Learning and Instruction最新文献

{"title":"A cornerstone of adaptivity – A meta-analysis of the expertise reversal effect","authors":"Leonard Tetzlaff ,&nbsp;Bianca Simonsmeier ,&nbsp;Tabea Peters ,&nbsp;Garvin Brod","doi":"10.1016/j.learninstruc.2025.102142","DOIUrl":"10.1016/j.learninstruc.2025.102142","url":null,"abstract":"<div><h3>Background</h3><div>Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-treatment interactions (ATIs). An example of an ATI is the expertise reversal effect. The expertise reversal effect is present when instructional assistance leads to increased learning gains in novices, but decreased learning gains in experts.</div></div><div><h3>Aims</h3><div>We conducted a meta-analysis to evaluate the strength of the expertise reversal effect as well as to identify potential moderators.</div></div><div><h3>Sample</h3><div>A standardized literature search was conducted in the online databases PsycINFO and ERIC in December 2022 and November 2024. Of 1590 identified studies, 176 effect sizes from 60 experimental studies and a total of 5924 participants were finally included in the meta-analysis.</div></div><div><h3>Methods</h3><div>The meta-analysis followed the PRISMA guidelines (Page et al., 2021). The data was analyzed using the metafor package in R, accounting for dependency among effect sizes.</div></div><div><h3>Results</h3><div>Low prior knowledge learners learn better from high-assistance instruction (d = 0.505). High prior knowledge learners learn better from low-assistance instruction (d = −0.428). These effects are moderated by the type of prior knowledge assessment, the educational status of the sample, and the domain of the learned content.</div></div><div><h3>Conclusion</h3><div>Our results suggest that the expertise reversal effect is robust across a wide variety of contexts. However, for younger students and some fields of study (i.e., humanities and language learning), the evidence for effectiveness is less clear.</div><div>Furthermore, the expertise reversal effect is not symmetrical: providing novices with assistance has a stronger effect than withholding assistance from experts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102142"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844969","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":"Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis","authors":"Jutta Mägdefrau ,&nbsp;Christof Wecker ,&nbsp;Katharina Engelmann ,&nbsp;Andreas Michler ,&nbsp;Isolde Baumgartner ,&nbsp;Matthias Böhm","doi":"10.1016/j.learninstruc.2025.102116","DOIUrl":"10.1016/j.learninstruc.2025.102116","url":null,"abstract":"<div><h3>Background</h3><div>Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.</div></div><div><h3>Aims</h3><div>This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.</div></div><div><h3>Sample</h3><div>Participants were 801 students from 30 classes across 19 secondary schools in Germany.</div></div><div><h3>Methods</h3><div>This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.</div></div><div><h3>Results</h3><div>Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.</div></div><div><h3>Conclusions</h3><div>The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102116"},"PeriodicalIF":4.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143839473","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":"Reward and competition in motivation and learning: Myths, pitfalls, and insights","authors":"Sung-il Kim","doi":"10.1016/j.learninstruc.2025.102139","DOIUrl":"10.1016/j.learninstruc.2025.102139","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102139"},"PeriodicalIF":4.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828767","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":"How can scientific inquiry groups improve learning performance? ——Analysis based on the combination of NCA and fsQCA","authors":"Xiaoyue Wang ,&nbsp;Cixiao Wang","doi":"10.1016/j.learninstruc.2025.102135","DOIUrl":"10.1016/j.learninstruc.2025.102135","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative problem-solving (CPS) ability is the core quality necessary for students' current study and future work. The performance of CPS in practical teaching contexts is affected by a combination of multiple factors. Revealing the mechanism of complex and diverse group characteristics on CPS level is a breakthrough in current research.</div></div><div><h3>Aims</h3><div>The paper intends to integrate structural, motivational, and interactive characteristics of groups to explore their synergistic pathways in influencing the effectiveness of CPS within groups.</div></div><div><h3>Sample</h3><div>Participants were 129 primary school students.</div></div><div><h3>Methods</h3><div>This study created guided problem-solving scenarios. Students worked in groups of 5–6, conducted two rounds of scientific inquiry activities, and completed a group worksheet and a reflective questionnaire.</div></div><div><h3>Results</h3><div>This paper found that the learning performance of scientific inquiry groups is the result of the synergistic effect of various group characteristics. Groups with high-quality performance demonstrate three driving patterns: high morale groups riven by high information interaction, heterogeneous groups driven by high motivation and information interaction, and heterogeneous groups driven by interpersonal interaction. Moreover, the characteristics of interpersonal interaction or information interaction are essential to achieve high-quality group performance. High-quality group performance can't be separated from the group characteristics of heterogeneity, learning motivation or self-efficacy.</div></div><div><h3>Conclusions</h3><div>For cultivating CPS skills., teachers should comprehensively consider multiple group characteristics and create favorable group conditions through group design. They should also promote collaborative communication through value guidance and rule establishment., and enhance the effectiveness of information interaction by designing external learning support, thereby improving group learning performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102135"},"PeriodicalIF":4.7,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143822378","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":"Can you have your cake and eat it too?","authors":"Mary McCaslin","doi":"10.1016/j.learninstruc.2025.102140","DOIUrl":"10.1016/j.learninstruc.2025.102140","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102140"},"PeriodicalIF":4.7,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816526","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":"Peers’ ideas enhance creativity in collaborative design","authors":"Zhongling Pi ,&nbsp;Yuan Yang ,&nbsp;Xin Zhao ,&nbsp;Xiying Li ,&nbsp;Sirui Chen","doi":"10.1016/j.learninstruc.2025.102134","DOIUrl":"10.1016/j.learninstruc.2025.102134","url":null,"abstract":"<div><h3>Background</h3><div>Engaging students in collaborative engineering design activities has become increasingly popular in the field of design education. Numerous studies suggest that exposure to peers’ ideas can inspire students and enhance their creativity.</div></div><div><h3>Aims</h3><div>This study investigates the impact of the timing of idea exposure on students’ design processes and creativity within a collaborative engineering design setting.</div></div><div><h3>Sample</h3><div>A total of 67 undergraduate students were randomly assigned to one of two conditions: those exposed to a peer's idea before sharing their own ideas (Early Exposure condition), and those exposed to a peer's idea after sharing their own ideas (Late Exposure condition).</div></div><div><h3>Methods</h3><div>This study employed Eye tracking and screen recording to capture students’ design processes. An independent samples T<em>-</em>test was conducted to examine differences in creativity, time-course analysis was employed to investigate fluctuations in fixation duration over time, and lag sequential analysis was used to identify differences in behavioral patterns between the two conditions.</div></div><div><h3>Results</h3><div>The study's findings revealed that exposure to a peer idea after sharing one's own significantly enhances student creativity in a collaborative design context. This exposure increased certain behavioral sequences, which are crucial in design activities. Furthermore, students' fixation duration on a peer's ideas mediated the relationship between the timing of idea exposure and the feasibility of their artifacts.</div></div><div><h3>Conclusions</h3><div>The current study enriches our understanding of how exposure to a peer idea influences student design processes and creativity within a collaborative design context.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102134"},"PeriodicalIF":4.7,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785446","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":"No need for webcams with synchronous online learning","authors":"Wanling Zhu ,&nbsp;Xiaoxue Leng ,&nbsp;Richard E. Mayer ,&nbsp;Fuxing Wang","doi":"10.1016/j.learninstruc.2025.102131","DOIUrl":"10.1016/j.learninstruc.2025.102131","url":null,"abstract":"<div><h3>Background</h3><div>When an instructor is delivering a synchronous online lecture using slides, an important consideration is whether to turn on the instructor's camera (i.e., creating instructor presence) and the student's camera (i.e., creating student presence).</div></div><div><h3>Aims</h3><div>This study primarily focuses on the effect of instructor presence and student presence in synchronous online classes on learning outcomes (retention and transfer tests), subjective ratings (judgment of learning, mental effort, perceived difficulty, and social presence), and the learning process (head movements and facial expressions).</div></div><div><h3>Sample</h3><div>Thirty-three university students was recruited in this study.</div></div><div><h3>Methods</h3><div>A 2 × 2 within-subject design was used in which instructor presence (webcam on vs. webcam off) and student presence (webcam on vs. webcam off) were manipulated. Students came to a simulated real online teaching laboratory for four consecutive days to learn different English vocabulary words, with a different condition on each day. The learning conditions and material sequences were counterbalanced among the participants.</div></div><div><h3>Results</h3><div>Turning off the instructor's camera led to better retention and transfer test scores, lower ratings of social presence, and more head movement (indicating less stress). Turning off the student's camera did not affect retention or transfer test scores, but did result in happier facial expression along with lower ratings of mental effort and confidence in learning.</div></div><div><h3>Conclusions</h3><div>The results are consistent with the distraction hypothesis and suggest that there is no need for webcams in synchronous online lectures.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102131"},"PeriodicalIF":4.7,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783211","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":"Jargon avoidance in the public communication of science: Single- or double-edged sword for information evaluation?","authors":"Julian Fick ,&nbsp;Luca Rudolph ,&nbsp;Friederike Hendriks","doi":"10.1016/j.learninstruc.2025.102121","DOIUrl":"10.1016/j.learninstruc.2025.102121","url":null,"abstract":"<div><h3>Background</h3><div>Evaluating scientific information has become challenging due to information complexity and the loss of gatekeepers, especially online (McGrew et al., 2018). A common strategy to improve nonexperts understanding of scientific information is to avoid jargon. This, however might cause recipients to overestimate their understanding of the subject (easiness effect; Scharrer et al., 2012, 2019) and lower the perceived expertise of the author (Zimmermann &amp; Jucks, 2018).</div></div><div><h3>Aims</h3><div>With our study, we ask whether there is a middle-ground, where the advantages of reducing jargon - namely increasing text comprehensiveness - are utilized, while avoiding its downsides. Additionally, we examined whether processing fluency and metacognitive judgments explain the easiness effect.</div></div><div><h3>Methods</h3><div>In an online survey (N = 1192), participants read a text with varying jargon levels and were asked (besides others) about their agreement with the text, their certainty of this agreement, their desire to consult an expert, and perceptions of the author's expertise, integrity, and benevolence.</div></div><div><h3>Results</h3><div>We could not conceptually replicate the adverse effects of avoiding jargon, but obtained positive effects on the perceptions of author's integrity and benevolence. While fluency significantly mediated the relationship between jargon usage and the credibility variables, metacognitive judgements did not.</div></div><div><h3>Conclusions</h3><div>Thus, appropriately avoiding jargon does not necessarily lead to overestimated judgment abilities and can even enhance trust in scientific experts. We discuss study design, text comprehensibility, and the robustness of the easiness effect for further implications in science communication.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102121"},"PeriodicalIF":4.7,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of students’ academic learning losses over the course of the COVID-19 pandemic","authors":"Andrea S. Wisenöcker ,&nbsp;Christoph Helm ,&nbsp;Cornelia S. Große ,&nbsp;Nicolas Hübner ,&nbsp;Steffen Zitzmann","doi":"10.1016/j.learninstruc.2025.102111","DOIUrl":"10.1016/j.learninstruc.2025.102111","url":null,"abstract":"<div><h3>Background</h3><div>In spring 2020, the COVID-19 pandemic led to a disruption of students’ education around the world. School closures led to a shift from in-person learning at school to remote learning, with changes in education persisting over the following years.</div></div><div><h3>Aims</h3><div>We conducted a meta-analysis to determine if the COVID-19 pandemic was associated with learning losses for school students and to identify potential moderators. We examined learning losses during the pandemic (April 2020–June 2022) and focused on learning losses at different timepoints.</div></div><div><h3>Sample(s)</h3><div>763 effect sizes from 103 studies conducted in 45 different countries were included in our meta-analysis.</div></div><div><h3>Methods</h3><div>After an extensive, AI-supported literature search, relevant information from the primary studies was coded. Effect sizes were transformed into Cohen's <em>d</em>. An average effect size was estimated and moderator analyses were conducted for school level, learning domain, country's Human Development Index level, publication type, and study quality. Additionally, overall changes in learning losses were examined in more detail, including a moderator analysis for timepoint of data collection during the pandemic.</div></div><div><h3>Results</h3><div>Our results showed average learning losses of Cohen's <em>d</em> = −0.20, <em>SE</em> = 0.04, <em>p</em> &lt; .001. Learning domain was the only statistically significant moderator with learning losses being largest in mathematics. The most pronounced learning losses occurred shortly after the onset of the pandemic, but significant learning losses were observed at the majority of the included timepoints.</div></div><div><h3>Conclusions</h3><div>Learning losses were observed more than two years into the pandemic, highlighting the need to ensure long-term recovery.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102111"},"PeriodicalIF":4.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tracing students’ practice behavior in an adaptive math learning program: Does it mediate the math anxiety–performance link?","authors":"Anna Hilz ,&nbsp;Abe Hofman ,&nbsp;Brenda Jansen ,&nbsp;Karen Aldrup","doi":"10.1016/j.learninstruc.2025.102113","DOIUrl":"10.1016/j.learninstruc.2025.102113","url":null,"abstract":"<div><h3>Background</h3><div>It has been suggested that math anxiety negatively affects students’ performance because math anxious students avoid math-related tasks. As most studies that investigated this assumed relationship focused on self-report measures to assess avoidance behavior, approaches that use objective process measures, which are less likely to be affected by biases, are needed.</div></div><div><h3>Aims</h3><div>We conceptualized avoidance behavior in terms of trace data within an adaptive arithmetic learning program. We used a three-wave longitudinal study design to approach the question of how math anxiety is associated with learning behavior that contributes to math performance improvement in school.</div></div><div><h3>Sample</h3><div>The study comprised 890 fifth-grade students.</div></div><div><h3>Methods</h3><div>We traced students’ practice (i.e., total number of tasks completed and average number of tasks completed before quitting a session within the learning program) over 45 weeks. Math anxiety was conceptualized multidimensionally.</div></div><div><h3>Results</h3><div>The mediation analyses showed that math anxious students did not complete fewer tasks overall, but completing more tasks was linked to performance improvement. However, math test anxious students, on average, completed fewer tasks before quitting a session, which explained their weaker performance.</div></div><div><h3>Conclusions</h3><div>As only math test anxious students displayed higher levels of quitting, we conclude that the perceived context of the program (i.e., as a test) might play a role and that granularity seems to matter regarding the operationalization of process-measured avoidance behavior. Additionally, practitioners need to encourage students to practice persistently with adaptive math learning programs, as this contributes to students’ performance improvement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"98 ","pages":"Article 102113"},"PeriodicalIF":4.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739831","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}