Learning and Instruction最新文献

{"title":"Decoding the success of collaboration in computational thinking","authors":"Stella Xin Yin ,&nbsp;Dion Hoe-Lian Goh ,&nbsp;Choon Lang Quek","doi":"10.1016/j.learninstruc.2025.102232","DOIUrl":"10.1016/j.learninstruc.2025.102232","url":null,"abstract":"<div><h3>Background</h3><div>Computational Thinking (CT) is a key component of information literacy and future employment skills. While pair programming (PP) has been recognized as an effective collaborative strategy for CT education, the motivational mechanism behind remains underexplored.</div></div><div><h3>Aims</h3><div>We aim to examine how self-efficacy, engagement, and collaboration preference influence CT skills and learning satisfaction. Further, we compare the relationships among these motivational factors between PP and individual learning contexts.</div></div><div><h3>Sample</h3><div>Participants were 79 fifth-grade elementary school students. Forty of participants were randomly paired and assigned to the PP group and 39 were assigned to the individual learning group.</div></div><div><h3>Methods</h3><div>We implemented a four-week intervention. Students in the PP group collaborated on CT tasks, while students in the individual learning group completed the tasks individually.</div></div><div><h3>Results</h3><div>Experiment results demonstrated that PP significantly improved students' self-efficacy compared to individual learning. In both groups, students with high self-efficacy beliefs were more engaged in CT learning, consequently leading to better performance in CT tests and higher learning satisfaction. Notably, the positive effects of self-efficacy and collaboration preference on cognitive engagement were stronger in the PP group. Moreover, positive PP experiences reinforced students’ preference for future collaborative learning.</div></div><div><h3>Conclusions</h3><div>These insights contribute to motivation research in CT education and provide practical implications for designing more engaging and effective PP activities in developing CT skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102232"},"PeriodicalIF":4.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157523","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":"Bilingual word learning: Recognizing novel words in context","authors":"Justin Lauro ,&nbsp;Pâmela Freitas Pereira Toassi ,&nbsp;Ana Beatriz Arêas da Luz Fontes","doi":"10.1016/j.learninstruc.2025.102230","DOIUrl":"10.1016/j.learninstruc.2025.102230","url":null,"abstract":"<div><h3>Background</h3><div>This study examined the effects of semantic and language variability on novel word learning in bilinguals. We investigated whether varied semantic contexts improve novel word learning in both the dominant and non-dominant language, particularly for novel words across a range of cross-language orthographic overlap.</div></div><div><h3>Methods</h3><div>Two within-subjects experiments were conducted with English-Spanish (n = 48) and Brazilian Portuguese-English bilinguals (n = 68). Participants studied rare words in repeated or varied semantic contexts across different language conditions (dominant-only, non-dominant-only, or both languages). Reading times for sentences during the study session, accuracy and response times in a semantic relatedness task, measured word learning.</div></div><div><h3>Results</h3><div>Sentence reading times decreased with each presentation, especially in repeated contexts and when words were presented in the dominant language. Cross-language orthographic overlap significantly moderated reading times of the whole sentence when novel target words were studied in both languages (translation equivalents). The post-test semantic relatedness task presented more complex findings. English-Spanish bilinguals benefited more from words studied in varied semantic contexts, while Brazilian Portuguese-English bilinguals showed an advantage for repeated contexts, likely due to differing task completion strategies and language use patterns between the groups.</div></div><div><h3>Conclusions</h3><div>While some findings aligned with the Context Variability Hypothesis, other findings revealed more nuanced effects of semantic and language variability. Findings were interpreted within an instance-based theoretical framework of word learning. Language variability across study encounters may provide additional retrieval cues, facilitating novel word learning in bilinguals. However, the effects are moderated by task demands and specific language-pairs.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102230"},"PeriodicalIF":4.9,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117691","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":"COVID-19-related differences in students’ verbal achievements: Comparisons of different cohorts of students with SEN based on large-scale assessment data from Germany","authors":"Rebecca Schneider ,&nbsp;Sebastian Weirich ,&nbsp;Poldi Kuhl ,&nbsp;Stefan Schipolowski ,&nbsp;Petra Stanat","doi":"10.1016/j.learninstruc.2025.102228","DOIUrl":"10.1016/j.learninstruc.2025.102228","url":null,"abstract":"<div><h3>Background</h3><div>Restrictions on schooling related to the COVID-19 pandemic resulted in learning deficits in primary and secondary education, but may have affected different groups of students in different ways.</div></div><div><h3>Aim</h3><div>We focus on the especially vulnerable group of students with special educational needs (SEN) in the domain of learning (SEN-L) and investigated changes in their verbal achievements by comparing different student cohorts. We also analyzed whether characteristics of the learning situation during the pandemic differed between students with and without SEN and whether these characteristics were associated with students’ verbal achievements.</div></div><div><h3>Sample</h3><div>Analyses are based on representative data from large-scale assessments in Germany with achievement scores available for student cohorts prior to the COVID-19 pandemic and for student cohorts affected by the pandemic-related restrictions (Grade 4: 2016/2021, <em>N</em>_{non-SEN/SEN-L} &gt; 23.300/1.500; Grade 9: 2015/2022, <em>N</em>_{non-SEN/SEN-L} &gt; 29.000/1.300).</div></div><div><h3>Results</h3><div>Significant negative trends in student cohorts' average achievement emerged in reading, listening, and orthography for SEN-L students taught at regular schools and their peers without SEN. Negative cohort trends in achievement were also found for SEN-L students at special needs schools, but these were not statistically significant in all domains. Multilevel regressions revealed significant relations between students’ learning conditions during the pandemic and their verbal achievement in 2021/2022, but did not differ between students without SEN and students with SEN-L.</div></div><div><h3>Conclusion</h3><div>The findings indicate negative trends in verbal achievements for students with SEN-L at regular schools and at special needs schools. These are likely in part due to the pandemic-related restrictions in schooling.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102228"},"PeriodicalIF":4.9,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117690","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":"Take a deep breath or screem it all out: Emotion regulation strategies of young students","authors":"Bernadette van Berk ,&nbsp;Charlotte Dignath","doi":"10.1016/j.learninstruc.2025.102213","DOIUrl":"10.1016/j.learninstruc.2025.102213","url":null,"abstract":"<div><h3>Background</h3><div>Emotion regulation (ER) is a critical component of effective self-regulated learning (SRL), which has been increasingly researched in the last decades. However, there is still insufficient empirical research on emotions and emotion regulation in early years of schooling.</div></div><div><h3>Aims</h3><div>This study aims to identify ER strategies of young learners, triangulate different ER measures, and investigate variables that explain variation in ER.</div></div><div><h3>Sample</h3><div>82 primary school students aged from 7 to 12 years (<em>M</em> = 10.16 (<em>SD</em> = 1.24); 51 % female) and their parents participated in the study.</div></div><div><h3>Method</h3><div>To gain deep insights into young students' ER in achievement situations, a multimodal approach was applied. In a semi-structured interview, students were asked to report their approach when facing negative emotions, low motivation or low concentration during learning. In addition, students' think-aloud during a problem-solving task, their ER self-report and their parents’ rating about ER was assessed.</div></div><div><h3>Results</h3><div>Results highlight the different nature of the four different ER assessment methods that measure different aspects of ER. Moreover, findings suggest that elementary school students use a range of ER strategies depending on the contexts. Furthermore, control and value beliefs regarding ER strategy use were associated with ER measured with the interview and reported in self-ratings.</div></div><div><h3>Conclusion</h3><div>This study offers valuable insights into how young learners regulate their negative emotions during learning, highlighting the importance of understanding factors influencing ER in young learners and why some students may not engage in ER strategies during learning. By emphasizing the need for multi-method approaches and intentional use of specific ER assessment methods beyond traditional questionnaires, the study advances the field, offering a more nuanced understanding of young learners’ ER processes within the SRL context.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102213"},"PeriodicalIF":4.9,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117692","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 retrieval practice on retention and application of complex educational concepts","authors":"Daniel Corral ,&nbsp;Shana K. Carpenter","doi":"10.1016/j.learninstruc.2025.102219","DOIUrl":"10.1016/j.learninstruc.2025.102219","url":null,"abstract":"<div><h3>Aims</h3><div>Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts.</div></div><div><h3>Sample and methods</h3><div>In Experiment 1 (<em>N</em> = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 (<em>N</em> = 158) and 3 (<em>N</em> = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test.</div></div><div><h3>Results</h3><div>Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer.</div></div><div><h3>Conclusion</h3><div>Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102219"},"PeriodicalIF":4.9,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104226","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":"Testing individual and group markers of collaboration in a team-based learning classroom","authors":"Y. H. Victoria Chua ,&nbsp;Justin Dauwels ,&nbsp;Preman Rajalingam ,&nbsp;Chew Lee Teo ,&nbsp;Suzy J. Styles","doi":"10.1016/j.learninstruc.2025.102215","DOIUrl":"10.1016/j.learninstruc.2025.102215","url":null,"abstract":"<div><h3>Background</h3><div>Intra-group discussions during actual TBL sessions play a huge role in knowledge consolidation and learning but are often understudied.</div></div><div><h3>Aims</h3><div>Using a pre-registered study framework, we examined if participation equity (H1), reciprocal interaction (H2), information density (H3), mutual understanding (H4), and emotional rapport (H5) affected how much students learn from their intra-group team-based learning discussions and how they rated their team's discussions.</div></div><div><h3>Sample</h3><div>Participants were 165 undergraduate students assigned to 28 teams.</div></div><div><h3>Methods</h3><div>Using linguistic, conversational, and socio-affective features extracted from recordings of Year 1 and 2 medical students engaging in team-based learning, each construct was conceptualised at the level of the group and the individual. We used linear mixed-effects models and competing models approach to establish which of our metrics best account for the observed variance in individual learning gains and perceived collaboration quality. The analysis plan was preregistered, including correction for multiple comparisons.</div></div><div><h3>Results</h3><div>None of our individual-level or group-level metrics significantly predicted individual learning gains. One of the group-level metrics significantly predicted perceived collaboration quality: reciprocal interaction. Our exploratory analysis found that individual baseline score of the best performer in the team positively predicted individual learning gains for others in their team, regardless of other interaction metrics.</div></div><div><h3>Conclusion</h3><div>While students perceived the highest collaboration quality when turn-taking in their team was evenly distributed, the strongest predicter of learning gains for a student was the knowledge level of their top-scoring team-mate. This finding has implications for classroom equity, group formation and activity planning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102215"},"PeriodicalIF":4.9,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104167","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 dynamics of creative agency: Insights from two intensive diary studies on university students","authors":"Aleksandra Zielińska,&nbsp;Maciej Karwowski","doi":"10.1016/j.learninstruc.2025.102222","DOIUrl":"10.1016/j.learninstruc.2025.102222","url":null,"abstract":"<div><h3>Background</h3><div>Creative processes and actions are driven not only by people's abilities but also by their confidence and readiness to invest effort.</div></div><div><h3>Aims</h3><div>This intensive, daily-diary investigation (two studies, total N_participants = 362, N_measurements = 8322 over three and four weeks) explored how students’ self-perception (creative confidence) and self-regulation—two aspects of creative agency—shape the likelihood of undertaking creative action.</div></div><div><h3>Samples</h3><div>Study 1 included 234 university students (5923 student-day units); Study 2 included 128 university students (2399 student-day units).</div></div><div><h3>Methods</h3><div>In Study 1, participants completed daily diary measurements over four weeks, reporting on their creative self-perception and engagement in creative activities. Using dynamic structural equation modeling (DSEM), we analyzed cross-day lagged associations between creative activity and confidence. In Study 2, students completed daily diaries during a three-week creative project while receiving either self-regulation-enhancing prompts (experimental group) or no additional support (control group). Multilevel regression analyses estimated differences in students’ creative self-perception and creative engagement resulting from strengthened self-regulation.</div></div><div><h3>Results</h3><div>Study 1 showed a robust effect of the previous day's creative activity on the next day's confidence, and no effect of confidence on activity. In Study 2, students whose self-regulation was activated reported higher creative confidence and task-specific creative self-efficacy than the control group and engaged more in creative activities in everyday settings.</div></div><div><h3>Conclusions</h3><div>These findings shed light on the role of perceived agency for creative action and the dynamic interplay of self-beliefs and self-regulation. They also open avenues for developing brief interventions to make creativity more salient in students’ everyday in- and out-of-school settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102222"},"PeriodicalIF":4.9,"publicationDate":"2025-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104225","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":"Exploring creativity in self-regulated learning and its association with academic performance","authors":"Xiaowen Wang ,&nbsp;Huiguang Ren ,&nbsp;Roni Reiter-Palmon ,&nbsp;Weiguo Pang","doi":"10.1016/j.learninstruc.2025.102224","DOIUrl":"10.1016/j.learninstruc.2025.102224","url":null,"abstract":"<div><h3>Background</h3><div>Despite global acknowledgment of the importance of fostering creativity in education, there is a gap in understanding creativity in learning process.</div></div><div><h3>Aims</h3><div>This study examines how creativity manifests in students’ use of learning strategies within self-regulated learning (SRL) and how it relates to self-efficacy and academic performance. Specifically, we explore the relations between four indicators of creativity (fluency, flexibility, originality, and usefulness) and self-monitoring, and examine how these indicators influence self-efficacy and academic performance.</div></div><div><h3>Sample</h3><div>Participants were 100 undergraduate students (<em>M</em>_age = 19.48 years; <em>SD</em> = 0.86; 70 % female) from a first-year psychological statistics class.</div></div><div><h3>Methods</h3><div>Using a diary approach over 14 days before the final exam, participants documented their learning strategies and assessed their self-monitoring and academic self-efficacy daily. Final exam scores were recorded as academic performance. Creativity in the application of learning strategies was codified into four indicators: fluency (number of strategies used), flexibility (number of strategy categories and category switches), originality (uniqueness of strategies), and usefulness (perceived effectiveness of strategies).</div></div><div><h3>Results</h3><div>Dynamic structural equation models indicated that fluency and flexibility (category number) positively predicted next-day self-monitoring, while self-monitoring predicted next-day flexibility (category switch) and usefulness. Regression analyses showed significant positive relations between fluency, flexibility (category number and switch), usefulness, and academic performance. Academic self-efficacy mediated the relation between fluency, flexibility (category number), originality, usefulness, and academic performance.</div></div><div><h3>Conclusion</h3><div>This study illuminates the creative dimension in the application of learning strategies within SRL, highlighting how creativity dynamically interacts with self-monitoring and self-efficacy to enhance academic performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102224"},"PeriodicalIF":4.9,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104224","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":"Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions","authors":"Heli Muhonen ,&nbsp;Eija Pakarinen ,&nbsp;Marja-Kristiina Lerkkanen","doi":"10.1016/j.learninstruc.2025.102220","DOIUrl":"10.1016/j.learninstruc.2025.102220","url":null,"abstract":"<div><h3>Background</h3><div>It has been posited that teachers' professional vision reflects their pedagogical competence and expertise; however, the empirical evidence supporting these claims remains inadequate to construct comprehensive research-based knowledge of teachers' professional vision as a background mechanism underpinning their classroom interactions. To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.</div></div><div><h3>Aims</h3><div>This study explored the extent to which teachers’ knowledge-based reasoning – a component of their professional vision – is linked to the quality of observed classroom interactions during lessons.</div></div><div><h3>Sample</h3><div>Finnish grade 2 teachers’ lessons (<em>N</em> = 50) were investigated.</div></div><div><h3>Methods</h3><div>Employing a mixed-method approach, classroom lessons were explored from two perspectives: (1) from the teacher's own perspective, using the gaze-cued retrospective think-aloud method; and (2) from an objective perspective, using video-recorded classroom observation and evaluated using the Classroom Assessment Scoring System (CLASS K-3; Pianta et al., 2008).</div></div><div><h3>Results</h3><div>Diverse aspects of teachers' knowledge-based reasoning were found to predict the dimensions of emotional support and classroom organisation observed in classroom lessons. Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.</div></div><div><h3>Conclusions</h3><div>The knowledge-based reasoning behind teachers' classroom actions is reflected – in particular – in the quality of the emotional support they provide and the classroom organisation they demonstrate. However, supporting teachers’ professional vision and advancing their instructionally supportive classroom interactions warrant careful attention.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102220"},"PeriodicalIF":4.9,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104223","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":"How to communicate evidence to teachers: Comparing the effects of verbal and visual effect size representation [Registered Report - Stage I]","authors":"Florian Kühlwein ,&nbsp;Samuel Merk ,&nbsp;Jürgen Schneider ,&nbsp;Kirstin Schmidt","doi":"10.1016/j.learninstruc.2025.102179","DOIUrl":"10.1016/j.learninstruc.2025.102179","url":null,"abstract":"<div><h3>Background</h3><div>Teachers are encouraged to consider relevant evidence from educational research to improve the quality of their instruction. This approach requires them to have a reasonably accurate idea of the effectiveness of educational interventions. Currently prevalent ways of communicating effect sizes, however, often lead to imprecise effect magnitude estimates.</div></div><div><h3>Aims</h3><div>We aim to investigate how teachers estimate and perceive verbally and visually communicated effect sizes.</div></div><div><h3>Sample</h3><div>For the pilot study, <em>N</em> = 20 English-speaking teachers were recruited on Prolific, and for the main study, <em>N</em> = 120 will be recruited.</div></div><div><h3>Planned methods</h3><div>We employ a randomized 4 × 6 × 2 between–within-within-person experiment with the outcomes of interest being teachers' effect magnitude estimates and perceived relevance, informativeness, and difficulty.</div></div><div><h3>Pilot results</h3><div>Across the conditions, teachers' effect magnitude estimates correlated strongly (<em>τ</em> = 0.69) with true effect sizes and personified relevance correlated moderately (<em>τ</em> = 0.41) with objective relevance. However, teachers were less accurate in the verbal than in the visual condition (Cohen's <em>d</em> = −0.52, 95 % <em>CI</em> = [−0.81, −0.23]). Conversely, they perceived verbally communicated Cohen's U₃ expressions as more informative (r_rb = −0.27, 95 % <em>CI</em> = [−0.40, −0.13]), and less difficult (r_rb = 0.31, 95 % <em>CI</em> = [0.17, 0.44]) to understand than visually communicated effect sizes.</div></div><div><h3>Preliminary conclusion</h3><div>Communicating effect sizes can work verbally and visually.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102179"},"PeriodicalIF":4.9,"publicationDate":"2025-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019105","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}