Learning and Instruction最新文献

{"title":"“The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning","authors":"Hayley K. Jach ,&nbsp;Rodica Ioana Damian ,&nbsp;Kou Murayama","doi":"10.1016/j.learninstruc.2025.102138","DOIUrl":"10.1016/j.learninstruc.2025.102138","url":null,"abstract":"<div><h3>Background</h3><div>In the early years of schooling, learning tends to resolve information gaps and decrease ambiguity, and within this structure, high performing students learn to thrive and maximise performance. This changes irrevocably in doctoral education. The prototypical doctoral student is striving to investigate a research gap for which there is currently no answer in the entire body of literature, requiring a leap into the unknown with no guarantee of understanding. Prior learning expertise cannot necessarily be trusted, and this vastly heightened uncertainty may impact students' interest in their studies, plans for a research-focused career, and doctoral completion intentions over time. To date, however, no prior study has investigated how <em>perceptions of uncertainty in learning</em> may longitudinally relate to these factors, nor how individual differences such as one's openness to experience might provide a buffer against any negative effects.</div></div><div><h3>Method</h3><div>This Stage 1 registered report presents plans for a 10-month longitudinal assessment of 400 doctoral students. At monthly intervals, students will report their instances of uncertainty in learning, completion intentions, outcome expectations, interest, productivity, and wellbeing. Results will be analysed with dynamic structural equation models, predicting key outcomes from perceptions of uncertainty in learning at the previous time point, with personality traits openness to experience and neuroticism as potential moderators.</div></div><div><h3>Results and discussion</h3><div>will be presented in the Stage 2 Registered Report.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102138"},"PeriodicalIF":4.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900140","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":"Instructional videos and deeper processing: Insights and applications","authors":"Kevin Ackermans ,&nbsp;Björn B. de Koning ,&nbsp;Halszka Jarodzka","doi":"10.1016/j.learninstruc.2025.102137","DOIUrl":"10.1016/j.learninstruc.2025.102137","url":null,"abstract":"<div><div>Instructional videos have become a vital part of modern education, offering an engaging way for students to learn. They are widely used ranging from traditional courses to massive open online courses. This growing reliance has prompted researchers to explore the benefits of instructional videos for learning, leading to design guidelines for optimally designing instructional videos to foster learning outcomes. This special issue shifts the focus from theoretical design principles to practical applications of learning with instructional video, addressing a gap in current research. The six papers in this special issue examine two key aspects of instructional video learning: (1) the presence and characteristics of presented teachers, and (2) the role of supportive prompts and engagement strategies when the teacher is absent. Together, the contributions in this special issue offer new insights into video-based learning, impacting both educational practice and research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102137"},"PeriodicalIF":4.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143900141","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":"Using interleaved practice to foster spelling acquisition","authors":"Marina Klimovich,&nbsp;Tobias Richter","doi":"10.1016/j.learninstruc.2025.102146","DOIUrl":"10.1016/j.learninstruc.2025.102146","url":null,"abstract":"<div><h3>Background</h3><div>Interleaving exemplars from different categories tends to improve category learning compared to blocking the same exemplars. However, the effectiveness of interleaving is uncertain when verbal materials are employed for learning. Moreover, research on interleaving in real educational settings and in the context of spelling instruction is scarce.</div></div><div><h3>Aims</h3><div>We report the results of a preregistered classroom experiment (<span><span>https://aspredicted.org/BZH_BTC</span><svg><path></path></svg></span>) that examined the benefits of interleaving for learning spelling rules.</div></div><div><h3>Sample</h3><div>The study involved 108 German third graders.</div></div><div><h3>Method</h3><div>Children received two training sessions in which they practiced words associated with specific spelling rules (i.e., capitalization, single and multiple consonants, or words with “i” and “ie”), with one session following a blocked and the other an interleaved format. Learning outcomes were measured shortly after the training and after 8 weeks to gauge effects of interleaving on lasting learning.</div></div><div><h3>Results</h3><div>Children showed fewer spelling errors when they practiced exemplars in an interleaved than a blocked sequence for words trained in the sessions. This interleaving benefit persisted after an 8-week follow-up for the trained and new words for children with average to high prior knowledge of word spellings. Children made more spelling errors during the interleaved compared to the blocked practice phase, perceived interleaved practice as more difficult, and rated their learning process as less successful compared to blocked practice, supporting the assumption that interleaved practice is a desirable difficulty.</div></div><div><h3>Conclusions</h3><div>Interleaved practice is a promising approach to boost the acquisition of spelling rules, particularly among children with better prior knowledge.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102146"},"PeriodicalIF":4.7,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143895907","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":"Holistic perspectives on complexities and implications of translanguaging in multilingual contexts: A commentary","authors":"Do Coyle ,&nbsp;Amy B.M. Tsui","doi":"10.1016/j.learninstruc.2025.102133","DOIUrl":"10.1016/j.learninstruc.2025.102133","url":null,"abstract":"<div><div>As reflected in the title of the opening commentary for this special issue, holistic perspectives on the nature and potential of translanguaging emerged as the authors shared deep reflection of issues inherent in and growing from empirical research focussing on multilingual practices in EMI/CLIL-related classrooms. Translating global education goals such as ‘quality education for all’ into realities, involves a collective responsibility to promote pedagogies that address contextually sensitive challenges, cultural diversity and social inequalities. Multilingual classrooms embody spaces where more than one language is known, used, learned, encouraged or ‘forbidden,’ built on ideologies, power dynamics and marginalisation that impact on the way learners learn, and teachers teach. Moreover, throughout the last decade attitudes towards translanguaging have shifted significantly, leading to its increasing legitimization in multilingual educational contexts. Yet, the transformative potential of translanguaging in promoting equity and social justice requires further critical examination that situates classroom pedagogies in transparent sociopolitical and linguistic contexts. By emphasizing holistic (re)conceptualisations of the potential of translanguaging across multilingual studies in this issue, five distinct yet interrelated themes are evidenced. These are: translanguaging for equity and social justice; classroom interactions as translanguaging spaces; teacher awareness of the complexities of translanguaging; multimodality and translanguaging in assessment; and integrating technology-mediated translanguaging considering teacher competence and foregrounding student voice. The findings in this collection contribute significantly to a challenging futures-thinking research agenda serving as the springboard for further nuanced context-sensitive classroom-based studies unravelling practices and guiding principles along the pathway towards advancing quality multilingual education for all.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102133"},"PeriodicalIF":4.7,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882351","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":"Longitudinal associations between academic motivation and school-related stressors in adolescents transitioning to secondary school","authors":"Jingyun Wang ,&nbsp;Tessa Kaufman ,&nbsp;Stefanos Mastrotheodoros ,&nbsp;Susan Branje","doi":"10.1016/j.learninstruc.2025.102144","DOIUrl":"10.1016/j.learninstruc.2025.102144","url":null,"abstract":"<div><h3>Background</h3><div>Changes in education and socialization during the transition to secondary school may increase school-related social stressors in the family and school context, which are thought to affect adolescents' academic motivation. Although adolescents’ academic motivation has been found to decline over time, the associations between changes in different types of academic motivation and school-related social stressors in the family and school context remain unclear.</div></div><div><h3>Aims</h3><div>This study aimed to examine the associations between trajectories of academic motivation and school-related social stressors over the secondary school transition.</div></div><div><h3>Samples</h3><div>This preregistered four-wave longitudinal study included 290 Dutch adolescents (<em>M</em>_<em>age</em> = 11.58, <em>SD</em> = .44 at T1; 49.3 % boys) who were followed over the transition from primary to secondary school.</div></div><div><h3>Methods</h3><div>Five univariate Latent Growth Curve Models (LGM) and six bivariate growth models were estimated to test our hypotheses.</div></div><div><h3>Results</h3><div>Results showed that the level and change of parental academic pressure were positively associated with the level and change of controlled academic motivation, while the level and change of perceived negative relationships with teachers were negatively associated with the level and change of autonomous academic motivation.</div></div><div><h3>Conclusions</h3><div>These results suggest a distinct role of parental and teacher relationships in specific aspects of academic motivation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102144"},"PeriodicalIF":4.7,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876614","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":"Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?","authors":"Seokyoung Kim ,&nbsp;Roman Abel ,&nbsp;Detlev Leutner ,&nbsp;Philipp Schmiemann ,&nbsp;Julian Roelle","doi":"10.1016/j.learninstruc.2025.102143","DOIUrl":"10.1016/j.learninstruc.2025.102143","url":null,"abstract":"<div><h3>Background</h3><div>Creating drawings to depict the content of an expository text triggers generative processes that contribute to the construction of coherent mental models and thus improves comprehension. However, the triggered generative processes scarcely contribute to consolidation of the mental models in memory. Hence, a promising means to optimize drawing in terms of lasting learning is incorporating retrieval practice, which has been shown to serve a robust consolidation function.</div></div><div><h3>Aims</h3><div>The goal of the present study was to investigate whether incorporating retrieval practice into drawing would foster lasting learning.</div></div><div><h3>Sample</h3><div>Participants were <em>N</em> = 308 students.</div></div><div><h3>Methods</h3><div>After reading an expository text, students were randomly assigned to one of two conditions. In the closed-then-open-book condition, learners first created their drawings without access to the text and hence were required to retrieve the previously read information from memory. Afterwards, they were asked to revise their drawings with access to the text. In the open-book condition, learners could access the text in all phases. Learning outcomes were assessed two and eight weeks later.</div></div><div><h3>Results</h3><div>The closed-then-open-book drawing was not superior in terms of learning outcomes. Mediation analyses suggest that the closed-then-open-book format fostered learning via increased retrieval practice but at the same time hindered learning via decreased mental model quality.</div></div><div><h3>Conclusions</h3><div>Implementing drawing in a closed-then-open-book format could in principle be a fruitful means to optimize drawing in terms of lasting learning. However, instructional support which ensures that mental model quality is not compromised is needed to exploit its full potential.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102143"},"PeriodicalIF":4.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868726","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":"Magnitude-based reasoning can reduce the natural number bias when comparing fractions: An intervention study","authors":"Michael D’Erchie ,&nbsp;Johannes Rosenkranz ,&nbsp;Sabrina Schwarzmeier ,&nbsp;Thomas Dresler ,&nbsp;Andreas Obersteiner","doi":"10.1016/j.learninstruc.2025.102109","DOIUrl":"10.1016/j.learninstruc.2025.102109","url":null,"abstract":"<div><h3>Background</h3><div>When comparing fractions, students often focus on the natural number components rather than on the fractions’ numerical values (e.g., they reason that 2/4 &gt; 1/2 because 2 &gt; 1 and 4 &gt; 2). This phenomenon is known as <em>natural number bias</em>. To date, there has been little research on ways to reduce this bias.</div></div><div><h3>Aims</h3><div>We investigated whether an increased ability to reason about fraction magnitude can improve students’ accuracy and reduce the natural number bias when comparing fractions.</div></div><div><h3>Sample</h3><div>Participants were 225 sixth-grade students from German academic-track secondary schools.</div></div><div><h3>Methods</h3><div>We used a three-arm randomized pretest-posttest intervention design. For six weeks (18 sessions), the intervention group received computer-based training linking visual representations to symbolic fractions to activate fraction magnitude. One control group used a different tool for fraction learning that did not focus on fraction magnitude, while the other control group received no training.</div></div><div><h3>Results</h3><div>On average, students in the intervention group improved their fraction comparison accuracy by 15% (control groups: 3% and 6%, respectively). Pretest and posttest results revealed interindividual differences in accuracy for fraction pairs congruent or incongruent with naïve natural number-based reasoning. In the intervention group, 74% of students who showed a typical natural number bias at pretest no longer showed it at posttest, a higher percentage than for both control groups (15% and 22%, respectively).</div></div><div><h3>Conclusions</h3><div>Students’ increased ability to reason about fraction magnitude reduced the natural number bias, challenging previous research that the bias is persistent. The findings contribute to discussions about effective ways to reduce biased reasoning in mathematics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102109"},"PeriodicalIF":4.7,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864880","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 cornerstone of adaptivity – A meta-analysis of the expertise reversal effect","authors":"Leonard Tetzlaff ,&nbsp;Bianca Simonsmeier ,&nbsp;Tabea Peters ,&nbsp;Garvin Brod","doi":"10.1016/j.learninstruc.2025.102142","DOIUrl":"10.1016/j.learninstruc.2025.102142","url":null,"abstract":"<div><h3>Background</h3><div>Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-treatment interactions (ATIs). An example of an ATI is the expertise reversal effect. The expertise reversal effect is present when instructional assistance leads to increased learning gains in novices, but decreased learning gains in experts.</div></div><div><h3>Aims</h3><div>We conducted a meta-analysis to evaluate the strength of the expertise reversal effect as well as to identify potential moderators.</div></div><div><h3>Sample</h3><div>A standardized literature search was conducted in the online databases PsycINFO and ERIC in December 2022 and November 2024. Of 1590 identified studies, 176 effect sizes from 60 experimental studies and a total of 5924 participants were finally included in the meta-analysis.</div></div><div><h3>Methods</h3><div>The meta-analysis followed the PRISMA guidelines (Page et al., 2021). The data was analyzed using the metafor package in R, accounting for dependency among effect sizes.</div></div><div><h3>Results</h3><div>Low prior knowledge learners learn better from high-assistance instruction (d = 0.505). High prior knowledge learners learn better from low-assistance instruction (d = −0.428). These effects are moderated by the type of prior knowledge assessment, the educational status of the sample, and the domain of the learned content.</div></div><div><h3>Conclusion</h3><div>Our results suggest that the expertise reversal effect is robust across a wide variety of contexts. However, for younger students and some fields of study (i.e., humanities and language learning), the evidence for effectiveness is less clear.</div><div>Furthermore, the expertise reversal effect is not symmetrical: providing novices with assistance has a stronger effect than withholding assistance from experts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102142"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844969","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":"Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis","authors":"Jutta Mägdefrau ,&nbsp;Christof Wecker ,&nbsp;Katharina Engelmann ,&nbsp;Andreas Michler ,&nbsp;Isolde Baumgartner ,&nbsp;Matthias Böhm","doi":"10.1016/j.learninstruc.2025.102116","DOIUrl":"10.1016/j.learninstruc.2025.102116","url":null,"abstract":"<div><h3>Background</h3><div>Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.</div></div><div><h3>Aims</h3><div>This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.</div></div><div><h3>Sample</h3><div>Participants were 801 students from 30 classes across 19 secondary schools in Germany.</div></div><div><h3>Methods</h3><div>This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.</div></div><div><h3>Results</h3><div>Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.</div></div><div><h3>Conclusions</h3><div>The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102116"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143839473","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":"Reward and competition in motivation and learning: Myths, pitfalls, and insights","authors":"Sung-il Kim","doi":"10.1016/j.learninstruc.2025.102139","DOIUrl":"10.1016/j.learninstruc.2025.102139","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102139"},"PeriodicalIF":4.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828767","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}