Learning and Instruction最新文献_第2页

Play-responsive teaching as an alternative way of perceiving the relations between play, teaching and learning 游戏反应教学是看待游戏、教学和学习之间关系的另一种方式

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-26 DOI: 10.1016/j.learninstruc.2024.102040

引用次数: 0

Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting 最大限度地促进学生的内容和语言发展：在中文沉浸式环境中翻译语言的教学潜力

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-24 DOI: 10.1016/j.learninstruc.2024.102023

{"title":"Maximizing students’ content and language development: The pedagogical potential of translanguaging in a Chinese immersion setting","authors":"","doi":"10.1016/j.learninstruc.2024.102023","DOIUrl":"10.1016/j.learninstruc.2024.102023","url":null,"abstract":"<div><h3>Background</h3><div>Recent studies highlight the benefits of translanguaging for emergent bi/multilinguals (EMLs), enhancing their understanding of academic content in a new language. Despite the growth of Chinese immersion programs in the U.S., research on translanguaging and its impact on teacher and student experiences in this context remains scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how Content and Language Integrated Learning (CLIL) teachers implement pedagogical translanguaging to support students’ learning in academic content and language within a Chinese immersion context in the U.S., and to understand the perspectives of teachers and students on translanguaging.</div></div><div><h3>Sample</h3><div>Participants were two Chinese CLIL teachers and six of their students from a Chinese immersion school in the U.S.</div></div><div><h3>Methods</h3><div>Using a participatory design research methodology that combines ethnographic methods with multimodal conversation analysis, we documented the use of pedagogical translanguaging and triangulated data from field notes, classroom artifacts, and interviews.</div></div><div><h3>Results</h3><div>Findings reveal teachers utilized diverse communicative resources and exercised translanguaging shifts to enhance students’ grasp of advanced vocabulary and academic concepts, facilitating complex idea articulation in Chinese. Both teachers and students valued these strategies for deepening subject understanding and supporting their learning of the Chinese language.</div></div><div><h3>Conclusions</h3><div>The study highlights the importance of continuous professional development for CLIL teachers to effectively implement pedagogical translanguaging, supporting students’ learning in an immersion setting.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535865","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}

引用次数: 0

Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety 瞬间成就目标概况：与教学活动、兴趣和焦虑的关系

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-23 DOI: 10.1016/j.learninstruc.2024.102037

{"title":"Momentary achievement goal profiles: Associations with instructional activities, interest, and anxiety","authors":"","doi":"10.1016/j.learninstruc.2024.102037","DOIUrl":"10.1016/j.learninstruc.2024.102037","url":null,"abstract":"<div><h3>Background</h3><div>Studies have traditionally assessed students’ achievement goals as stable individual orientations, thereby missing moment-to-moment fluctuations across situations. Furthermore, students may pursue more than one goal at a given moment.</div></div><div><h3>Aims</h3><div>To capture the dynamic nature of achievement goal pursuit, this study combined real-time assessments and pattern-oriented analyses to identify students' momentary achievement goal profiles. It also examined how these profiles varied across instructional activities and related to students’ task interest and anxiety.</div></div><div><h3>Sample</h3><div>A total of 3611 responses were collected from 345 upper secondary school students (aged 16) in a physics module.</div></div><div><h3>Methods</h3><div>Using the experience sampling method, this study collected real-time data on students’ achievement goals and affective experiences in various science classroom activities, including teacher-led instruction, individual work, and group work.</div></div><div><h3>Results</h3><div>Latent class analyses revealed three distinct momentary goal profiles: Moderate Multiple Goals, High Multiple Goals, and Moderate Mastery Goals. Most students exhibited changes in their momentary goal profiles during the physics module, highlighting the dynamic nature of these profiles. Individual work increased the likelihood of students adopting the High Multiple Goals profile. Additionally, the High Multiple Goals profile was linked to increased situational interest, whereas the Moderate Mastery Goals profile was associated with reduced anxiety.</div></div><div><h3>Conclusion</h3><div>The findings underscore the value of investigating momentary goal states in addition to stable goal orientations.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535864","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}

引用次数: 0

Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches 释放 "思考-朗读 "数据，调查自我评估：定量和定性方法

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-19 DOI: 10.1016/j.learninstruc.2024.102031

{"title":"Unleashing think-aloud data to investigate self-assessment: Quantitative and qualitative approaches","authors":"","doi":"10.1016/j.learninstruc.2024.102031","DOIUrl":"10.1016/j.learninstruc.2024.102031","url":null,"abstract":"<div><h3>Background</h3><div>Think-aloud is a process data method that provides detailed insights into students’ cognitive, emotional, and motivational processes. This makes it an ideal method for investigating self-assessment as, the vast majority of times, it occurs internally without obvious external cues. In this paper, we present a methodological overview based on three previous empirical studies, utilizing both quantitative and qualitative methods to analyze think-aloud data and explore the ‘black box’ of self-assessment.</div></div><div><h3>Methods</h3><div>A total of 67 secondary education students and 126 university students participated concurrently thinking-aloud while self-assessing academic tasks they had previously completed.</div></div><div><h3>Results</h3><div>We compare our two methodological approaches to analyzing think-aloud data, highlighting the coding schemes, data analysis techniques, and the critical decisions made during the think-aloud process.</div></div><div><h3>Conclusions</h3><div>Our findings demonstrate how think-aloud can be effectively employed through complementary quantitative and qualitative methods, providing a comprehensive understanding of the self-assessment phenomena.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535901","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}

引用次数: 0

Does word boundary information facilitate Chinese sentence reading in children as beginning readers? 词界信息是否有助于儿童的中文句子阅读？

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-18 DOI: 10.1016/j.learninstruc.2024.102034

{"title":"Does word boundary information facilitate Chinese sentence reading in children as beginning readers?","authors":"","doi":"10.1016/j.learninstruc.2024.102034","DOIUrl":"10.1016/j.learninstruc.2024.102034","url":null,"abstract":"<div><h3>Background</h3><div>Previous studies showed inconsistent results on whether providing word boundary information using spaces or alternating colors across words would facilitate children's Chinese reading performance.</div></div><div><h3>Aims</h3><div>We speculated that this inconsistency was related to individual difference in the ability to adjust visual routines for reading established through prior experience in response to the word boundary information. We hypothesized that (1) children who had greater ability to change eye movement behavior according to the word boundary manipulation would benefit more in reading performance; (2) using spaces as word boundaries changed the global configuration of original sentences, which may require more adjustment from the established visual routine, leading to less facilitation.</div></div><div><h3>Samples</h3><div>Sixty-three grade 2–3 primary school children.</div></div><div><h3>Methods</h3><div>Children read regular Chinese sentences and sentences with either spaces or alternating colors as word boundary markers and answered related comprehension questions with eye tracking.</div></div><div><h3>Results</h3><div>Eye Movement analysis with Hidden Markov Models (EMHMM) revealed two representative gaze transition patterns through clustering: a more sequential and a less sequential pattern. As compared with regular sentences, when using alternating colors as word boundary markers, a larger gaze transition pattern change towards the more sequential pattern was correlated with a larger increase in comprehension accuracy. This effect was not observed when using spaces as word boundary markers.</div></div><div><h3>Conclusions</h3><div>An instructional design should consider its potential costs on the cognitive processes established during prior learning, as well as the potential individual differences in the ability to adjust the existing processing strategy according to the new instructions.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535900","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}

引用次数: 0

Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control 克服数学灵活性中知识与运用之间的差距：研究抑制控制的作用

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-13 DOI: 10.1016/j.learninstruc.2024.102033

{"title":"Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control","authors":"","doi":"10.1016/j.learninstruc.2024.102033","DOIUrl":"10.1016/j.learninstruc.2024.102033","url":null,"abstract":"<div><h3>Background</h3><div>Previous research in the domain of equation solving has shown that although students obtain knowledge of multiple strategies, they often use a standard but less efficient strategy. This phenomenon has been framed as a gap between knowledge and use.</div></div><div><h3>Aims</h3><div>We aim to examine whether using a standard strategy might be a dominant response and whether inhibitory control is needed for students to overcome the knowledge-use gap.</div></div><div><h3>Samples</h3><div>284 college students participated in the study (<em>n</em><sub><em>Pilot study</em></sub> = 114, <em>n</em><sub><em>Study1</em></sub> = 62, <em>n</em><sub><em>Study2</em></sub> = 108).</div></div><div><h3>Methods</h3><div>A time-pressure and a no-choice design was used to examine the frequency of using standard strategies, and the accuracy and speed of using the standard and efficient strategies, respectively (Pilot study). Students completed a dual-inhibition task and a negative priming (NP) task (Study 1). Students’ strategy use was examined in a delayed NP adaptation and a delay intervention in the classroom (Study 2).</div></div><div><h3>Results</h3><div>Students used standard strategies more frequently under time pressure, indicating the dominance of the standard strategy, even though using efficient strategies was faster. Their performance of using efficient strategies was impaired when inhibition resources were occupied; the observed NP effect reflected the inhibition of the standard strategy when using efficient strategies. A delay intervention improved students’ inhibition process and facilitated their flexibility performance.</div></div><div><h3>Conclusion</h3><div>This study revealed that applying the standard strategy is often the default tendency for solving algebra equations, and inhibitory control is critical in bridging the gap between possessing knowledge of various strategies and implementing them in mathematical practice.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432971","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}

引用次数: 0

Adaptation of quizzing in learning psychology concepts 学习心理学概念时测验的适应性

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-02 DOI: 10.1016/j.learninstruc.2024.102028

{"title":"Adaptation of quizzing in learning psychology concepts","authors":"","doi":"10.1016/j.learninstruc.2024.102028","DOIUrl":"10.1016/j.learninstruc.2024.102028","url":null,"abstract":"<div><h3>Background</h3><div>In the domain of psychology, declarative concepts are a core component of the foundational knowledge that is to be learned. A promising means to enhance retention and comprehension of such concepts is to provide learners with open-ended quiz questions and corrective feedback (i.e., practice quizzing). As adapting quiz question complexity to the individual learners can increase the benefits of practice quizzing, in previous research adaptations based on the real-time process measures of cognitive load ratings and of self-assessed quizzing performance during quizzing have been developed. To date, however, it is unclear whether and, if so, why the two types of adaptation differ in their effectiveness.</div></div><div><h3>Aims</h3><div>The main goal of the present study was to compare the two adaptation mechanisms in learning declarative psychology concepts via practice quizzing.</div></div><div><h3>Sample</h3><div>Participants were <em>N</em> = 177 university students.</div></div><div><h3>Methods</h3><div>After watching an e-lecture on new declarative psychology concepts, the learners were randomly assigned to either note-taking or to responding to quiz questions. The complexity of the quiz questions was increased either according to a preset sequence, or dependent on subjective cognitive load, self-assessed quizzing performance, or both.</div></div><div><h3>Results</h3><div>Cognitive-load-adapted quizzing was most effective. These benefits were mediated via higher levels of knowledge whenever increases in quiz question complexity were suggested by the adaptation mechanism/took place in the preset sequence, which fostered quizzing performance, which, in turn, fostered learning outcomes.</div></div><div><h3>Conclusions</h3><div>This study shows that simple cognitive load ratings are a promising basis for adapting practice quizzing in learning declarative psychology concepts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417431","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}

引用次数: 0

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks 即使是复杂的任务，在初步掌握之后，解决问题比学习范例更能提高长期绩效

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-10-01 DOI: 10.1016/j.learninstruc.2024.102027

{"title":"After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks","authors":"","doi":"10.1016/j.learninstruc.2024.102027","DOIUrl":"10.1016/j.learninstruc.2024.102027","url":null,"abstract":"<div><h3>Background</h3><div>Successful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood <em>when</em> each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students.</div></div><div><h3>Aims</h3><div>Building upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition.</div></div><div><h3>Sample</h3><div>166 typically-developing Dutch fifth-grade students participated (<em>M</em><sub>age</sub> = 11.14 years; 42.2% boys).</div></div><div><h3>Methods</h3><div>We used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable.</div></div><div><h3>Results</h3><div>There was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, <em>independent</em> of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples.</div></div><div><h3>Conclusions</h3><div>Our findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142417430","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}

引用次数: 0

Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review K-20 环境中多语言和单语言学习者对阅读和写作反馈的看法：系统回顾

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-09-27 DOI: 10.1016/j.learninstruc.2024.102022

{"title":"Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review","authors":"","doi":"10.1016/j.learninstruc.2024.102022","DOIUrl":"10.1016/j.learninstruc.2024.102022","url":null,"abstract":"<div><h3>Background</h3><div>To become proficient readers and writers, both multilingual and monolingual learners must engage with feedback – a precursor to learning and motivational outcomes. Given the importance of feedback to effective literacy learning, students’ perceptions of literacy feedback are critical factors in feedback uptake. However, it is unclear how students perceive literacy feedback.</div></div><div><h3>Aims</h3><div>We synthesized students’ perceptions of feedback in reading and writing domains across kindergarten through higher education among both monolingual and multilingual learners.</div></div><div><h3>Methods</h3><div>We systematically reviewed 138 empirical reports.</div></div><div><h3>Results</h3><div>We present descriptive characteristics, common conceptualizations and operationalizations of feedback perceptions, and themes across feedback perceptions results. Finally, we discuss how students’ literacy feedback perceptions compare to research-based practices for providing literacy feedback, how feedback perceptions may fit into existing literacy and feedback theoretical frameworks, and how student identities, particularly those of multilingual learners, play a role in student feedback perceptions.</div></div><div><h3>Conclusions</h3><div>The extant K-20 reading and writing feedback perceptions literature rarely conceptualize the construct in a clear manner. Additionally, students' feedback perceptions become more negative and critical as they progress through school. Lastly, students – especially multilingual learners – held positive perceptions of written, audio, and video formats of feedback that were provided by their instructor.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328022","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}

引用次数: 0

Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach 学术环境中动机和情绪调节策略的共性与差异：人内法

IF 4.7 1区教育学

Learning and Instruction Pub Date : 2024-09-26 DOI: 10.1016/j.learninstruc.2024.102009

{"title":"Commonalities and differences in strategies for regulating motivation and emotion in academic settings: A within-person approach","authors":"","doi":"10.1016/j.learninstruc.2024.102009","DOIUrl":"10.1016/j.learninstruc.2024.102009","url":null,"abstract":"<div><h3>Background</h3><div>Motivation and emotion form important pillars of students’ educational experiences and, while representing distinguishable constructs, are closely intertwined. Consequently, it can be assumed that their regulation may be governed by similar mechanisms as well. From a theoretical perspective, MR and ER strategy taxonomies do contain overlap, particularly among strategies involving reappraisals of personal competencies, but also unique (i.e., non-overlapping) strategies. Empirically, however, motivational regulation (MR) and emotion regulation (ER) have had little intersection in prior research and stem from rather disconnected research traditions.</div></div><div><h3>Aims</h3><div>Building on previous work on the functional interplay between students’ motivation and emotion, we examined similarities and differences in MR and ER strategies and tested the assumption that MR strategies are also used to regulate emotions, and ER strategies to regulate motivation, in study situations.</div></div><div><h3>Sample</h3><div>Participants were 1,466 university students.</div></div><div><h3>Method</h3><div>Using a within-person design, students reported on their use of various strategies for managing regulatory problems involving either low motivation or negative emotions (anxiety, boredom).</div></div><div><h3>Results</h3><div>Using CFA and latent difference modeling, we found that strategy use was strongly correlated and differed little in terms of mean levels across motivational and emotional regulation problems. These correlations were even stronger, and mean differences smaller, than those found for regulatory problem distinctions within motivational and emotional problems.</div></div><div><h3>Conclusions</h3><div>The findings indicate that many designated MR and ER strategies as distinguished in current taxonomies may be relevant for managing both motivational and emotional problems and underscore the need for joint theoretical perspectives on MR and ER.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":4.7,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322948","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}

引用次数: 0