Learning and Instruction最新文献

{"title":"Playful stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play","authors":"","doi":"10.1016/j.learninstruc.2024.102008","DOIUrl":"10.1016/j.learninstruc.2024.102008","url":null,"abstract":"<div><h3>Background</h3><p>Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers.</p></div><div><h3>Aims</h3><p>In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change.</p></div><div><h3>Participants</h3><p>Twenty-five female student teachers in their second, third, or fourth year of study participated in the study.</p></div><div><h3>Methods</h3><p>Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences.</p></div><div><h3>Results</h3><p>The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge.</p></div><div><h3>Conclusions</h3><p>We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231977","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":"Student interaction with ChatGPT can promote complex critical thinking skills","authors":"","doi":"10.1016/j.learninstruc.2024.102011","DOIUrl":"10.1016/j.learninstruc.2024.102011","url":null,"abstract":"<div><h3>Background</h3><p>The widespread adoption of AI-based chatbots has revolutionized the interaction between individuals and machines, providing personalized and immediate responses. Within the educational sector, students increasingly rely on ChatGPT to address academic challenges, but the consequences of this interaction on critical thinking abilities are not well understood. This study aims to explore the relationship between factors such as attitudes and trust towards AI, engagement, knowledge, and the ability to solve complex critical thinking in a sample of Italian students.</p></div><div><h3>Methods</h3><p>Two hundred and thirteen students completed self-report questionnaires and performance measures on the Critical Reasoning Assessment.</p></div><div><h3>Results</h3><p>The results highlighted significant relationships among the variables considered, emphasizing a direct impact of attitude and trust on knowledge and engagement with AI. Furthermore, engagement proved to have a particularly significant impact on critical thinking performance compared to knowledge.</p></div><div><h3>Conclusions</h3><p>These findings are relevant in the educational context, suggesting that interaction with AI-based chatbots can be a valuable resource for the development of students' critical thinking skills. However, it is emphasized the importance of adopting an educational approach that fosters active engagement and in-depth understanding to promote the critical analysis of information provided by AI-based chatbots.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173855","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 a literary intervention on interaction quality in small-group discussions in the upper elementary grades","authors":"","doi":"10.1016/j.learninstruc.2024.101996","DOIUrl":"10.1016/j.learninstruc.2024.101996","url":null,"abstract":"<div><h3>Background</h3><p>Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.</p></div><div><h3>Aims</h3><p>The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.</p></div><div><h3>Sample</h3><p>The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.</p></div><div><h3>Method</h3><p>The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).</p></div><div><h3>Results</h3><p>Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.</p></div><div><h3>Conclusions</h3><p>The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001233/pdfft?md5=dabb94407685882c1700644f55c71045&pid=1-s2.0-S0959475224001233-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161494","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":"Attentional mediators of the effect of interest on comprehension","authors":"","doi":"10.1016/j.learninstruc.2024.102010","DOIUrl":"10.1016/j.learninstruc.2024.102010","url":null,"abstract":"<div><h3>Background</h3><p>While text reading is still a preferred form of learning, topic interest can be considered an important predictor of reading comprehension. However, the nature of the relationship between interest and comprehension is not yet fully understood.</p></div><div><h3>Aims</h3><p>The present study investigates whether topic interest is related to comprehension when measured in advance and whether two indicators of attention (i.e., mind wandering and cognitive coupling) mediate this relation.</p></div><div><h3>Sample</h3><p>Participants were 238 university students.</p></div><div><h3>Methods</h3><p>Participants rated their interest in three different topics. One week later, they read one text on each of these topics. The texts’ levels of difficulty were manipulated to change during reading. Measured variables during reading were the individual adaptation of the reading speed to the text difficulty (cognitive coupling) and the frequency of mind wandering. In addition, comprehension was measured after reading each text.</p></div><div><h3>Results</h3><p>Preliminary assessed topic interest was found to be indirectly but not directly associated with reading comprehension. Specifically, topic interest negatively predicted mind wandering during reading, while mind wandering was, in turn, negatively associated with reading comprehension. In addition, partial evidence was found for the mediating role of cognitive coupling.</p></div><div><h3>Conclusions</h3><p>The present study adds to the research by showing that topic interest can predict future mind wandering and one type of cognitive coupling. Because mind wandering was, in turn, negatively related to reading comprehension, the study's findings further suggest that topic interest should be encouraged to minimize harmful mind wandering, promote adaption to text properties, and thus improve comprehension.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161493","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":"Limited sex differences in spatial language in parent-child dyads","authors":"","doi":"10.1016/j.learninstruc.2024.102006","DOIUrl":"10.1016/j.learninstruc.2024.102006","url":null,"abstract":"<div><h3>Background</h3><p>There is a complex pattern of sex differences in spatial abilities, yet there is limited knowledge of sex differences in children's exposure to, and children's use of, spatial language. The aim of this study was to directly compare mother-child and father-child interactions to investigate differences by child and parent sex in spatial language.</p></div><div><h3>Methods</h3><p>The first 3-min of mother-child and father-child DUPLO® play sessions were coded for spatial language when the child was 24 months (N = 187 families; 105:82 boys:girls) and two years later at 48 months (N = 115 families; 66:49 boys:girls).</p></div><div><h3>Results</h3><p>There were no sex differences in children's or parents' spatial language use at 24 months or 48 months. Regardless of socioeconomic status or parent talkativeness, parents showed more variety of spatial language (quality) with their daughters than their sons, but a similar quantity of spatial language with their daughters and sons. Associational analyses revealed a concurrent association between parent and child spatial language use at 48 months, but parent spatial language at 24 months did not predict child spatial language 2 years later. No direct sex effects were observed for cross-sectional or longitudinal associational analyses.</p></div><div><h3>Conclusions</h3><p>Higher spatial language quality with daughters could reflect a higher (perceived) need to provide conceptual support to daughters than sons. Beyond this, we found limited evidence of sex effects. Our findings represent an important contribution, demonstrating comparable levels of exposure to spatial language to sons and daughters, and comparable elicitation of spatial language from young boys and girls.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001336/pdfft?md5=4d36c8cf236497571b987f0dcc3dcb62&pid=1-s2.0-S0959475224001336-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148496","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":"Perceptions and reflections about a non-digital game-based learning activity for economic theory","authors":"","doi":"10.1016/j.learninstruc.2024.102007","DOIUrl":"10.1016/j.learninstruc.2024.102007","url":null,"abstract":"<div><h3>Background</h3><p>The mastery of economic theory in societies immersed in a globalised world requires the formation of reflective and socially engaged students prepared to guide today's economies. Game-based learning is a useful tool for learning economic theory due to the instruction of knowledge and skills training in an environment that simulates real-world situations.</p></div><div><h3>Aims</h3><p>This study established university students' perceptions of and reflections on non-digital learning activities based on long-term market games in the classroom.</p></div><div><h3>Sample</h3><p>Participants were 192 undergraduate students.</p></div><div><h3>Methods</h3><p>The <em>Mercadito</em> is a competitive classroom market game that invited students (household role) to lease their economic factors of production and, with their payment, consume the goods and services offered by other students (company role). A qualitative study was conducted (n = 27). Data were collected through focus groups and in-depth semi-structured interviews. The information was transcribed, coded, and analysed by the saturation of information principle.</p></div><div><h3>Results</h3><p>The students highlighted <em>Mercadito</em> as a dynamic and didactic learning activity that reflected the reality of the economy. Other reflections highlighted that (a) indebtedness allows access to consumption, while payment strategies are sought, (b) inequality is not only an economic issue, and (c) competition in the market must be ensured so that benefits are received by both households and companies.</p></div><div><h3>Conclusions</h3><p>Students perceived behaviours such as solidarity, honesty, and collaboration, and other opposites such as collusion, cheating, and unbridled ambition. <em>Mercadito</em> also showed potential as a laboratory for predicting socio-economic behaviours both in local economies and in countries with different economic systems.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135118","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 interplay of rewards and competition in digital game-based learning: Effects on intrinsic motivation, game performance and behaviors, and computational thinking","authors":"","doi":"10.1016/j.learninstruc.2024.101995","DOIUrl":"10.1016/j.learninstruc.2024.101995","url":null,"abstract":"<div><p>Although there is controversy surrounding rewards and competition in education, they are key elements in digital game-based learning (DGBL). Research on the influence of rewards and competition in DGBL often yields mixed results, suggesting a need to investigate individual game elements and their interactions. This study implemented DGBL focusing on computational thinking (CT) in 7th-grade classes. Both quantitative and behavioral data were collected to understand the impact of rewards (power-up or customization) and competition (with or without) on students’ intrinsic motivation, game performance, behaviors, and CT skills. The findings uncovered significant interactions between rewards and competition. Students with both competition and power-up rewards achieved the highest game points but the lowest CT performance, whereas those exposed to the same power-up rewards without competition attained the lowest game points but the best CT performance. Implications are drawn for DGBL research and practice.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129934","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":"Effectiveness of a minecraft education intervention for improving spatial thinking in primary school children: A mixed methods two-level cluster randomised trial","authors":"","doi":"10.1016/j.learninstruc.2024.102003","DOIUrl":"10.1016/j.learninstruc.2024.102003","url":null,"abstract":"<div><h3>Background</h3><p>Spatial thinking plays a crucial role in STEM success. Minecraft Education, a digital game-based learning platform, provides opportunities for developing students’ spatial thinking while supporting curricular content.</p></div><div><h3>Aim</h3><p>This study evaluated the effectiveness of a Minecraft Education intervention, integrated into the curriculum, in improving spatial thinking and creativity.</p></div><div><h3>Sample</h3><p>Fifth and sixth year primary school students (<em>M</em>_age = 11.53, <em>SD</em>_age = 0.58) and their teachers.</p></div><div><h3>Methods</h3><p>The study used a mixed-methods, two-level cluster randomised-controlled trial design. Thirty-two classes (<em>N</em> = 885 students) were randomly assigned to the intervention or education-as-usual control group. Assessments of spatial thinking and creativity were completed at pre-test, post-test and 6-week follow up. Teacher interviews were conducted to understand their experiences of the intervention.</p></div><div><h3>Results</h3><p>While no overall intervention-related improvements in spatial thinking were found, subgroup analyses revealed that 5th year demonstrated improved spatial thinking compared to 6th year at post-test. This may be attributable to 5th year students’ higher levels of engagement in the intervention. Unexpectedly, creativity scores were higher in the control group at post-test. Qualitative interviews identified four themes: 1) Improving spatial thinking, 2) Improving creativity, 3) Engagement, and 4) Difficulties implementing the programme.</p></div><div><h3>Conclusion</h3><p>This study highlights the importance of increasing student engagement in spatial interventions to improve their spatial skills. Finally, the study suggests that sustained practice is required to maintain the benefits of spatial instruction/training.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001300/pdfft?md5=a2192ade107e47e97080d0d645eeca0f&pid=1-s2.0-S0959475224001300-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142129933","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":"Learning styles unmasked: Conceptual change among pre-service teachers using podcasts and texts","authors":"","doi":"10.1016/j.learninstruc.2024.101991","DOIUrl":"10.1016/j.learninstruc.2024.101991","url":null,"abstract":"<div><h3>Background</h3><p>The learning styles myth is prevalent among (pre-service) teachers. Research shows that texts and podcasts refuting misconceptions and contrasting them with scientific concepts can effectively dissolve such misconceptions through cognitive conflicts, encouraging the reflection of one's beliefs. However, it is unclear if texts and podcasts differ in refuting pre-service teachers' misconceptions.</p></div><div><h3>Aims</h3><p>We investigated if conceptual change texts and podcasts have different potential for inducing conceptual change among pre-service teachers regarding their beliefs in the learning styles myth, compared to an expository information presentation immediately and up to eight weeks after the intervention.</p></div><div><h3>Sample</h3><p>116 pre-service teachers participated in the short term, and 100 in the long term.</p></div><div><h3>Methods</h3><p>The experimental study used a 2 x 2 x 4 mixed-design (manner of information presentation: conceptual change vs expository; medium: podcast vs text; time: immediately before and after the treatment as well as four and eight weeks later). Participants were randomly assigned to one of four conditions. Students' beliefs were measured at all four measurement points.</p></div><div><h3>Results</h3><p>The conceptual change conditions led to a stronger decrease in students' beliefs than the expository conditions in the short term (<em>p</em> &lt; 0.01, η² = 0.08) and the long term (<em>p</em> = 0.03, η² = 0.04). Text and podcast were equally effective in the short term (<em>p</em> = 0.62, η² = 0.00, BF₀₁ = 9.13) and the long term (<em>p</em> = 0.67, η² = 0.00, BF₀₁ = 39.94).</p></div><div><h3>Conclusion</h3><p>Podcasts and texts using conceptual change strategies can effectively dispel pedagogical misconceptions among pre-service teachers up to eight weeks post-intervention.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S095947522400118X/pdfft?md5=5ceec285d6ffb6c544233e6a51645c68&pid=1-s2.0-S095947522400118X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099514","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":"Links between instructional quality and classroom composition in classes taught by the same teacher","authors":"","doi":"10.1016/j.learninstruc.2024.102005","DOIUrl":"10.1016/j.learninstruc.2024.102005","url":null,"abstract":"<div><h3>Background</h3><p>As instructional quality is crucial for successful learning, its conditional factors are of particular interest for research and practice. Research showed that distal as well as proximal class composition factors are related to instructional quality. However, it is still unclear to what extent these aspects explain differences in instructional quality between classes of the same teacher.</p></div><div><h3>Aim</h3><p>This study investigates differences in instructional quality (cognitive activation, classroom management, student support) between classes taught by the same teacher and how these differences are related to distal (gender ratio, SES, proportion of multilingual learners) and proximal (self-concept, interest, mathematics grade) classroom composition factors.</p></div><div><h3>Sample</h3><p>Analyses are based on 3566 students in 219 classes taught by 106 teachers in 9th-grade mathematics classrooms in Germany.</p></div><div><h3>Methods</h3><p>We estimated three-level doubly-latent linear mixed models regressing instructional quality on class composition factors with students at level 1, classes at level 2, and teachers at level 3.</p></div><div><h3>Results</h3><p>Roughly 7–13 % of the variance in instructional quality perceived by the students can be attributed to class characteristics. Higher class-mean interest and a lower proportion of multilingual learners are related to higher cognitive activation. Class-mean self-concept is negatively and interest is positively related to student support. Higher discipline can be significantly explained by higher mean mathematics grades and more female students in the class.</p></div><div><h3>Conclusions</h3><p>Our results underline the importance of considering the classroom context when striving for high instructional quality, highlighting the importance of promoting proximal factors such as student interest.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099306","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}