Educational Psychology Review最新文献_第9页

Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis 人工智能驱动的虚拟代理对计算机模拟学习成果的影响：元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-01 DOI: 10.1007/s10648-024-09855-4

{"title":"Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis","authors":"","doi":"10.1007/s10648-024-09855-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09855-4","url":null,"abstract":"<h3>Abstract</h3> Computer-based simulations for learning offer affordances for advanced capabilities and expansive possibilities for knowledge construction and skills application. Virtual agents, when powered by artificial intelligence (AI), can be used to scaffold personalized and adaptive learning processes. However, a synthesis or a systematic evaluation of the learning effectiveness of AI-powered virtual agents in computer-based simulations for learning is still lacking. Therefore, this meta-analysis is aimed at evaluating the effects of AI-powered virtual agents in computer-based simulations for learning. The analysis of 49 effect sizes derived from 22 empirical studies suggested a medium positive overall effect, (overline{g }=0.43) , SE = 0.08, 95% C.I. [0.27, 0.59], favoring the use of AI-powered virtual agents over the non-AI-powered virtual agent condition in computer-based simulations for learning. Further, moderator analyses revealed that intervention length, AI technologies, and the representation of AI-powered virtual agents significantly explain the heterogeneity of the overall effects. Conversely, other moderators, including education level, domain, the role of AI-powered virtual agents, the modality of AI-powered virtual agents, and learning environment, appeared to be universally effective among the studies of AI-powered virtual agents in computer-based simulations for learning. Overall, this meta-analysis provides systematic and existing evidence supporting the adoption of AI-powered virtual agents in computer-based simulations for learning. The findings also inform about evidence-based design decisions on the moderators analyzed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140015688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to: Emerging and Future Directions in Test‑Enhanced Learning Research 更正为测试强化学习研究的新方向和未来方向

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-03-01 DOI: 10.1007/s10648-024-09875-0

Steven C. Pan, J. Dunlosky, Kate M. Xu, Kim Ouwehand

引用次数: 0

Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? 克服动机科学中的分裂：为什么、何时以及如何整合理论？

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-28 DOI: 10.1007/s10648-024-09846-5

Reinhard Pekrun

{"title":"Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories?","authors":"Reinhard Pekrun","doi":"10.1007/s10648-024-09846-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09846-5","url":null,"abstract":"Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of the integrative frameworks presented in this collection of articles. Based on this overview, I discuss if and when we should integrate theories. Several non-trivial conditions need to be met for integration, including convergence of phenomena, constructs, and theoretical propositions. Next, I address strategies for integration, including rules for merging constructs and ways to integrate propositions. I also discuss how the generation of integrative frameworks, if not successfully enacted, can paradoxically lead to further proliferation rather than a reduction of theories. In contrast, successful integration reduces redundancy and simplifies the conceptual space used to describe, explain, or predict a set of phenomena. Successful integration may require not only theoretical work but also empirical validation, strategic efforts in the scientific community, and change of institutional policies. In conclusion, I argue that within-discipline integration alone is not sufficient to overcome the current theoretical stagnation in the field. Attention to advances in neighboring disciplines, formalization of models of motivation, and theoretical differentiation to consider the specificity of constructs, populations, and contexts are needed as well.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139988589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach 备课与授课的互动学习效果：一种元分析方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-28 DOI: 10.1007/s10648-024-09871-4

Keiichi Kobayashi

{"title":"Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach","authors":"Keiichi Kobayashi","doi":"10.1007/s10648-024-09871-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09871-4","url":null,"abstract":"This study was conducted to meta-analytically investigate the influence of teaching vs. no teaching expectancy on the learning effects of teaching after preparatory learning. A meta-analysis of 39 studies revealed that a weighted mean effect size for the effect of teaching after studying with or without teaching expectancy vs. merely studying without teaching expectancy on one’s learning was g = 0.27, 95% CI [0.15, 0.39]. Most importantly, teaching vs. no teaching expectancy significantly moderated the learning effect of teaching: The learning benefit of teaching after studying with teaching expectancy was nearly medium, g = 0.48, 95% CI [0.34, 0.63], whereas that of teaching after studying without teaching expectancy did not significantly differ from zero, g = − 0.02, 95% CI [− 0.14, 0.11]. This moderator effect was independent of the effects of two possible confounding factors: comparison treatment (the use of a sophisticated or unsophisticated learning strategy) and teaching mode (teaching in written or unwritten mode). An additional meta-analysis of 14 studies also found that the effect of teaching after studying with teaching expectancy vs. merely studying with teaching expectancy on one’s learning was significantly greater than zero, g = 0.38, 95% CI [0.17, 0.60], ruling out the possibility that the effectiveness of learning by teaching after studying with teaching expectancy is entirely attributable to the learning effects of preparing to teach (i.e., merely studying with teaching expectancy). These findings suggest that preparing to teach catalyzes learning by teaching.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139988563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis 基于问题、基于项目和基于案例的学习对学生学习动机的影响：Meta 分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-28 DOI: 10.1007/s10648-024-09864-3

Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens

{"title":"The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis","authors":"Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens","doi":"10.1007/s10648-024-09864-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09864-3","url":null,"abstract":"In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139994648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning 边做边学还是做而不学？基于活动的学习的潜力与挑战

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-28 DOI: 10.1007/s10648-024-09869-y

{"title":"Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning","authors":"","doi":"10.1007/s10648-024-09869-y","DOIUrl":"https://doi.org/10.1007/s10648-024-09869-y","url":null,"abstract":"<h3>Abstract</h3> Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related knowledge, resulting in complex activities. Excessive movement or failure to properly integrate motor activity into a task can lead to problems for motor activity–based learning. Elaborate activities, such as letting learners generate drawings, can quickly evolve to secondary tasks in their own right. Demanding learning tasks can create their own cognitive load, resulting in less working memory capacity being available for engaging with the actual content. If activity-based interventions are to be used, as many redundant aspects as possible need to be avoided while providing additional guidance to learners. In addition, it is necessary to consider how task demands transform once tasks are shifted from the physical to the digital world in order to properly acknowledge potential increases in cognitive load. Taken together, this review connects educational and cognitive perspectives on activity-based learning to arrive at models and recommendations that are of high relevance for the digital transformation of education and learning.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139994662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field 教育心理学中种族关注和种族重塑方法的演变：该领域的未来发展方向

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-28 DOI: 10.1007/s10648-024-09873-2

Jessica T. DeCuir-Gunby, Paul A. Schutz

引用次数: 0

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning 通过游戏式学习发挥大型语言模型在教育中的潜力

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-27 DOI: 10.1007/s10648-024-09868-z

Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus

{"title":"Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning","authors":"Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus","doi":"10.1007/s10648-024-09868-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09868-z","url":null,"abstract":"This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of the generated output. Yet, due to their low opportunity cost, LLMs in education may pose some risk of over-reliance, potentially and unintendedly limiting the development of such expertise. Education is thus faced with the challenge of preserving reliable expertise development while not losing out on emergent opportunities. To address this challenge, we first propose a playful approach focusing on skill practice and human judgment. Drawing from game-based learning research, we then go beyond this playful account by reflecting on the potential of well-designed games to foster a willingness to practice, and thus nurturing domain-specific expertise. We finally give some perspective on how a new pedagogy of learning with AI might utilize LLMs for learning by generating games and gamifying learning materials, leveraging the full potential of human-AI interaction in education.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139976884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review 探索创造性思维中的认知负荷：系统性文献综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-24 DOI: 10.1007/s10648-024-09866-1

Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou

{"title":"Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review","authors":"Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou","doi":"10.1007/s10648-024-09866-1","DOIUrl":"https://doi.org/10.1007/s10648-024-09866-1","url":null,"abstract":"Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing from 33 eligible articles sourced from Web of Science (WoS), the Educational Resources Information Center (ERIC), and Scopus electronic databases. Thematic analysis identified diverse roles of cognitive load within creativity studies, including mediator, moderator, independent variable, dependent variable, and as a component of the theoretical framework. Management strategies for cognitive load in creativity research involve the use of external resources, environmental interventions, and self-regulation. Methodological considerations regarding internal and external validity are also discussed. This review offers implications for researchers and practitioners, informing future research directions and contributing to the effective management of cognitive load in creative thinking practices.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":null,"pages":null},"PeriodicalIF":10.1,"publicationDate":"2024-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139945386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hybridizing Psychological Theories: Weighing the Ends Against the Means 混合心理学理论：权衡目的与手段

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-02-16 DOI: 10.1007/s10648-024-09856-3

Patricia A. Alexander

引用次数: 0