Learning and Instruction最新文献

{"title":"Invited commentary: Towards more inclusive and Integrated approaches to reading and writing feedback research","authors":"Tamara van Gog","doi":"10.1016/j.learninstruc.2025.102079","DOIUrl":"10.1016/j.learninstruc.2025.102079","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102079"},"PeriodicalIF":4.7,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138024","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":"Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status","authors":"Elise Lefèvre ,&nbsp;Jeremy M. Law ,&nbsp;Jérôme Prado ,&nbsp;Royce Anders ,&nbsp;Eddy Cavalli","doi":"10.1016/j.learninstruc.2025.102081","DOIUrl":"10.1016/j.learninstruc.2025.102081","url":null,"abstract":"<div><h3>Background</h3><div>Individuals with dyslexia are at risk of poorer reading comprehension levels due to their reading fluency impairment. However, some of such individuals exhibit a resilient profile, achieving appropriate reading comprehension levels despite their impairment.</div></div><div><h3>Aims</h3><div>This study aimed to investigate how key cognitive skills, specifically vocabulary and listening comprehension, may contribute to reading comprehension resiliency (RCR) in adolescents with dyslexia, especially in the face of disadvantaged socioeconomic status (SES).</div></div><div><h3>Sample</h3><div>Adolescents with dyslexia (<em>n</em> = 56) and without dyslexia (<em>n</em> = 39) averaging 16 years old were recruited.</div></div><div><h3>Methods</h3><div>Participants were assessed on their phonological skills, oral reading fluency, reading and listening comprehension, vocabulary skills, and SES. These variables were analysed using double mediation modelling.</div></div><div><h3>Results</h3><div>Individuals with dyslexia exhibited higher reading comprehension resiliency (RCR) index scores, indicating stronger resilience in reading comprehension development in relation to their poor reading fluency. RCR was associated with semantic abilities, including vocabulary skills and listening comprehension. A double mediation model was consistent with the idea that vocabulary skills might influence listening comprehension ability, which in turn may influence RCR. SES was also indirectly associated with listening comprehension ability through vocabulary.</div></div><div><h3>Conclusions</h3><div>Firstly, the results suggest that in the face of reading fluency impairments, semantic abilities might contribute to appropriate reading comprehension levels. This is a promising hypothesis for understanding RCR in dyslexia. Second, low SES should be considered as a possible indirect risk factor for RCR due to an association found with weaker vocabulary. Third, considering the total indirect influence of SES on RCR and its particular prominence for individuals with dyslexia, SES may be a more critical factor in managing and understanding dyslexia.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102081"},"PeriodicalIF":4.7,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138023","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":"Some do's and don'ts of Educational Videos","authors":"Paul Ayres ,&nbsp;Kevin Ackermans","doi":"10.1016/j.learninstruc.2024.102077","DOIUrl":"10.1016/j.learninstruc.2024.102077","url":null,"abstract":"<div><h3>Background</h3><div>This commentary synthesises findings from six articles forming a special issue on Educational Videos in <em>Learning and Instruction</em>. These studies, grounded in multimedia learning principles, aim to explore the impact of various video design elements and interventions on learning, cognitive load, and motivational outcomes.</div></div><div><h3>Methods</h3><div>The articles examined various video design features, including prompts, emotional design, talking heads, subtitles, and human presence. Empirical studies employing experimental and quasi-experimental designs were reviewed, with a focus on their methods, key findings, and theoretical implications.</div></div><div><h3>Results</h3><div>Positive learning outcomes were observed when videos incorporated deeper processing tasks, prompts, and emotional design elements. However, no significant learning gains were found with the inclusion of talking heads or subtitles. While human presence, such as guiding hands, was frequently used, no advantages from embodied cognition were detected. Self-reported cognitive load consistently aligned with learning outcomes as predicted by cognitive load theory. Despite many interventions enhancing social and motivational factors, these improvements did not translate into measurable learning gains, revealing an unexpected disconnect.</div></div><div><h3>Conclusions</h3><div>The commentary concludes with practical guidelines for designing educational videos and recommendations for future research. Effective design practices emphasise fostering cognitive engagement while addressing the limitations of emotional and social enhancements in promoting learning. These insights highlight critical considerations for optimising video-based learning and related research methodologies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102077"},"PeriodicalIF":4.7,"publicationDate":"2025-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138156","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":"Guided activity kits impact parents’ scaffolding of child STEM play","authors":"Karen L. Bierman ,&nbsp;Lynn S. Liben ,&nbsp;Meg Small ,&nbsp;Jennifer Connell ,&nbsp;Brenda Heinrichs ,&nbsp;Jessica Menold ,&nbsp;Scarlett Miller ,&nbsp;Morgan Mannweiler","doi":"10.1016/j.learninstruc.2025.102082","DOIUrl":"10.1016/j.learninstruc.2025.102082","url":null,"abstract":"<div><h3>Background</h3><div>Adults can promote the STEM skill learning of young children during guided play but may need support to incorporate STEM talk (STEM vocabulary and scientific inquiry) and reduce directive management.</div></div><div><h3>Aims</h3><div>We evaluated (1) the impact of guided (vs. basic) activity kits on parents’ STEM talk and directive management as parents helped their preschoolers construct wooden structures and (2) whether guided activity kits were especially effective for parents with less (vs. more) formal education.</div></div><div><h3>Sample</h3><div>Participants were 75 parents with high school (27%) or college (73%) degrees, and their children (<em>M</em>_age = 4.82 years; 49% girls).</div></div><div><h3>Methods</h3><div>Families received five activity kits containing materials for building wooden structures over 10 weeks. By random assignment, kits were either “guided” (included embedded stories, parent tips, and extension ideas; n = 50) or “basic” (identical construction activities without guidance features; n = 25). Parents’ rates of STEM talk and directive management were assessed while dyads solved novel building challenges before and after the intervention.</div></div><div><h3>Results</h3><div>No main effect of intervention appeared on parent STEM talk or directive management. However, a moderated effect on STEM talk emerged: parents with less formal education assigned to guided activity kits produced significantly more STEM talk at the post-intervention assessments than did those given basic kits. Self-guiding STEM activity kits designed for parent-child play are effective for boosting some parents’ STEM talk that has been linked to better STEM outcomes in prior research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102082"},"PeriodicalIF":4.7,"publicationDate":"2025-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138155","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":"Corrigendum to “Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space” [Learning and Instruction 90 (2024) 101,849]","authors":"Kevin W.H. Tai","doi":"10.1016/j.learninstruc.2025.102078","DOIUrl":"10.1016/j.learninstruc.2025.102078","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102078"},"PeriodicalIF":4.7,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704524","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":"Dealing with controversial issues in primary school classroom interactions in social studies courses","authors":"Nergiz Kardaş İşler","doi":"10.1016/j.learninstruc.2024.102076","DOIUrl":"10.1016/j.learninstruc.2024.102076","url":null,"abstract":"<div><h3>Background</h3><div>Controversial issues are complex and views on these issues differ due to cultural backgrounds and different perspectives. In social studies education, teachers can use controversial issues to enable students to learn about the society and to prepare them for their role as citizens.</div></div><div><h3>Aims and sample</h3><div>This study aims to investigate how controversial issues are dealt with in the fourth grade social studies course by focusing on classroom talk. The data for this study comes from 17 h of video recorded fourth grade social studies classroom interaction.</div></div><div><h3>Methods</h3><div>Conversation analysis was adopted as the methodological framework. Four representative extracts were selected from the data in which the controversial issues were presented and analyzed.</div></div><div><h3>Results</h3><div>The teacher deals with controversial issues in the social studies course in two ways. In one of them, the teacher introduces the social studies course with controversial issues and then moves on to a specific activity in the course by linking it to these issues, while in the other, the teacher explains the topics in the social studies course and then moves to controversial issues related to these topics. In all extracts, teachers and students express their personal feelings and opinions about controversial issues and refer to authoritative figures and sources that have an important place in their culture to reinforce these opinions.</div></div><div><h3>Conclusions</h3><div>The results showed that the teacher used controversial issues for pedagogical purposes by using a context-specific interactional resource, such as transitioning between course-specific knowledge and real-life problems, to facilitate student participation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102076"},"PeriodicalIF":4.7,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137349","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":"Scripted interventions versus reciprocal teaching in collaborative learning: A comparison of pedagogical and teachable agents using a cognitive architecture","authors":"Yugo Hayashi ,&nbsp;Shigen Shimojo ,&nbsp;Tatsuyuki Kawamura","doi":"10.1016/j.learninstruc.2024.102057","DOIUrl":"10.1016/j.learninstruc.2024.102057","url":null,"abstract":"<div><h3>Background</h3><div>From a social constructivist viewpoint, collaborative learning—where learners engage through explanatory activities—is deemed effective. Research on computer-supported collaborative learning explored effective scaffolding provisions during learner interactions, revealing both the positive and negative effects of pedagogical interventions.</div></div><div><h3>Aims</h3><div>We posit that tutor interventions using a pedagogical conversational agent through scripted pedagogy can enhance collaborative learning. Learning-science studies have shown that reciprocal teaching between learners can improve their learning performance. Method superiority, implementation, and effects of combining scripted and reciprocal teaching strategies were investigated.</div></div><div><h3>Sample</h3><div>Participants comprised 134 university students.</div></div><div><h3>Methods</h3><div>We created a collaborative-learning environment wherein learner pairs utilized concept maps to elucidate psychological concepts, and the analysis employed a 2 × 2 between-subject factorial design. Based on the notions derived in previous studies on metacognitive reflections and learning-by-teaching, we examined two agent types: a virtual teacher (pedagogical agent) providing metacognitive reflections through scripts (scripted condition) and a virtual student (teachable agent) generating knowledge from concept maps created collaboratively by learners (reciprocal condition).</div></div><div><h3>Results</h3><div>Although both scripted and reciprocal teaching improved learning performance, scripted learning further enhanced the collaborative process; however, the effectiveness of combining these methods was only partially evident. A synergistic effect emerged through the generation of concept-map links, suggesting that mutual learning with reciprocal interactions among virtual students is as beneficial as scripted methods. The integration of these methods further enhances the learning process.</div></div><div><h3>Conclusions</h3><div>This study provides valuable insights for advancing the use of artificial intelligence in developing collaborative-learning support systems, particularly for integrating different scaffolding methods.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102057"},"PeriodicalIF":4.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137348","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":"Playful learning is the missing link in educational success","authors":"Roberta Michnick Golinkoff ,&nbsp;Natalia Kucirkova ,&nbsp;Kathy Hirsh-Pasek","doi":"10.1016/j.learninstruc.2024.102073","DOIUrl":"10.1016/j.learninstruc.2024.102073","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102073"},"PeriodicalIF":4.7,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137347","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":"Effects of learner choice over automated, immediate feedback","authors":"Livia Kuklick","doi":"10.1016/j.learninstruc.2024.102065","DOIUrl":"10.1016/j.learninstruc.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>Although computer-based formative assessment systems with automated feedback can effectively foster learning, such systems have been criticized for often lacking feedback-related choices.</div></div><div><h3>Aims</h3><div>This experiment aimed to investigate the benefits of introducing learner choices over feedback and students’ feedback-retrieval behavior when its retrieval is optional.</div></div><div><h3>Method</h3><div>160 undergraduates worked on a computer-based geometry assessment. They either received system-administered, immediate elaborated feedback (<em>n</em> = 80; system-administered group) or chose after each task whether they wanted to retrieve the feedback or not (<em>n</em> = 80; choice group). The assessment system tracked the time spent on the feedback, transfer performance, and feedback-retrieval behavior in the choice group, while students repeatedly rated their control-value appraisals and emotions. Data was analyzed with mixed-effects models.</div></div><div><h3>Results</h3><div>The choice option did not improve how students reacted to the feedback cognitively, emotionally nor motivationally but students in the choice group showed very high feedback-retrieval rates. Moreover, further analyses showed that feedback-retrieval rates declined with increasing item position and that the nonretrieval of feedback in the choice group was associated with a less pleasant emotional state compared to the system-administered feedback.</div></div><div><h3>Conclusion</h3><div>Data indicate that a task-level feedback choice may not substantially improve students’ reactions to the feedback itself, but that it may be worth further investigating the determinants and consequences of the (non)retrieval of feedback. Further, results imply that students have a strong behavioral tendency to choose task-level, elaborated feedback over no feedback; this has important implications for the design of assessments with feedback-related learner choices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102065"},"PeriodicalIF":4.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137346","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":"The role of rewards in motivation—Beyond dichotomies","authors":"Lisa Bardach ,&nbsp;Kou Murayama","doi":"10.1016/j.learninstruc.2024.102056","DOIUrl":"10.1016/j.learninstruc.2024.102056","url":null,"abstract":"<div><h3>Background</h3><div>A vast amount of research has examined how extrinsic rewards influence motivation in learning. Whereas some studies have indicated that rewards are beneficial for increasing students’ motivation, others have argued that rewards undermine motivation, especially so-called intrinsic motivation.</div></div><div><h3>Method</h3><div>We conducted a narrative review, building on the <em>reward-learning framework of knowledge acquisition</em>. We argue that the two perspectives do not actually contradict each other and that researchers should look beyond the simple dichotomy of whether rewards are good or bad for motivation.</div></div><div><h3>Results and conclusions</h3><div>Rewards may be conceptualized as either extrinsic incentives (i.e., extrinsic rewards) or internal positive feelings that arise from the learning process or from knowledge acquisition itself (i.e., intrinsic rewards). Importantly, the reward-learning framework of knowledge acquisition suggests the possibility of <em>motivation transformations</em> in that extrinsic rewards can serve as an “entry point” for engagement, thus helping students start up the positive feedback loop of internally rewarding learning processes. However, once such a positive feedback loop has been established, extrinsic incentives could interrupt the process, potentially undermining long-term engagement. We outline several mechanisms that may transmit motivation transformations and related future research directions. Our discussions are enriched with references to gamification and educational videogames.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102056"},"PeriodicalIF":4.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137344","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}