Learning and Instruction最新文献

{"title":"Rewards and competition in education","authors":"Suzanne E. Hidi , K. Ann Renninger , Márta Fülöp","doi":"10.1016/j.learninstruc.2025.102136","DOIUrl":"10.1016/j.learninstruc.2025.102136","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102136"},"PeriodicalIF":4.7,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144070308","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":"Cognitive conflicts in collaborative programming and their impact on computational concept acquisition","authors":"Jinbo Tan ,&nbsp;Sisi Wu ,&nbsp;Lei Wu ,&nbsp;Shanshan Ma","doi":"10.1016/j.learninstruc.2025.102151","DOIUrl":"10.1016/j.learninstruc.2025.102151","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative programming has become an increasingly important approach for developing computational thinking. The occurrence and resolution of cognitive conflicts have been considered an essential opportunity for students to acquire and construct the corresponding computational concepts. Managing students' cognitive conflicts might critically impact students' learning performance and experience.</div></div><div><h3>Aims</h3><div>This study aims to analyze students' collaborative dialogue texts from the time series perspective to explore the cognitive conflict management patterns in collaborative programming activities and examine students' acquisition of computational concepts and collaborative experience in different cognitive conflict management patterns.</div></div><div><h3>Samples</h3><div>Participants were 48 seventh-grade students.</div></div><div><h3>Methods</h3><div>Participants were asked to attend a lecture for four weeks and then randomly assigned to 16 groups of three. Each group was asked to work on three programming tasks in three weeks collaboratively. Students' dialogue during the collaboration was audio-recorded for examining their cognitive conflict behaviors. After which, students were asked to complete a test of computational concepts and a questionnaire about their collaborative experience.</div></div><div><h3>Results</h3><div>Four cognitive conflict management patterns were identified: leadership manipulation, consensus-seeking, relationship protection, and discussion construction. Students using the discussion construction pattern demonstrated the strongest understanding of computational concepts and had more positive collaborative experiences.</div></div><div><h3>Conclusion</h3><div>This study highlights the importance of structured debate processes in managing cognitive conflicts and enhancing knowledge acquisition and collaborative experiences. The findings provide actionable insights for educators to guide students in effectively managing cognitive conflicts during collaborative programming.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102151"},"PeriodicalIF":4.7,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947534","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":"Ecological validity of retrospective reflections in eye tracking","authors":"Eeva S.H. Haataja ,&nbsp;Ilona Södervik","doi":"10.1016/j.learninstruc.2025.102147","DOIUrl":"10.1016/j.learninstruc.2025.102147","url":null,"abstract":"<div><h3>Background</h3><div>Teacher professional vision consists of two aspects, noticing and interpretation, and it can be investigated comprehensively by combining eye tracking and teacher reflection. Several studies have acknowledged the importance of authenticity in educational eye tracking research, but have not defined what is meant by this goal. When participant interviews are added into eye-tracking research, ensuring ecological validity becomes even more complex.</div></div><div><h3>Aims</h3><div>This methodological paper investigates how the aim of ecological validity is understood in gaze-simulated retrospective recall research with teacher participants, and how this contributes to the theory of professional vision.</div></div><div><h3>Samples</h3><div>Two research settings investigating Finnish mathematics and higher education teachers are used to investigate methodological and theoretical reflections.</div></div><div><h3>Methods</h3><div>This is a reflective methodological study. Data from the two research settings was revisited, and conclusions from the studies of both authors were reviewed.</div></div><div><h3>Results</h3><div>The two studies approached the concept of ecological validity from different angles: the ecological validity of cues, and the ecological validity of the research setting. The authentic teaching context enables teacher reflections of their detailed noticing and not-noticing behaviors. Using gaze-stimulated retrospective recall as a part of teacher training adds to the ecological validity though the safety and familiarity between the researchers and participants.</div></div><div><h3>Conclusions</h3><div>Approaching ecological validity in research combining eye tracking and gaze-stimulated retrospective reflections is complex. It can emerge through different practices depending on the aims of the research and requires careful attention from the researchers.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102147"},"PeriodicalIF":4.7,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928406","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 application of the flipped classroom teaching method in periodontal medical education","authors":"Henglong Cao ,&nbsp;Ying Wu ,&nbsp;Mingshi Guo ,&nbsp;Chunling Tang ,&nbsp;Kai Yang ,&nbsp;Qianzhou Jiang ,&nbsp;Miao Yu","doi":"10.1016/j.learninstruc.2025.102148","DOIUrl":"10.1016/j.learninstruc.2025.102148","url":null,"abstract":"<div><h3>Background</h3><div>The flipped classroom approach has emerged as a promising pedagogical model in medical education, enhancing student engagement and learning outcomes. This study investigates its effectiveness in periodontal education, where integrating theoretical knowledge with practical skills is crucial.</div></div><div><h3>Aims</h3><div>To evaluate the impact of the flipped classroom on learning outcomes, student engagement, and clinical skills in periodontal medical education, and to assess long-term retention.</div></div><div><h3>Sample</h3><div>Sixty-three students from the School of Stomatology, XXX University, were randomly assigned to an experimental group (EG, n = 31) or a control group (CG, n = 32), with comparable demographic characteristics.</div></div><div><h3>Method</h3><div>The EG adopted a role-flipped model where students led class discussions after self-directed preparation, while the CG received teacher-centered lectures and both groups had access to identical pre-class materials. Both groups participated in theoretical classes, practical classes and clinical internships. Two years later, preclinical practice scores were collected to evaluate long-term impact. Data analysis was conducted using SPSS version 25.0 and employing MANOVA to compare performance metrics between the two groups.</div></div><div><h3>Results</h3><div>The EG outperformed the CG in clinical skills, class tests, and medical record writing (<em>p</em> &lt; 0.05), with significantly higher final exam scores (<em>p</em> &lt; 0.05). Long-term follow-up showed sustained superior skills in the EG (<em>p</em> &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>The flipped classroom approach significantly enhanced learning outcomes and clinical skills in periodontal education, fostering essential competencies. These findings advocated for the adoption of this model in medical education, particularly in specialized fields requiring both theoretical understanding and practical expertise.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102148"},"PeriodicalIF":4.7,"publicationDate":"2025-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911696","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":"Unveiling the urban-rural discrepancy: A comprehensive analysis of reading and writing development among Chinese elementary school students","authors":"Jingwen Yang ,&nbsp;Qinqin Luo ,&nbsp;Yi Li ,&nbsp;Chufen Huang ,&nbsp;Yue Xu ,&nbsp;Keting Ou ,&nbsp;Shuo Lu","doi":"10.1016/j.learninstruc.2025.102145","DOIUrl":"10.1016/j.learninstruc.2025.102145","url":null,"abstract":"<div><h3>Background</h3><div>Reading and writing are critical skills for children's development. However, little attention has been given to comparing literacy development trajectories between rural-urban settings in populous countries with vast geographical and socio-economic diversity like China.</div></div><div><h3>Aim</h3><div>To comprehensively assess and unveil the urban-rural gap of literacy development in Chinese elementary students.</div></div><div><h3>Sample</h3><div>2625 students (1080 rural and 1545 urban) across grades 3 to 6 from Yizhou District, Hechi City and Liunan District, Liuzhou City, both located in Guangxi Zhuang Autonomous Region, China.</div></div><div><h3>Methods</h3><div>A comprehensive scale evaluated participants’ literacy development across multiple dimensions. Urban-rural gaps were measured by overall performance, skill dimensions, error types, gender and ethnicity factors, and risk of literacy disorder.</div></div><div><h3>Results</h3><div>Urban students significantly outperformed rural students in overall literacy skills, especially in higher-level tasks. This gap widened with age, with rural sixth-graders lagging behind urban peers by at least two grades. Ethnic minority status showed a pronounced urban-rural disparity, significantly impacting rural students’ performance but not urban students. A higher proportion of high-risk children for literacy disorders was identified in rural areas (19.2 %) compared to urban areas (2.8 %) using a unified cutoff. Even with separate cutoffs, the rural rate (8.9 %) remained higher than the urban rate (8 %). High-risk rural students faced more enduring challenges, especially in higher grades, suggesting greater vulnerability to persistent literacy difficulties.</div></div><div><h3>Conclusions</h3><div>This large-scale study reveals significant urban-rural disparities in Chinese elementary students’ literacy development which highlights targeted policy and interventions for promoting literacy education quality for Chinese children.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102145"},"PeriodicalIF":4.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906019","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 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}