Learning and Instruction最新文献

{"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}

{"title":"Impact of self-view in video communication on group brainstorming","authors":"Zheng Liang ,&nbsp;Yu Wu ,&nbsp;Guixian Wang ,&nbsp;Qingbai Zhao ,&nbsp;Shi Chen ,&nbsp;Quanlei Yu ,&nbsp;Zhijin Zhou","doi":"10.1016/j.learninstruc.2025.102198","DOIUrl":"10.1016/j.learninstruc.2025.102198","url":null,"abstract":"<div><h3>Background</h3><div>Group brainstorming is a powerful strategy to boost students’ creative thinking. With the surge in online collaborative learning, group brainstorming via video communication is becoming increasingly common. However, video communication differs from face-to-face interactions, notably by offering a self-view feature.</div></div><div><h3>Aims</h3><div>This study examines how self-view window in video communication influences group brainstorming performance and related social and cognitive processes, as well as the moderating role of social anxiety.</div></div><div><h3>Samples</h3><div>Participants (Experiment 1: <em>N</em> = 168; Experiment 2: <em>N</em> = 140) were recruited and randomly paired into dyads for the experiments.</div></div><div><h3>Methods</h3><div>The Alternative Uses Tasks were used to assess differences in the group brainstorming performance in video communication contexts with the self-view enabled or disabled. Experiment 1 measured the electrodermal activity and interaction experience of group members during the brainstorming task, serving as indicators of social processes. Experiment 2 measured attention distribution, serving as indicators of cognitive processes. Furthermore, this experiment assessed the social anxiety levels among the groups to analyze its moderating effects.</div></div><div><h3>Results</h3><div>Experiment 1 revealed that groups in the self-view condition generated ideas with greater flexibility, accompanied by higher skin conductance responses and better interactive experience. Experiment 2 found that self-view influenced individuals’ attention distribution, and that group social anxiety level moderated the facilitating effect of self-view on idea fluency.</div></div><div><h3>Conclusions</h3><div>Self-view improves group brainstorming flexibility and increases fluency only in groups with low social anxiety. It heightens arousal and the interaction experience during the social process, influencing attention distribution in the cognitive process.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102198"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738687","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":"Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning","authors":"Xing Liu,&nbsp;Xiaojing Lv,&nbsp;Xuezhu Ren","doi":"10.1016/j.learninstruc.2025.102207","DOIUrl":"10.1016/j.learninstruc.2025.102207","url":null,"abstract":"<div><h3>Background</h3><div>Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.</div></div><div><h3>Aims</h3><div>The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (<em>g</em>) in affecting learning performance.</div></div><div><h3>Methods</h3><div>The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed <em>g</em> by administering measures of working memory, processing speed, and fluid intelligence.</div></div><div><h3>Samples</h3><div>Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.</div></div><div><h3>Results</h3><div>Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by <em>g</em>. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of <em>g</em> on learning performance.</div></div><div><h3>Implications</h3><div>These findings enhance our understanding of how children's strategy use and its interaction with <em>g</em> influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102207"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749008","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":"Emotional dynamics and regulation in collaborative learning","authors":"Tiina Törmänen ,&nbsp;Mohammed Saqr ,&nbsp;Sonsoles López-Pernas ,&nbsp;Kristiina Mänty ,&nbsp;Jasmiina Suoraniemi ,&nbsp;Niklas Heikkala ,&nbsp;Hanna Järvenoja","doi":"10.1016/j.learninstruc.2025.102188","DOIUrl":"10.1016/j.learninstruc.2025.102188","url":null,"abstract":"<div><h3>Background</h3><div>Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.</div></div><div><h3>Sample</h3><div>Ninety-five secondary school students performed a collaborative science task in 31 small groups.</div></div><div><h3>Methods</h3><div>The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.</div></div><div><h3>Results</h3><div>The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.</div></div><div><h3>Conclusions</h3><div>This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102188"},"PeriodicalIF":4.9,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721272","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}