Learning and Instruction最新文献

{"title":"Playfulness and the quality of classroom interactions in preschool","authors":"Katherine Strasser ,&nbsp;Jaime Balladares ,&nbsp;Valeska Grau ,&nbsp;Anneliese Marín ,&nbsp;David D. Preiss ,&nbsp;Daniela Jadue","doi":"10.1016/j.learninstruc.2024.101941","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101941","url":null,"abstract":"<div><h3>Background</h3><p>A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities.</p></div><div><h3>Aims</h3><p>The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities.</p></div><div><h3>Sample</h3><p>Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country.</p></div><div><h3>Methods</h3><p>The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms.</p></div><div><h3>Results</h3><p>Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101941"},"PeriodicalIF":6.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163258","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":"Toward lifelong learning and play","authors":"Matthew Gaydos ,&nbsp;Vinay Kumar","doi":"10.1016/j.learninstruc.2024.101940","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101940","url":null,"abstract":"<div><p>Research has examined the relationship between play and learning across all ages, beginning with early childhood and through old age. This research spans major views of learning, including behaviorist/empiricist, cognitivist/rationalist, and situative/pragmatist-sociohistoric perspectives. This paper presents an argument for why, given the diversity and depth of play and learning research, a field of play and learning across the lifespan should be organized. It presents this work in terms of current criticisms of lifelong learning, especially its tendency to narrowly focus on learning that supports economic preparedness and argues that better organizing play and learning research into a field would help to advance its societal impact.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101940"},"PeriodicalIF":6.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163260","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":"Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial","authors":"Nuria Vita-Barrull ,&nbsp;Verónica Estrada-Plana ,&nbsp;Jaume March-Llanes ,&nbsp;Pablo Sotoca-Orgaz ,&nbsp;Núria Guzmán ,&nbsp;Rosa Ayesa ,&nbsp;Jorge Moya-Higueras","doi":"10.1016/j.learninstruc.2024.101946","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101946","url":null,"abstract":"<div><h3>Research aims</h3><p>The aim of this study was to assess the effects of a school intervention programme based on modern board games during school hours on basic executive functions and on academic skills (reading and maths).</p></div><div><h3>Methodology</h3><p>A total of 522 (age in years = 8.83 ± 1.85 SD; % female = 45.5) primary school students were enrolled. We conducted a cluster-randomised controlled trial, with one experimental group (playing board games in class) and one control group (regular classes) in all grades from first to sixth. Mixed model analysis was applied.</p></div><div><h3>Results and conclusion</h3><p>In the pre-post comparisons, children from the experimental group showed greater improvements in updating and in academic skills than the control groups. To conclude, playing modern board games in the classroom could be better for learning and cognitive development than direct-instruction methodologies.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101946"},"PeriodicalIF":6.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000732/pdfft?md5=cd2dbab97dc8a5e14aab01070e622c6e&pid=1-s2.0-S0959475224000732-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163259","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":"Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German","authors":"Katrin Peltzer ,&nbsp;Alina Lira Lorca ,&nbsp;Ulrike-Marie Krause ,&nbsp;Vera Busse","doi":"10.1016/j.learninstruc.2024.101935","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101935","url":null,"abstract":"<div><h3>Background</h3><p>Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires.</p></div><div><h3>Results</h3><p>ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback.</p></div><div><h3>Conclusion</h3><p>Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101935"},"PeriodicalIF":6.2,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000628/pdfft?md5=c1938e43655660b72dfb7cabcc3c6760&pid=1-s2.0-S0959475224000628-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095657","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":"Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms","authors":"Samuel Tobler ,&nbsp;Tanmay Sinha ,&nbsp;Katja Köhler ,&nbsp;Manu Kapur","doi":"10.1016/j.learninstruc.2024.101944","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101944","url":null,"abstract":"<div><h3>Background</h3><p>Textbooks are essential for natural science university education. However, recent evidence indicates that their design may not be ideal for learning, whereas narratives might overcome the associated limitations.</p></div><div><h3>Aim</h3><p>This study compares transfer performance and involved learning mechanisms upon learning scientific concepts either provided in an expository text alone, embedded in a historical narrative, or as expository text prefaced with the historical background.</p></div><div><h3>Sample</h3><p>Participants were 163 undergraduate natural science students.</p></div><div><h3>Methods</h3><p>We randomly assigned students to one of the three conditions and used a Bayesian modeling approach to compare the prior knowledge-dependent transfer performance upon instruction. Additionally, we investigated the impact of the different conditions on affective and cognitive mechanisms.</p></div><div><h3>Results</h3><p>Results indicate that students with lower prior knowledge benefit most from narrative-embedded content. Students with higher prior knowledge profited if narratives were used as preparation for follow-up expository instruction. Self-efficacy and cognitive load measures were positively related to the narrative conditions and partly mediated learning from narrative instruction.</p></div><div><h3>Conclusion</h3><p>The study conceptualized and offers support for using narratives as preparation for future learning for enhancing transfer performance in university natural science education, additionally highlighting when and why narratives might support learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101944"},"PeriodicalIF":6.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000719/pdfft?md5=2db2a1b04c82f3f89aef4430aaef9315&pid=1-s2.0-S0959475224000719-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084572","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":"Acquiring competence from both extrinsic and intrinsic rewards","authors":"Patrick Anselme ,&nbsp;Suzanne E. Hidi","doi":"10.1016/j.learninstruc.2024.101939","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101939","url":null,"abstract":"<div><h3>Background</h3><p>The distinction between extrinsic and intrinsic rewards and their related motivations has been a major concern in educational psychology for decades. Although both types of rewards are related to the dopamine-fueled activation of the reward circuitry, neuroscientific studies now support the view that their processing also involves independent brain mechanisms.</p></div><div><h3>Aims</h3><p>We show that these mechanisms also are already present in birds and nonhuman mammals, as they track cues and extrinsic rewards in their environment (such as food and shelter), and we discuss a number of intrinsically rewarded activities (such as information seeking and play). The two categories of motivated behaviors evolved to perform distinct functions and are both crucial for the species survival.</p></div><div><h3>Conclusion</h3><p>We assume that a human-animal comparison is appropriate, and suggest that both extrinsic and intrinsic rewards in humans are necessary to acquire competence, and optimally manage real-life settings, including school environments. More specifically, we argue that intrinsic and extrinsic motivations are additive rather than conflicting processes, and that intrinsic motivation is characterized by exploratory behavior and is associated with benefits for an individual; it is a step to apprehend and exploit the knowledge acquired by means of extrinsic sources of reward.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101939"},"PeriodicalIF":6.2,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141078463","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":"Improving (meta)comprehension: Feedback and self-assessment","authors":"Stephanie L. Hepner ,&nbsp;Sophie Oudman ,&nbsp;Trevor E. Carlson ,&nbsp;Janneke van de Pol ,&nbsp;Tamara van Gog","doi":"10.1016/j.learninstruc.2024.101922","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101922","url":null,"abstract":"<div><h3>Background</h3><p>Monitoring is important for self-regulated learning from text, but is often inaccurate. Completing causal diagrams after reading texts has been shown to improve monitoring accuracy.</p></div><div><h3>Aims</h3><p>We investigated whether providing one or two model answer diagrams and self-assessment instructions would improve learners' monitoring accuracy, regulation accuracy, and text comprehension. Because little is known about how accurately learners who are reading in a language other than their home language monitor their comprehension, we also explored whether effects differed between readers who have English or another language as their home language.</p></div><div><h3>Sample</h3><p>Participants were 258 secondary school students at international schools in Singapore and Spain; 103 spoke a language other than English at home.</p></div><div><h3>Methods</h3><p>Participants read 4 texts, completed diagrams on these texts, monitored comprehension, took a first comprehension test, self-assessed their diagram under one of 6 conditions resulting from a 3 (model answer: 0, 1, 2) x 2 (self-assessment instructions: yes, no) design, made restudy decisions, made monitoring judgments, and completed a final comprehension test.</p></div><div><h3>Results</h3><p>Comprehension benefitted most when learners had access to two model answers. There were no effects of model answers or self-assessment instructions on monitoring accuracy. Regulation accuracy improved with model answers combined with self-assessment instructions. There was no differential effect of home language.</p></div><div><h3>Conclusions</h3><p>This study supports prior research showing the benefit of model answer diagrams on comprehension. Yet, improvements in regulation accuracy suggest that model answers combined with self-assessment instructions support more effective self-regulated learning behaviors.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101922"},"PeriodicalIF":6.2,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000495/pdfft?md5=84c864d8daa997ad32cb245b91b48ed3&pid=1-s2.0-S0959475224000495-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141078510","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":"When algebra makes you smile: Playful engagement with early algebraic practices","authors":"Bárbara M. Brizuela,&nbsp;Susanne Strachota","doi":"10.1016/j.learninstruc.2024.101933","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101933","url":null,"abstract":"<div><h3>Background</h3><p>The typical competitive and results-driven approach to school mathematics has traditionally been conceived as devoid of play, joy, and positive affect.</p></div><div><h3>Aims</h3><p>In this paper we address the following questions: What markers of positive affect are observed while students are doing early algebra? Specifically, how are students’ markers of joy related to early algebraic practices? What are the characteristics of playful stances to learning early algebra that are observed when children express positive epistemic affect?</p></div><div><h3>Sample</h3><p>We analyze three cases in which elementary school students engaged in tasks from an early algebra classroom teaching experiment.</p></div><div><h3>Methods</h3><p>Drawing from two theoretical frameworks, epistemic affect and early algebra, we conducted microgenetic analyses of lesson transcripts to identify markers of joy and early algebraic practices. We conducted frequency analyses to determine their co-occurrence.</p></div><div><h3>Results</h3><p>Our results indicate that children expressed joy while engaging in early algebraic practices, evidence of <em>positive epistemic affect</em>. We describe the aspects of each of the cases we present in terms of prior literature on playful stances to learning to further bolster our claims about the relationship between joy and engagement with the early algebraic practices.</p></div><div><h3>Conclusions</h3><p>We conclude that mathematical learning environments should include open opportunities for students to engage with mathematical content, with multiple entry points and ways to respond. We also conclude that early algebraic practices provide opportunities for playfully engagement and <em>positive epistemic affect</em>.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101933"},"PeriodicalIF":6.2,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141067120","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":"Really? It depends! How authentic learning material affects involvement with personal stories of the past","authors":"Lisa Zachrich,&nbsp;Wolfgang Wagner,&nbsp;Christiane Bertram,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2024.101921","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101921","url":null,"abstract":"<div><h3>Background</h3><p>Authentic learning is believed to possess qualities that boost student motivation and learning. However, prior studies have not consistently found the assumed positive effects of authentic learning, thus highlighting the need to better understand the underlying learning processes.</p></div><div><h3>Aims</h3><p>We examined effects of authentic learning material on learners’ involvement and different facets of the perceived authenticity of the material.</p></div><div><h3>Sample</h3><p>Participants were 336 adults.</p></div><div><h3>Methods</h3><p>We conducted an experimental online study with three conditions varying in the framing of their authenticity. We presented videos in which people talked about their experiences in war and daily life in the past, and we labeled these clips eyewitness accounts, eyewitness accounts played by actors, or reconstructed accounts played by actors. Participants were randomly assigned.</p></div><div><h3>Results</h3><p>Results indicated that treatment condition particularly affected participants' emotional involvement with the story and that, in particular, one facet of perceived authenticity (Vividness of History) predicted learners’ involvement.</p></div><div><h3>Conclusions</h3><p>The study adds to the research field of authentic learning in general, and learning with personal stories of the past in particular, by addressing involvement processes and examining different facets of perceived authenticity.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101921"},"PeriodicalIF":6.2,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000483/pdfft?md5=97416de190a4c66594e48a67623d0186&pid=1-s2.0-S0959475224000483-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140950325","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":"A mixed methods study of teachers’ use of feedback within middle school social studies classrooms to promote reading comprehension","authors":"Erin Hogan ,&nbsp;Blair Payne","doi":"10.1016/j.learninstruc.2024.101938","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101938","url":null,"abstract":"<div><h3>Background</h3><p>Although feedback is consistently shown to have a positive effect on student achievement, there is also large heterogeneity in effect based on a variety of factors including how teachers use it in the classroom. Understanding how teachers use feedback as part of their content area literacy instruction in inclusive middle school social studies classrooms is therefore a worthy object of investigation.</p></div><div><h3>Aims</h3><p>This paper applies an explanatory-sequential mixed-methods design to an existing dataset. We leverage this dataset to first understand whether teachers' feedback use improved students' ability to read social studies texts with understanding and acquire social studies content knowledge from text. It then characterizes the feedback teachers used and draws conclusions on how feedback's form may have influenced its effect.</p></div><div><h3>Samples</h3><p>Quantitative analysis included 8865 min of audio recorded classroom instruction from 28 teachers in the United States. Additionally, social studies knowledge acquisition and reading comprehension achievement measures were collected from 893 students. Qualitative analysis included 37 transcripts of audio recorded lessons (38–65 min each) from five randomly selected teachers.</p></div><div><h3>Methods</h3><p>Quantitative analysis preceded qualitative. Quantitative analyses included coding of all 8865 min to determine presence of feedback found effective by Hattie and Timperley (2007). This coding was used in a fixed effects model to investigate the effect teacher feedback use had on student reading comprehension and knowledge acquisition outcomes. Qualitative analysis included a collective case study of patterns of feedback use.</p></div><div><h3>Results</h3><p>Feedback did not have a substantial association with scores on the content knowledge or reading comprehension measures. Teachers’ feedback patterns suggest they frequently missed opportunities to help students understand goals and self-regulate their behavior as they moved toward them.</p></div><div><h3>Conclusions</h3><p>The ineffective forms of feedback displayed by teachers likely reduced feedback's effect on student outcomes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"92 ","pages":"Article 101938"},"PeriodicalIF":6.2,"publicationDate":"2024-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140948424","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}