Learning and Instruction最新文献

{"title":"Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions","authors":"Claudia C. Sutter ,&nbsp;Delaram A. Totonchi ,&nbsp;Jamie DeCoster ,&nbsp;Chris S. Hulleman ,&nbsp;Kenneth E. Barron","doi":"10.1016/j.learninstruc.2025.102304","DOIUrl":"10.1016/j.learninstruc.2025.102304","url":null,"abstract":"<div><h3>Background</h3><div>Following growing calls to investigate the situational nature of motivation across diverse institutional contexts and student populations, this study examined fluctuations in students’ motivational beliefs–expectancy, value, and costs–across multiple time points in an introductory statistics course.</div></div><div><h3>Aims</h3><div>We aimed to replicate and extend prior work conducted at predominantly White/Asian institutions by exploring whether dynamic patterns of motivation generalize to Hispanic-Serving Institutions (HSIs), addressing the need for more inclusive research on situational motivation.</div></div><div><h3>Sample</h3><div>The sample consisted of 439 students enrolled in an introductory statistics and data science course at several HSIs.</div></div><div><h3>Methods</h3><div>Using an intensive longitudinal design, we measured students’ motivational beliefs at multiple time points. We analyzed overall trajectories, within- and between-student variability, associations with course performance, and the moderating role of demographic factors.</div></div><div><h3>Results</h3><div>Consistent with past research, we found substantial within-student variability in motivational beliefs across expectancy, value, and cost. However, associations between motivation and performance, as well as demographic moderators, differed from those observed in prior studies conducted at predominantly White/Asian institutions.</div></div><div><h3>Conclusions</h3><div>Findings highlight the importance of examining motivation as a dynamic, context-dependent process. Results highlight the need for further research into how situational and contextual factors shape motivation and academic outcomes across diverse student populations and institutional settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102304"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839314","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":"Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality","authors":"Jasmin Lilian Bauersfeld ,&nbsp;Patricia Bourcevet ,&nbsp;Heike Hahn ,&nbsp;Bernadette Gold","doi":"10.1016/j.learninstruc.2025.102301","DOIUrl":"10.1016/j.learninstruc.2025.102301","url":null,"abstract":"<div><h3>Background</h3><div>Student teachers must develop professional vision related to foci on classroom management (PVCM), instructional support (PVIS), and emotional support (PVES). PV can be enhanced through video-based analyses within adequate instructional approaches. Evidence suggests that both isolated and integrated approaches may foster learning. Student teachers could analyze all foci simultaneously (integrated) or successively (isolated).</div></div><div><h3>Aims</h3><div>The study investigates the effect of isolated or integrated instructional approaches versus a control group (CG) and individual prerequisites on PV and the simultaneous focus of multiple teaching quality foci. It extends existing research by applying instructional principles to teacher education and enhancing multiple foci of PV.</div></div><div><h3>Sample</h3><div>Participants were 140 student teachers.</div></div><div><h3>Method</h3><div>In a quasi-experimental pre-post-test study, participants attended three-week seminars, preparing each session with texts on teaching quality. The intervention groups analyzed classroom videos. The CG and the isolated group focused on a different teaching quality dimension weekly, whereas the integrated group focused on all dimensions. Pre-post-tests measured PV, the simultaneous focus, and individual prerequisites of learning opportunities and interest.</div></div><div><h3>Results</h3><div>The CG was outperformed by the isolated group in PVES and by the integrated group in PVCM and the simultaneous focus. Comparing the intervention groups, the isolated group performed better in PVES and the integrated group in the simultaneous focus. Individual prerequisites had no effects.</div></div><div><h3>Conclusions</h3><div>The findings highlight the lack of integration between pedagogy and content in teacher education programs and indicate that it may not matter whether aspects of teaching quality are taught in isolated or integrated approaches.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102301"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839316","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":"In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development","authors":"Alik Palatnik ,&nbsp;Catalina Lomos ,&nbsp;Dor Abrahamson","doi":"10.1016/j.learninstruc.2025.102272","DOIUrl":"10.1016/j.learninstruc.2025.102272","url":null,"abstract":"<div><h3>Background</h3><div>Educational researchers have been using multimodal data (e.g., eye-tracking) to study teachers’ instructional practices. Yet, by and large, these technologies have not been handed over to teachers as resources for self-reflection.</div></div><div><h3>Aims</h3><div>This exploratory study aimed to develop and evaluate novel methodologies for supporting teachers in using multimodal data, specifically eye-tracking-overlaid multiple-point-of-view videos, as resources for deepening their understanding of learning and teaching.</div></div><div><h3>Sample and methods</h3><div>Five pre-service mathematics teachers (PSMT) participated in this study. First, they collaboratively constructed a body-scale polyhedron while wearing eye-tracking devices. In a subsequent structured reflection session, the participants collectively analyzed eye-tracking-overlaid multiple-point-of-view recordings of their construction activity. Drawing on Goodwin's Co-Operative Action theory, the researchers then qualitatively micro-analyzed the PSMTs' individual and interactive multimodal behaviors in both activities.</div></div><div><h3>Results</h3><div>The technology enabled the PSMTs to highlight, code, and elaborate on nuanced aspects of individuals’ perceptual and social behaviors during the construction activity. These insights led to a spontaneous generalization of pedagogical implications for their own prospective facilitation of classroom group work.</div></div><div><h3>Conclusions</h3><div>Supplementing PSMTs' video-based reflection on their own activity with multiple-point-of-view gaze data from their mobile eye trackers enriches the PSMTs’ microgenetic analysis of their own collaborative multimodal learning process, in turn potentially leading more generally to pedagogical inferences for their own prospective professional practice.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102272"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616714","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":"STEM class momentary investigation: Teaching and learning engagement","authors":"Ssu-Kuang Chen,&nbsp;Sunny S.J. Lin","doi":"10.1016/j.learninstruc.2025.102270","DOIUrl":"10.1016/j.learninstruc.2025.102270","url":null,"abstract":"<div><h3>Background</h3><div>In STEM project-based learning (PjBL) classrooms, hands-on and inquiry-based activities foster learning and attention. Given the dynamic and time-constrained nature of these classes, understanding student learning engagement is crucial.</div></div><div><h3>Aims</h3><div>We aimed to identify teaching approaches through moment-to-moment classroom observations and examine how STEM self-efficacy, prior knowledge, gender, and teaching approaches influenced learning engagement.</div></div><div><h3>Sample</h3><div>Observations included 78 classes with 312 students from two elementary schools, seven middle schools, and one high school in Taiwan. Surveys were collected from 179 students (58 % males) across 49 classes.</div></div><div><h3>Methods</h3><div>Student engagement and teaching behaviors were recorded every minute. Cluster analysis classified teacher behaviors into distinct teaching approaches, and the proportion of class minutes devoted to each cluster was calculated. Multilevel linear models were used to test how class-level teaching approaches and student-level factors predicted five engagement types: passive, active, constructive, interactive, and irrelevant behaviors.</div></div><div><h3>Results</h3><div>Two teaching approaches emerged: teacher-centered and student-centered. Student-centered activities were associated with more constructive, fewer passive behaviors. Prior knowledge positively influenced constructive and interactive engagement, while reducing irrelevant behaviors. Student-centered activities weakened the positive association between prior knowledge and active engagement, while strengthening the relationship between self-efficacy and interactive engagement. Females were more passive, whereas males were more constructive.</div></div><div><h3>Conclusions</h3><div>Student-centered activities, prior knowledge, and male gender contributed to higher-order engagement in STEM-PjBL classes. Student-centered teaching moderated learning processes by weakening the link between prior knowledge and active engagement while strengthening the connection between self-efficacy and interactive engagement. Practical suggestions were offered based on these findings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102270"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145555348","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 roles of growth mindset and feedback type in shaping students’ responses to academic setbacks","authors":"Xingyu Liu ,&nbsp;Xiaojing Gu ,&nbsp;Hang Zeng","doi":"10.1016/j.learninstruc.2026.102319","DOIUrl":"10.1016/j.learninstruc.2026.102319","url":null,"abstract":"<div><h3>Background</h3><div>Growth mindset helps students cope more effectively with academic setbacks, whereas different types of feedback play distinct roles in shaping students’ mindsets and, in turn, their responses to setbacks. However, previous work often used feedback to temporarily induce shifts in mindset without considering preexisting mindsets, and little is known about how these factors interact to shape motivation and behavior. Additionally, evidence on the effects of mixed feedback and different types of critical feedback remains limited.</div></div><div><h3>Aims</h3><div>We examine how mindsets and types of praise/critical feedback (person, process, or mixed feedback) influence students’ postfailure responses. Specifically, Studies 1a and 1b examined the effects of mindset and praise, whereas Studies 2a and 2b focused on mindset and critical feedback.</div></div><div><h3>Sample</h3><div>Study 1a: 115 university students; Study 1b: 168 high school students; Study 2a: 119 university students; and Study 2b: 172 high school students.</div></div><div><h3>Methods</h3><div>Students with different mindsets were randomly assigned to receive one type of praise/critical feedback. Postfailure responses were assessed after they received an artificial academic setback.</div></div><div><h3>Results</h3><div>Across studies, students with a growth mindset consistently demonstrated more adaptive responses to setbacks, regardless of the type of praise or critical feedback they received. Interestingly, we found that mixed praise feedback outperformed pure person or process praise feedback in terms of promoting persistence on a task among university students, but this was true only for students with higher growth mindset scores.</div></div><div><h3>Conclusions</h3><div>These findings underscore the value of fostering growth mindsets and suggest feedback should be tailored to existing mindsets.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102319"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976240","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":"Applying multimodal learning analytics to naturalistic recordings of clinical simulations: Towards an accurate and scalable pipeline for automated feedback generation","authors":"Vitaliy Popov ,&nbsp;Steve Nguyen ,&nbsp;Xavier Ochoa","doi":"10.1016/j.learninstruc.2025.102267","DOIUrl":"10.1016/j.learninstruc.2025.102267","url":null,"abstract":"<div><h3>Background</h3><div>Educational audiovisual recordings, spanning domains from teacher training to clinical simulations, often remain underutilized due to the intensive human labor required for comprehensive analysis and timely feedback.</div></div><div><h3>Aims</h3><div>This study addresses this challenge by developing and evaluating a multimodal learning analytics (MmLA) pipeline that integrates state-of-the-art visual, speech, and language models to automatically capture complex communication skills.</div></div><div><h3>Sample</h3><div>244 medical and social work students practicing breaking bad news in a team-based simulated clinical scenario.</div></div><div><h3>Methods</h3><div>We developed and evaluated the MmLA pipeline, which integrates speech extraction, gaze tracking, and semantic analysis using a Large Language Model (LLM). We empirically evaluated the pipeline by measuring the accuracy of each feature-extraction stage, including diarized transcript generation, visual-attention pattern tracking, and LLM-based semantic evaluation of discourse, against human assessors, and by comparing the final automated predictions with human-generated scores.</div></div><div><h3>Results</h3><div>The developed MmLA pipeline effectively extracts and fuses features from naturalistic videos of standardized patient simulations, approaching human-level accuracy, though diarization remains challenging with a moderate 29.9 % SER (lower is better). The predictive model using behavioral, verbal, and semantic features achieved 81.82 % accuracy in assessing interaction comfort, with eye contact emerging as the most influential predictor.</div></div><div><h3>Conclusions</h3><div>By leveraging the most common multimodal data sources, such as video and audio, the study provides a scalable methodological blueprint that can be adapted to diverse educational settings to foster communication skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102267"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571195","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":"Integrating translanguaging pedagogy in EFL higher education: Student perceptions and implications for teacher education in monolingual contexts","authors":"Erguvan Uras Eren","doi":"10.1016/j.learninstruc.2025.102297","DOIUrl":"10.1016/j.learninstruc.2025.102297","url":null,"abstract":"<div><h3>Background</h3><div>Translanguaging has gained recognition as a transformative pedagogical strategy in multilingual K–12 education; however, its application in higher education programs that employ English-only policies, though students also draw on English and their shared L1, remains limited and under-theorized. In such contexts, there is growing interest in understanding how translanguaging might support language learning and inclusive instructional practices.</div></div><div><h3>Aims</h3><div>This study investigates how Turkish university students perceive planned translanguaging activities in an English as a Foreign Language (EFL) preparatory program within an English-only policy, and explores the instructional and teacher education implications of these perceptions.</div></div><div><h3>Sample</h3><div>Participants were 52 undergraduate students enrolled in two EFL classes at a Turkish university. The study took place over five weeks within a policy-driven curriculum.</div></div><div><h3>Methods</h3><div>A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire. Qualitative data came from focus group interviews and anonymous essays. Thematic analysis identified patterns in student perceptions of translanguaging pedagogy.</div></div><div><h3>Results</h3><div>Findings revealed four key perceived benefits of translanguaging: (1) enhanced metalinguistic awareness, (2) improved comprehension of academic content, (3) increased comfort and confidence in using English, and (4) strengthened peer collaboration. While students preferred English as the primary medium, they viewed strategic L1 use as cognitively and affectively supportive.</div></div><div><h3>Conclusions</h3><div>The findings highlight translanguaging's pedagogical value in monolingual policy contexts, offering practical guidance for instruction and teacher education. Implications stress the design of linguistically inclusive, student-centered programs that prepare educators to implement translanguaging intentionally and address institutional resistance to bilingual practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102297"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790552","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":"Multi-group comparison of STEM education approaches","authors":"Yuk Ming Tang ,&nbsp;Yee Kiu Chan ,&nbsp;Ran Wei ,&nbsp;G.T.S. Ho","doi":"10.1016/j.learninstruc.2025.102305","DOIUrl":"10.1016/j.learninstruc.2025.102305","url":null,"abstract":"<div><h3>Background</h3><div>Immersive technologies, such as Mixed Reality (MR), are increasingly integrated into STEM education to enhance student motivation and learning outcomes. However, the effectiveness of MR compared to traditional methods, particularly across gender and curriculum stages, remains underexplored.</div></div><div><h3>Aims</h3><div>The research aims to compare the effectiveness of traditional and MR-supported STEM education, examining the roles of autonomy, motivation, class participation, and creativity across gender and junior/senior curriculum stages.</div></div><div><h3>Sample(s)</h3><div>The experimental setup compared traditional paper-based notes with an MR application (Microsoft HoloLens) for teaching 3D geometry. Randomization was conducted individually, with 281 secondary school students assigned to traditional (n = 116) or MR-supported (n = 165) groups using a random number generator, balanced across gender and curriculum stage (junior: ages 13–14 or below; senior: ages 15–16 or above).</div></div><div><h3>Methods</h3><div>A 3D geometry topic was taught using traditional paper-based notes or an MR application via Microsoft HoloLens. A 17-item questionnaire, based on Self-Determination Theory, measured autonomy, motivation, participation, creativity, and learning effectiveness on a 5-point Likert scale. Multi-group analysis and t-tests assessed differences across gender and curriculum stages, with reliability and validity confirmed via Cronbach's alpha, composite reliability, and average variance extracted.</div></div><div><h3>Results</h3><div>MR-supported instruction significantly enhanced learning effectiveness and motivation for junior students (p &lt; 0.05) and learning effectiveness, motivation, participation, and creativity for senior students (p &lt; 0.05). Male students preferred MR, showing reduced gender disparities compared to traditional methods, where females scored higher.</div></div><div><h3>Conclusions</h3><div>MR-supported instruction boosts motivation and effectiveness, particularly for seniors, and narrows gender gaps. Educators should tailor MR integration to enhance engagement across diverse student groups.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102305"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839312","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":"From emergency to institutionalisation: Teacher readiness and practices in synchronous hybrid education","authors":"Marlene Wagner ,&nbsp;Gerti Pishtari ,&nbsp;Tobias Ley","doi":"10.1016/j.learninstruc.2026.102321","DOIUrl":"10.1016/j.learninstruc.2026.102321","url":null,"abstract":"<div><h3>Background</h3><div>Synchronous hybrid education gained prominence during COVID-19 and continues to be adopted, given its benefits. However, it poses challenges for teachers and students. Investigating teachers’ readiness to implement this approach and identifying good practices from experienced hybrid teachers is crucial for smooth adoption.</div></div><div><h3>Aims</h3><div>This study explored teachers’ readiness for synchronous hybrid education, focusing on their perceptions of possibilities, benefits and challenges, and their teaching practices related to technology integration and learning activities.</div></div><div><h3>Sample</h3><div>Eighty teachers from four vocational secondary schools participated. One group (<em>n</em> = 12) consisted of teachers who currently teach regular hybrid classes, while the other group (n = 68) experienced it during the COVID-19 pandemic but does not currently teach in hybrid mode. The groups were comparable in age, gender, and teaching experience.</div></div><div><h3>Methods</h3><div>We used a cross-sectional group comparison design and collected quantitative and qualitative data.</div></div><div><h3>Results</h3><div>Both groups reported similar perceptions of possibilities and benefits, with connecting learners to people, content, and resources being rated as the highest. Institutionalised hybrid teachers valued student autonomy more strongly, while emergency hybrid teachers highlighted peer collaboration. Challenges reported by institutionalised hybrid teachers included student-related, pedagogical, interpersonal, technological, and spatial issues. Notably, institutionalised hybrid teachers used more advanced technologies and constructive learning activities, likely reflecting hybrid teaching experience and curricular demands.</div></div><div><h3>Conclusions</h3><div>This study highlights the importance of identifying teachers’ needs and difficulties, as well as good practices from experienced hybrid teachers, to provide teachers with tailored professional development and support and ensure a smooth transition to synchronous hybrid education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102321"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976227","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":"Utilizing AI and machine learning in vocal training programs: A contemporary approach","authors":"Di Wu","doi":"10.1016/j.learninstruc.2025.102278","DOIUrl":"10.1016/j.learninstruc.2025.102278","url":null,"abstract":"<div><h3>Background</h3><div>The integration of machine learning methods into vocal training has emerged as a transformative approach in music education. Artificial intelligence (AI) is increasingly utilized to enhance vocal instruction, offering personalized and adaptive learning experiences. However, the effectiveness of AI-based methods compared to traditional approaches requires further exploration.</div></div><div><h3>Aims</h3><div>This study aims to evaluate the impact of AI-driven vocal training programs on the development of key vocal skills, accessibility, adaptability, and personalized learning. The research seeks to determine whether AI-based instruction leads to measurable improvements in vocal performance.</div></div><div><h3>Sample</h3><div>The study analyzed a diverse group of vocal students (N = 120) with varying levels of experience. Participants were divided into two groups: one receiving AI-assisted training and the other following traditional vocal instruction methods.</div></div><div><h3>Methods</h3><div>A comparative analysis was conducted using quantitative assessments of vocal skill development. Key parameters, including articulation, diction, breath control, and intonation accuracy, were evaluated. AI-based training programs were also assessed for their adaptability and effectiveness using standardized scoring metrics.</div></div><div><h3>Results</h3><div>Findings indicate a statistically significant improvement in vocal training outcomes with AI-based methods (p &lt; 0.001). Notable advantages were observed in accessibility (t = 11.18), adaptability (t = 10.51), and personalized learning (t = 9.45). AI training programs received high effectiveness scores (8.7–9.5/10) and adaptability ratings (7.9–9.7/10). However, limitations included reduced live performance interaction (9/10) and challenges in handling emotional nuances (8/10).</div></div><div><h3>Conclusions</h3><div>AI-driven vocal training offers significant benefits, enhancing accessibility, skill development, and learning efficiency. Despite some limitations, AI presents a promising tool for modernizing vocal education and accelerating student progress.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102278"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616713","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}