Learning and Instruction最新文献

{"title":"Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network","authors":"Bingxin Wang ,&nbsp;Huiting Liu ,&nbsp;Yin Gu ,&nbsp;Xuan Pan","doi":"10.1016/j.learninstruc.2025.102210","DOIUrl":"10.1016/j.learninstruc.2025.102210","url":null,"abstract":"<div><h3>Background</h3><div>Differentiated instruction (DI) is increasingly recognized as a strategy to meet the diverse learning needs of students by adapting teaching methods to individual characteristics. However, accurate student classification remains a challenge, limiting DI's effectiveness.</div></div><div><h3>Aims</h3><div>This study aims to develop a more precise, data-driven classification method to enhance DI implementation and improve learning outcomes.</div></div><div><h3>Samples</h3><div>The study utilized a dataset of 1386 second-year Mechanical and Automotive Engineering undergraduates for model training and validation. An independent external test set of 150 students from the same discipline, not included in the initial dataset, was employed to empirically evaluate the implementation of DI.</div></div><div><h3>Methods</h3><div>We integrated educational data mining with a Particle Swarm Optimization-Backpropagation (PSO-BP) neural network to classify and predict student performance. Key factors influencing academic performance, including past grades, student engagement, and teacher-student interaction, were analyzed. Pearson correlation and multicollinearity testing were employed to ensure model robustness, and K-fold cross-validation ensured accuracy.</div></div><div><h3>Results</h3><div>The PSO-BP model significantly improved classification accuracy, particularly in 3-Classes and 5-Classes groupings. Students receiving DI based on these refined classifications demonstrated notable improvements in academic performance compared to those classified using traditional methods.</div></div><div><h3>Conclusion</h3><div>This study offers a scalable, data-driven solution for student classification in DI, addressing the limitations of current models and providing a practical framework for educational institutions to tailor learning experiences, ultimately enhancing student outcomes and teaching efficacy.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102210"},"PeriodicalIF":4.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880285","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":"Investigating grade-level and text genre effects in Quality Talk discussions: An AI-powered discourse analysis of upper primary students’ high-level comprehension","authors":"Carla M. Firetto ,&nbsp;P. Karen Murphy ,&nbsp;Emily Starrett ,&nbsp;Emilee A. Herman ,&nbsp;Jeffrey A. Greene ,&nbsp;Yue Tang ,&nbsp;Lin Yan","doi":"10.1016/j.learninstruc.2025.102208","DOIUrl":"10.1016/j.learninstruc.2025.102208","url":null,"abstract":"<div><h3>Background</h3><div>Students in upper primary grades must move beyond basic comprehension toward high-level comprehension (HLC) of text as they read. Small-group, text-based discussions provide opportunities for students to develop their critical analytic thinking and argumentation, supporting their HLC.</div></div><div><h3>Aims</h3><div>We explored the extent to which groups of upper primary students evidenced growth on indicators of HLC as they engaged in small-group, text-based discussions over a school year, while also examining grade-level and text genre differences.</div></div><div><h3>Sample</h3><div>Participants included fourth- (<em>n</em> = 64) and fifth-grade (<em>n</em> = 69) students.</div></div><div><h3>Methods</h3><div>We employed a single-group, longitudinal design, whereby Quality Talk was embedded into the language arts curriculum of six upper elementary classrooms. Video-recorded discussions (<em>n</em> = 371) were transcribed. We employed an artificial intelligence (AI) powered coding approach to identify indicators of HLC in the discussion transcripts.</div></div><div><h3>Results</h3><div>Groups of upper primary students, on average, evidenced growth in the rates of HLC indicators over the school year. Groups composed of fifth-grade students, on average, had higher elaborated explanation rates than fourth-grade students, and all students, on average, produced a higher rate of elaborated explanations for discussions based on mixed genre versus expository genre texts.</div></div><div><h3>Conclusions</h3><div>Findings from this study contribute to a growing body of literature about grade-level differences in upper primary grades, as well as the influence of text genre on indicators of HLC present within small-group discussions. Notably, the study also employed a novel, AI-powered coding approach for our discourse analysis, which warrants further exploration in future research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102208"},"PeriodicalIF":4.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880284","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":"Mother, Father, and Toddler Spatial Language in English and Spanish during Play: Associations with Toddlers’ Emerging Spatial Cognition","authors":"Lillian R. Masek ,&nbsp;Daniel D. Suh ,&nbsp;Alex M. Silver ,&nbsp;Melissa Libertus ,&nbsp;Natasha J. Cabrera ,&nbsp;Catherine S. Tamis-LeMonda","doi":"10.1016/j.learninstruc.2025.102195","DOIUrl":"10.1016/j.learninstruc.2025.102195","url":null,"abstract":"<div><h3>Background</h3><div>Parents' spatial language predicts children's spatial language and cognition. Most research focuses on mothers, leaving unknown how fathers' spatial language relates to children's spatial learning. Furthermore, most studies of spatial language involve English-speaking samples, precluding an understanding of common and unique ways that parents and toddlers from different language communities use spatial language during play.</div></div><div><h3>Aims</h3><div>We videorecorded English- and Spanish-speaking fathers, mothers, and toddlers during a spatial activity and tested associations between their use of spatial language and toddlers’ understanding of shape names and spatial relations.</div></div><div><h3>Sample</h3><div>Participants were 56 mothers, 44 fathers, and 58 toddlers (ages 24–36 months; 30 female). For 42 families, both mother and father participated. For 14 families only the mother participated, and for 2 families only the father participated.</div></div><div><h3>Methods</h3><div>Mother-toddler and father-toddler dyads interacted with a magnet board. Interactions were transcribed and coded for spatial language. Fifty-five dyads used all or mostly Spanish spatial language, and 42 used all or mostly English. A researcher assessed toddlers’ understanding of shape names and spatial relations.</div></div><div><h3>Results</h3><div>There were no differences in spatial language between mother-toddler and father-toddler dyads. English-speaking participants used a greater variety of spatial words/phrases than Spanish-speaking participants, which may reflect language differences how spatial concepts are encoded. Parents' spatial talk related to toddlers' spatial talk, and parents' and toddlers' spatial talk related to toddlers’ spatial skills.</div></div><div><h3>Conclusions</h3><div>Meaningful individual differences in spatial language emerge by toddlerhood, and both fathers and mothers contribute to toddlers’ production and understanding of spatial words.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102195"},"PeriodicalIF":4.9,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861178","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":"Playful experience, learning perception, and motivation in a cooperative escape room activity in undergraduate nursing education: A mixed-methods study","authors":"Javier Fagundo-Rivera ,&nbsp;Miguel Garrido-Bueno ,&nbsp;Rocío Romero-Castillo ,&nbsp;Nadine Badillo-Sánchez ,&nbsp;Pablo Fernández-León","doi":"10.1016/j.learninstruc.2025.102212","DOIUrl":"10.1016/j.learninstruc.2025.102212","url":null,"abstract":"<div><h3>Background</h3><div>Escape rooms are an innovative pedagogical approach based on problem-solving and focused on the student's autonomous learning competencies to resolve a realistic or fictitious situation. Assessment of students' perception of their own learning and motivation with this approach, and the qualitative description of escape rooms is limited.</div></div><div><h3>Aims</h3><div>To evaluate the gameful experience, learning perception, and motivation in cooperative learning among students participating in an escape room.</div></div><div><h3>Sample</h3><div>All sophomore nursing students enrolled in the subject ‘History, Theory and Methods of Nursing II’.</div></div><div><h3>Methods</h3><div>A sequential explanatory mixed-methods design was employed. Quantitative data were collected through Gameful Experience Scale (GAMEX) and Cooperative Playful Learning Strategies (CMELAC) after the escape room activity. The qualitative phase involved thematic analysis of interviews to explore students' perceptions of the activity.</div></div><div><h3>Results</h3><div>Quantitative analysis revealed high enjoyment (4.64 ± 0.62 out of 6 points) and activation (4.34 ± 0.87 out of 6 points) scores, with significant correlations between GAMEX and CMELAC total scores (r = 0.566, p &lt; 0.001). Qualitative themes highlighted camaraderie, fun, and applicability of learning as positive aspects, while limited resources and negative competitiveness were noted challenges. Integrated data showed that high GAMEX scores correlated with positive qualitative experiences.</div></div><div><h3>Conclusions</h3><div>The escape room activity was an effective educational tool, enhancing engagement, teamwork, and application of nursing concepts. While resource constraints and competitive elements posed challenges, the activity supported meaningful learning and active participation. This study underscores the potential of gamified strategies in nursing education, recommending further research on scalable adaptations and robust assessment of learning outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102212"},"PeriodicalIF":4.9,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858317","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":"Prequestioning with feedback fosters learning in young children","authors":"Liwen Yu,&nbsp;Janelle T. Heng,&nbsp;Laura S. Arden-Gardner,&nbsp;Xiao Pan Ding,&nbsp;Steven C. Pan","doi":"10.1016/j.learninstruc.2025.102187","DOIUrl":"10.1016/j.learninstruc.2025.102187","url":null,"abstract":"<div><h3>Background</h3><div><em>Prequestioning</em>—attempting to answer questions about unfamiliar information before exposure to the correct answers—has shown promise for enhancing learning. Yet its effectiveness for young children, who have limited cognitive capacities and face unique learning challenges, remains unclear.</div></div><div><h3>Aims</h3><div>This study investigated whether prequestioning improves learning from science texts in young children and whether the presence of immediate feedback influences its effectiveness.</div></div><div><h3>Sample</h3><div>Participants were 5- to 6-year-old children (total <em>n =</em> 87; <em>n =</em> 44 in Experiment 1, <em>n =</em> 43 in Experiment 2).</div></div><div><h3>Methods</h3><div>Children engaged in each of three activities: prequestioning with immediate feedback, prequestioning without feedback, or a non-prequestioning activity (free-drawing in Experiment 1; studying learning objectives in Experiment 2). After each assigned activity, they listened to an age-appropriate scientific story and completed a learning assessment. Their working memory capacity was also assessed.</div></div><div><h3>Results</h3><div>In Experiment 1, prequestioning with feedback improved learning relative to free-drawing, and this effect did not differ based on whether the information being assessed had been directly prequestioned or not. In Experiment 2, it enhanced learning of directly prequestioned information compared to studying learning objectives. Prequestioning without feedback, however, did not yield statistically significant learning improvements in either experiment. The effects of prequestioning did not differ according to working memory capacity.</div></div><div><h3>Conclusions</h3><div>Prequestioning enhances young children's learning, particularly for directly questioned information, but only when immediate feedback is provided. These findings suggest that although prequestioning might motivate young children to actively seek out and process new information, such information must be presented within a proximate temporal window to the questions themselves.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102187"},"PeriodicalIF":4.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852640","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":"Examining a weekly cost reduction intervention in calculus","authors":"Patrick N. Beymer ,&nbsp;Yeo-eun Kim ,&nbsp;Elise C. Allen ,&nbsp;Emily Q. Rosenzweig","doi":"10.1016/j.learninstruc.2025.102211","DOIUrl":"10.1016/j.learninstruc.2025.102211","url":null,"abstract":"<div><h3>Background</h3><div>Though cost perceptions are thought to be key motivational beliefs that can undermine academic engagement, little research has designed or tested interventions to reduce cost perceptions for students.</div></div><div><h3>Aims</h3><div>We developed, implemented, and evaluated a weekly cost reduction intervention utilizing motivational regulation strategies to reduce cost.</div></div><div><h3>Sample</h3><div>Participants were 449 undergraduate calculus students.</div></div><div><h3>Methods</h3><div>Using a pre-registered randomized controlled trial, students were assigned to a cost reduction condition or control condition for 13 consecutive weeks. In the cost reduction condition, students reflected on a list of motivational regulation strategies and wrote about how they would use a specific strategy the following week.</div></div><div><h3>Results</h3><div>The intervention significantly reduced weekly task effort cost, weekly emotional cost, final task effort cost, final loss of valued alternatives cost, and final emotional cost on average for all students. However, interaction analyses revealed that benefits were often limited to specific groups, aligning with tentative pre-registered hypotheses. Racially marginalized students in the intervention reported lower weekly emotional cost, higher weekly interest, lower final task effort cost, and lower final emotional cost, compared to racially marginalized students in the control condition; these effects did not appear among non-racially-marginalized students. Additionally, students with lower high school GPAs in the intervention reported higher STEM career intentions and only students with higher high school GPAs reported lower weekly outside effort cost compared to their counterparts in the control condition.</div></div><div><h3>Conclusions</h3><div>The statistically significant effects demonstrate the potential of weekly cost reduction interventions for helping some students with their learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102211"},"PeriodicalIF":4.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842826","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 “simple” view of learning from illustrated texts and videos","authors":"Mikko Haavisto ,&nbsp;Janne Lepola ,&nbsp;Tomi Jaakkola","doi":"10.1016/j.learninstruc.2025.102200","DOIUrl":"10.1016/j.learninstruc.2025.102200","url":null,"abstract":"<div><h3>Background</h3><div>The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.</div></div><div><h3>Aims</h3><div>This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.</div></div><div><h3>Sample</h3><div>109 children from grades 5–6 across three public primary schools.</div></div><div><h3>Methods</h3><div>In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.</div></div><div><h3>Results</h3><div>The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.</div></div><div><h3>Conclusions</h3><div>The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102200"},"PeriodicalIF":4.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830328","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":"Mathematics resilience in preschool and executive functions","authors":"David Muñez ,&nbsp;Rebecca Bull ,&nbsp;Kiat Hui Khng ,&nbsp;Ee Lynn Ng ,&nbsp;Kenneth Poon ,&nbsp;Kerry Lee","doi":"10.1016/j.learninstruc.2025.102197","DOIUrl":"10.1016/j.learninstruc.2025.102197","url":null,"abstract":"<div><h3>Background</h3><div>Children from disadvantaged socioeconomic (SES) backgrounds already show poorer academic skills than their more advantaged peers in preschool and are at higher risk of experiencing learning difficulties in formal school. However, not all children facing adversity experience negative academic outcomes. Some children show academic resilience, performing at the level of their more advantaged peers.</div></div><div><h3>Aims</h3><div>This study investigated whether mathematics resilience is observed in preschool children, whether executive functions are associated with mathematics resilience, and whether earlier resilience status relates to later mathematics achievement (six years later).</div></div><div><h3>Sample</h3><div>The sample included 1132 children (<em>M</em>_<em>age</em> = 57 months, <em>SD</em> = 3.9; 51 % female) attending preschool in Singapore.</div></div><div><h3>Methods</h3><div>Resilient children (at-risk with math development over two preschool years that breaks the average trend of their similar-risk peers) were identified using person-centered methods. Their trajectories were matched against those of children from more advantaged backgrounds using multigroup mixture growth model.</div></div><div><h3>Results</h3><div>One resilient profile was identified (6 % of the at-risk sample), which was associated with later mathematics achievement. Intelligence, but not executive function, predicted resilience status. Maternal education emerged as a protective factor rather than a risk factor.</div></div><div><h3>Conclusions</h3><div>Findings highlight the heterogeneity in the development of mathematics among at-risk children. Young children's mathematics resilience is built upon a combination of foundational cognitive aptitude that protects against initial failure, and environmental resources that sustain growth over time.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102197"},"PeriodicalIF":4.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830327","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":"Supports for young males' and females’ interest in swimming and competition","authors":"Hannah R. Kloetzer,&nbsp;K. Ann Renninger","doi":"10.1016/j.learninstruc.2025.102132","DOIUrl":"10.1016/j.learninstruc.2025.102132","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about the range of resources that together enable youth to make connections to and continue to develop their interest in new content such as swimming and/or competition over time, its relation to their learning to compete constructively, and whether needed support is specific to individuals, or to groups, for example, by gender.</div></div><div><h3>Sample</h3><div>A cohort of 22 (8 males, 14 females) Division III collegiate swimmers was studied.</div></div><div><h3>Methods</h3><div>Retrospective interviews and a short online survey were used to explore variables that might be examined in further study: (a) the onset and continuation of swimmers’ interests in swimming and developing capacities to compete, (b) support received, and (c) fluctuation(s) in interest (e.g., burnout).</div></div><div><h3>Results</h3><div>Qualitative analyses were employed. Four distinct groups of youth were identified among participants, pointing to four pathways for interest development that were distinguished by gender, as well as participants’ level of interest in competition. The types of support that were needed by each of the groups varied, as did the focus of their interactions, and the resources on which they drew to engage competition and manage burnout.</div></div><div><h3>Conclusions</h3><div>Initially youth developed an interest in swimming. As participants began to focus on their skill development in relation to the team, their interest in competition developed. Effective supports for each swimmer were aligned with one of four interest pathways distinguished by gender and the focus of their interest in swimming and competition. As their interest developed, participants assumed responsibility for managing their engagement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102132"},"PeriodicalIF":4.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770807","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":"Third graders’ digital and paper text comprehension","authors":"Costanza Ruffini ,&nbsp;Pablo Delgado ,&nbsp;David Saldaña ,&nbsp;Chiara Pecini","doi":"10.1016/j.learninstruc.2025.102186","DOIUrl":"10.1016/j.learninstruc.2025.102186","url":null,"abstract":"<div><h3>Background</h3><div>Research suggests differences in digital and paper text comprehension, but studies on primary school children are limited, and the role of textual genre remains unclear. This study examines the effects of reading medium and its interaction with text genre on text comprehension and explores whether these effects vary with comprehension skills, medium preference for academic vs leisure purposes, and computer use, controlling for working memory and attention skills.</div></div><div><h3>Method</h3><div>A within participants design was implemented with 157 third graders (mean age = 8.40, <em>SD</em> = 0.30, 48.41 % female) reading four different texts: two linear texts (one narrative and one expository) on paper and two other linear texts (one narrative and one expository) on screen. Participants read four texts (two narrative and two expository), with counterbalanced variations in medium (paper-digital; digital-paper) and textual genre (narrative-expository; expository-narrative).</div></div><div><h3>Results</h3><div>Students demonstrated better comprehension of narrative texts compared to expository ones. However, no significant effects on comprehension outcomes were observed for the reading medium or its interaction with text genre, regardless of students’ reading comprehension abilities or their preferred use of computers.</div></div><div><h3>Conclusion</h3><div>The absence of the reading medium effect aligns with some previous research in primary education, although it contrasts with meta-analytic findings on the effect of reading medium. We highlight the importance of promoting the strategic use of digital devices for reading in later school years to prevent potential misuse, especially as unproductive digital activities become increasingly diverse.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102186"},"PeriodicalIF":4.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749311","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}