomy, competence, and relatedness often appear to interact dynamically with relational factors such as collegial trust and student-teacher relationships, playing a vital role in need satisfaction. By consolidating fragmented research on teachers and Basic Psychological Need Satisfaction Theory, this review provides actionable insights for policymakers, school leaders, and educators. While systemic and targeted interventions, such as leadership training and workload management, are frequently discussed, the broader influence of public policies on creating the conditions for BPN satisfaction remains underexplored. Addressing this gap may help understand how regulatory frameworks shape teachers’ well-being and motivation, offering new directions for research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100739"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362259","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 scoping review of empirical research on Collaborative Online International Learning (COIL) implementation","authors":"Cecilia Ka Yuk Chan","doi":"10.1016/j.edurev.2025.100749","DOIUrl":"10.1016/j.edurev.2025.100749","url":null,"abstract":"<div><div>Collaborative Online International Learning (COIL) has gained prominence as a flexible and inclusive model for internationalisation in higher education. This scoping review synthesises empirical research on COIL implementation to map current practices, identify knowledge gaps, and provide a foundation for future research. Ninety-three studies published between 2010 and 2024 were analysed to examine patterns in implementation across countries, disciplines, pedagogical strategies, and technological tools. Findings reveal four main COIL models—Parallel, Consultation, Jigsaw, and Hybrid—each grounded in experiential learning theories and varying in levels of collaboration and intercultural engagement. While COIL fosters intercultural competencies, digital literacy, and global collaboration skills, challenges such as uneven institutional support, time zone coordination, and assessment practices remain. This review highlights the importance of context-sensitive implementation and the need for further comparative and experimental research to evaluate COIL's impact. The COIL Implementation Typology proposed in this study offers a guide for strategic design and scalability across institutions.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100749"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575634","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":"Metaverse applications in language education: A critical narrative review and integrative framework for pedagogical innovation","authors":"Peiru Tong ,&nbsp;Hongzhi Yang ,&nbsp;Hui Ji","doi":"10.1016/j.edurev.2025.100733","DOIUrl":"10.1016/j.edurev.2025.100733","url":null,"abstract":"<div><div>The metaverse introduces innovative approaches to language learning, enabling immersive and interactive experiences through advanced technologies such as virtual reality. Despite the enthusiasm surrounding the metaverse, concerns exist that it may become an overused buzzword, leading to ambiguity and a lack of clear conceptual understanding in educational contexts. This narrative review systematically examines the current state of metaverse applications in language education from 35 empirical studies, not only analysing the key features of the studies but also critically evaluating how these virtual environments align with key frameworks for metaverse attributes and educational design criteria. The findings offer three key insights. Firstly, the existing research largely originates from Korea and China, focusing on teaching English and university learners. There is a need for more diverse studies to expand the conceptual and practical advancements of the educational metaverse. Secondly, the varied application of metaverse attributes in current studies reflects the concept's evolving nature and the need for clearer definitions and criteria. Finally, the analysis of educational design criteria demonstrates their role in realising the core attributes of the metaverse. This study presents an integrative framework that brings together the metaverse's technical affordances with pedagogical design principles, paving the way for its innovative applications in language education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100733"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies","authors":"Xiaoli Han ,&nbsp;Hongchao Peng ,&nbsp;Mingzhuo Liu","doi":"10.1016/j.edurev.2025.100714","DOIUrl":"10.1016/j.edurev.2025.100714","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. While a growing body of literature reports anecdotal or correlational evidence of GenAI's educational potential, rigorous causal evaluations remain limited. To bridge this gap, this study conducted a systematic review and meta-analysis of experimental and quasi-experimental studies investigating the effect of GenAI on learning outcomes. Following PRISMA guidelines, we screened five academic databases and identified 68 relevant studies published between 2022 and 2025. These studies yielded a total of 337 effect sizes across various educational levels, subject domains, and instructional contexts. The meta-analysis revealed a moderate overall positive effect of GenAI on learning outcomes (SMD = 0.45, 95 % CI [0.43, 0.47]), suggesting that GenAI-supported interventions are generally more effective than traditional instruction. However, substantial heterogeneity was observed across studies (I² = 95 %), indicating that the magnitude of GenAI's impact varies significantly depending on contextual and methodological factors. Moderator analyses revealed stronger effects in primary and secondary education, within natural science disciplines, and in short-term interventions with smaller sample sizes. These patterns point to both the promise and the complexity of GenAI integration in educational practice. In conclusion, while GenAI shows considerable promise for enhancing learning outcomes, its true potential will only be realized through sustained, efforts to evaluate how, when, and for whom these technologies work best in diverse learning ecosystems.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100714"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829324","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 conceptualisation of goal setting and goal orientation in higher education: A systematic literature review","authors":"Kõue Heintalu ,&nbsp;Katrin Saks ,&nbsp;Natalia Edisherashvili ,&nbsp;Izaak Dekker","doi":"10.1016/j.edurev.2025.100709","DOIUrl":"10.1016/j.edurev.2025.100709","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100709"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","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}

{"title":"From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes","authors":"Rebecca Lazarides ,&nbsp;Ulrich Schiefele ,&nbsp;Martin Daumiller ,&nbsp;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":"2025-08-01","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}