Learning and Instruction最新文献

{"title":"Dynamic relationships between text reading fluency and reading comprehension across three stages of reading development in Chinese children: A longitudinal cross-lagged study","authors":"Ying Zhao ,&nbsp;Xinchun Wu ,&nbsp;Peng Sun ,&nbsp;Hongjun Chen ,&nbsp;Haolan Wang","doi":"10.1016/j.learninstruc.2024.102020","DOIUrl":"10.1016/j.learninstruc.2024.102020","url":null,"abstract":"<div><h3>Background</h3><p>The impact of text reading fluency on reading comprehension has been extensively studied. However, a consensus on the direction of their relationship is lacking, which may be compounded by the nature of this relationship that continues to evolve during the course of reading development.</p></div><div><h3>Aims</h3><p>This study aimed to examine the relationship between text reading fluency and reading comprehension, focusing on whether the pattern of this relationship varies across different reading development stages.</p></div><div><h3>Sample</h3><p>A total of 416 elementary school students in China were selected as participants.</p></div><div><h3>Methods</h3><p>Assessments were conducted twice at a 6-month interval for children studying in grades 2, 4, and 6. The cross-lagged panel model was constructed to explore the dynamic relationship between text reading fluency and reading comprehension. Non-verbal intelligence, decoding, vocabulary knowledge, word-reading fluency, and the auto-regressive effects of text reading fluency and reading comprehension were strictly controlled.</p></div><div><h3>Results</h3><p>The results showed that for children in grade 2, the longitudinal effects between text reading fluency and reading comprehension were not significant. In 4th-grade children, text reading fluency in the first semester was found to be a significant positive predictor of reading comprehension in the next semester, whereas for children in grade 6, reading comprehension in the first semester significantly predicted text reading fluency in the next semester.</p></div><div><h3>Conclusions</h3><p>The results suggested that the nature of the relationship between text reading fluency and reading comprehension is dynamic and complex, varying as a function of grade or the reading development stage.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102020"},"PeriodicalIF":4.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142272146","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":"Linguistic precursors of sixth-grade geometric and fraction skills in children with and without Developmental Language Disorder","authors":"Tijs Kleemans ,&nbsp;Constance Vissers ,&nbsp;Eliane Segers","doi":"10.1016/j.learninstruc.2024.102019","DOIUrl":"10.1016/j.learninstruc.2024.102019","url":null,"abstract":"<div><h3>Background</h3><p>Previous research has shown that foundational linguistic skills (i.e., phonological awareness and grammatical ability) indirectly (through arithmetic skills) predict growth from fifth-to sixth-grade geometric and fraction skills.</p></div><div><h3>Aims</h3><p>Our study aimed to investigate the linguistic precursors of sixth-grade geometric and fraction skills in children with and without DLD, while examining potential (cognitive) strengths within the DLD group that may partly compensate for learning geometry and fractions, at both the group and individual level.</p></div><div><h3>Sample</h3><p>Participants were 46 children with DLD and 122 typically developing peers from 9 to 11 years of age.</p></div><div><h3>Methods</h3><p>Classroom and individual measures were administered in both grade 4 and grade 6.</p></div><div><h3>Results</h3><p>At the group level, results showed children with DLD to score below their peers on arithmetic, geometric, and fraction skills. Furthermore, indirect effects of phonological awareness and naming speed, via arithmetic skills, on geometric and fraction skills were found to be equally strong for both groups. In addition, similar strengths for both groups were found for nonverbal intelligence, academic vocabulary, and verbal reasoning in directly predicting the scores in geometric and fraction skills. Finally, at the individual level, a strength in verbal reasoning was found to partly compensate the delays in mathematics in children with DLD.</p></div><div><h3>Conclusions</h3><p>The educational needs of children with and without DLD in mathematics learning might be more quantitative in nature than that they are qualitative. In addition, identifying individual strengths should be integrated into standardized test batteries and treatment approaches.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102019"},"PeriodicalIF":4.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001464/pdfft?md5=202c122f771b7352e196fafd91eef119&pid=1-s2.0-S0959475224001464-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142253452","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":"Math and German motivation transistions in early adolescence","authors":"Wendy Symes ,&nbsp;Rebecca Lazarides","doi":"10.1016/j.learninstruc.2024.102024","DOIUrl":"10.1016/j.learninstruc.2024.102024","url":null,"abstract":"<div><h3>Background</h3><p>Some students are more motivated that others in one or multiple academic domains, and more motivated in one domain than another. These inner hierarchies of motivational beliefs are important because they can influence students’ achievement and study or career choices. However, little is known about the heterogeneity in inner hierarchies of motivational beliefs during early secondary school, when motivation typically declines.</p></div><div><h3>Aims</h3><p>The aims of this study were to (1) identify profiles of self-concept and intrinsic value in mathematics and German during the first two years of secondary school, (2) explore stability and change in these profiles, and (3) explore how profile membership relates to student competence and gender, and perceived teacher behaviour.</p></div><div><h3>Sample</h3><p>Participants were 721 secondary school students from Germany.</p></div><div><h3>Methods</h3><p>Students completed measures of self-concept, intrinsic value, and competence in grades 5 and 6, and measures of perceived teacher behaviour in grade 5. Data were analysed using latent transition analysis.</p></div><div><h3>Results</h3><p>Five profiles characterised by inter- and intraindividual differences in self-concept and intrinsic value were identified. Membership in these profiles was relatively stable. Inner hierarchies of self-concept and value were related to competence, with students demonstrating higher competence in domains they were more motivated in. Gender and perceived teacher behaviour were related to profile membership, but not profile transitions.</p></div><div><h3>Conclusions</h3><p>When supporting the motivational development of students during the first two years of secondary school, teachers may need to adopt a holistic approach that recognises the heterogeneity in students’ inner hierarchies of motivational beliefs.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102024"},"PeriodicalIF":4.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240645","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":"Is the clique a pond? The big-fish-little-pond effect and the relative meaning of clique and classroom","authors":"Tanja Auer ,&nbsp;Marion Reindl ,&nbsp;Burkhard Gniewosz","doi":"10.1016/j.learninstruc.2024.101997","DOIUrl":"10.1016/j.learninstruc.2024.101997","url":null,"abstract":"<div><h3>Background</h3><p>Academic self-concept (ASC) is a key predictor of learning behaviors and educational outcomes. In adolescence, the evaluation of academic abilities is mainly shaped by the social environment and comparisons with various reference groups. The effect of making social comparisons with the academic achievement of a reference group is known as the big-fish-little-pond effect (BFLPE).</p></div><div><h3>Aims</h3><p>Based on social comparison theory and the local dominance effect (LDE), the present study aimed to investigate a pivotal adolescent reference group beside the classroom: the clique. We investigated to what extent students’ social comparison with the mathematics achievement of clique members was related to the ASC of individual students more than general classroom comparisons.</p></div><div><h3>Sample</h3><p>The sample comprised 743 German secondary students in sixth and eighth grade (93 cliques in 40 classrooms).</p></div><div><h3>Methods</h3><p>We estimated a three-level structural equation model using data from a two-wave longitudinal study in one school year. The change in students’ ASC was determined using latent change modeling.</p></div><div><h3>Results</h3><p>The average academic achievement of the clique negatively predicted ASC development. Classroom academic achievement had no effect.</p></div><div><h3>Conclusions</h3><p>The results underline the importance of informal peer groups like cliques as important reference groups for social comparisons and ASC development during adolescence.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 101997"},"PeriodicalIF":4.7,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001245/pdfft?md5=50667f0aec5097d3514cc2f818765c29&pid=1-s2.0-S0959475224001245-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240644","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 stances for developing pre-service teachers’ epistemic cognition: Addressing cognitive, emotional, and identity complexities of epistemic change through play","authors":"Christian Sebastián,&nbsp;Martín Vergara ,&nbsp;María Rosa Lissi,&nbsp;Catalina Henríquez Pino,&nbsp;Maximiliano Silva,&nbsp;María Asunción Pérez-Cotapos","doi":"10.1016/j.learninstruc.2024.102008","DOIUrl":"10.1016/j.learninstruc.2024.102008","url":null,"abstract":"<div><h3>Background</h3><p>Teachers who show more developed epistemic cognition teach better and promote more and better learning in their students. Studies indicate that teacher training impacts little on student teachers’ epistemic cognition development. One of the difficulties of epistemic cognition interventions is that, beyond the conceptual level, epistemic change implies identity challenge and emotional distress. Both benefit from a playful setting to be managed. We designed and implemented a university course as a socio-constructivist playful training experience. In a previous study, using growth curve analysis, we showed that this course promoted epistemic cognition development in student teachers.</p></div><div><h3>Aims</h3><p>In this study we analyzed the experience of the course participants to characterize the lived process of change and to propose ways of understanding the relationship between a game-based course and epistemic change.</p></div><div><h3>Participants</h3><p>Twenty-five female student teachers in their second, third, or fourth year of study participated in the study.</p></div><div><h3>Methods</h3><p>Both small and whole group interactions from 15 training sessions, and 8 individual interviews after the course, were recorded and qualitatively analyzed to explore the students’ experiences.</p></div><div><h3>Results</h3><p>The analysis allows us to acknowledge changes in the students’ attitudes towards the course, their roles in the classroom, and conceptual understandings that we organized in four phases from initial bewilderment and resistance, to the active and applied integration of knowledge.</p></div><div><h3>Conclusions</h3><p>We discuss how different levels and layers of playfulness can sustain the difficulties student teachers’ face during their epistemic change process.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102008"},"PeriodicalIF":4.7,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142231977","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":"Student interaction with ChatGPT can promote complex critical thinking skills","authors":"Rossella Suriano ,&nbsp;Alessio Plebe ,&nbsp;Alessandro Acciai ,&nbsp;Rosa Angela Fabio","doi":"10.1016/j.learninstruc.2024.102011","DOIUrl":"10.1016/j.learninstruc.2024.102011","url":null,"abstract":"<div><h3>Background</h3><p>The widespread adoption of AI-based chatbots has revolutionized the interaction between individuals and machines, providing personalized and immediate responses. Within the educational sector, students increasingly rely on ChatGPT to address academic challenges, but the consequences of this interaction on critical thinking abilities are not well understood. This study aims to explore the relationship between factors such as attitudes and trust towards AI, engagement, knowledge, and the ability to solve complex critical thinking in a sample of Italian students.</p></div><div><h3>Methods</h3><p>Two hundred and thirteen students completed self-report questionnaires and performance measures on the Critical Reasoning Assessment.</p></div><div><h3>Results</h3><p>The results highlighted significant relationships among the variables considered, emphasizing a direct impact of attitude and trust on knowledge and engagement with AI. Furthermore, engagement proved to have a particularly significant impact on critical thinking performance compared to knowledge.</p></div><div><h3>Conclusions</h3><p>These findings are relevant in the educational context, suggesting that interaction with AI-based chatbots can be a valuable resource for the development of students' critical thinking skills. However, it is emphasized the importance of adopting an educational approach that fosters active engagement and in-depth understanding to promote the critical analysis of information provided by AI-based chatbots.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102011"},"PeriodicalIF":4.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173855","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 a literary intervention on interaction quality in small-group discussions in the upper elementary grades","authors":"Luciano Gasser ,&nbsp;David Preisig ,&nbsp;Anna Frei ,&nbsp;Yvonne Dammert ,&nbsp;Sara Egger ,&nbsp;P. Karen Murphy","doi":"10.1016/j.learninstruc.2024.101996","DOIUrl":"10.1016/j.learninstruc.2024.101996","url":null,"abstract":"<div><h3>Background</h3><p>Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.</p></div><div><h3>Aims</h3><p>The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.</p></div><div><h3>Sample</h3><p>The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.</p></div><div><h3>Method</h3><p>The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).</p></div><div><h3>Results</h3><p>Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.</p></div><div><h3>Conclusions</h3><p>The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 101996"},"PeriodicalIF":4.7,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001233/pdfft?md5=dabb94407685882c1700644f55c71045&pid=1-s2.0-S0959475224001233-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161494","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":"Attentional mediators of the effect of interest on comprehension","authors":"Christian Gericke ,&nbsp;Alexander Soemer ,&nbsp;Ulrich Schiefele","doi":"10.1016/j.learninstruc.2024.102010","DOIUrl":"10.1016/j.learninstruc.2024.102010","url":null,"abstract":"<div><h3>Background</h3><p>While text reading is still a preferred form of learning, topic interest can be considered an important predictor of reading comprehension. However, the nature of the relationship between interest and comprehension is not yet fully understood.</p></div><div><h3>Aims</h3><p>The present study investigates whether topic interest is related to comprehension when measured in advance and whether two indicators of attention (i.e., mind wandering and cognitive coupling) mediate this relation.</p></div><div><h3>Sample</h3><p>Participants were 238 university students.</p></div><div><h3>Methods</h3><p>Participants rated their interest in three different topics. One week later, they read one text on each of these topics. The texts’ levels of difficulty were manipulated to change during reading. Measured variables during reading were the individual adaptation of the reading speed to the text difficulty (cognitive coupling) and the frequency of mind wandering. In addition, comprehension was measured after reading each text.</p></div><div><h3>Results</h3><p>Preliminary assessed topic interest was found to be indirectly but not directly associated with reading comprehension. Specifically, topic interest negatively predicted mind wandering during reading, while mind wandering was, in turn, negatively associated with reading comprehension. In addition, partial evidence was found for the mediating role of cognitive coupling.</p></div><div><h3>Conclusions</h3><p>The present study adds to the research by showing that topic interest can predict future mind wandering and one type of cognitive coupling. Because mind wandering was, in turn, negatively related to reading comprehension, the study's findings further suggest that topic interest should be encouraged to minimize harmful mind wandering, promote adaption to text properties, and thus improve comprehension.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102010"},"PeriodicalIF":4.7,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142161493","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":"Limited sex differences in spatial language in parent-child dyads","authors":"Emily K. Farran ,&nbsp;Elian Fink ,&nbsp;Claire Hughes ,&nbsp;Katie A. Gilligan-Lee","doi":"10.1016/j.learninstruc.2024.102006","DOIUrl":"10.1016/j.learninstruc.2024.102006","url":null,"abstract":"<div><h3>Background</h3><p>There is a complex pattern of sex differences in spatial abilities, yet there is limited knowledge of sex differences in children's exposure to, and children's use of, spatial language. The aim of this study was to directly compare mother-child and father-child interactions to investigate differences by child and parent sex in spatial language.</p></div><div><h3>Methods</h3><p>The first 3-min of mother-child and father-child DUPLO® play sessions were coded for spatial language when the child was 24 months (N = 187 families; 105:82 boys:girls) and two years later at 48 months (N = 115 families; 66:49 boys:girls).</p></div><div><h3>Results</h3><p>There were no sex differences in children's or parents' spatial language use at 24 months or 48 months. Regardless of socioeconomic status or parent talkativeness, parents showed more variety of spatial language (quality) with their daughters than their sons, but a similar quantity of spatial language with their daughters and sons. Associational analyses revealed a concurrent association between parent and child spatial language use at 48 months, but parent spatial language at 24 months did not predict child spatial language 2 years later. No direct sex effects were observed for cross-sectional or longitudinal associational analyses.</p></div><div><h3>Conclusions</h3><p>Higher spatial language quality with daughters could reflect a higher (perceived) need to provide conceptual support to daughters than sons. Beyond this, we found limited evidence of sex effects. Our findings represent an important contribution, demonstrating comparable levels of exposure to spatial language to sons and daughters, and comparable elicitation of spatial language from young boys and girls.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102006"},"PeriodicalIF":4.7,"publicationDate":"2024-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001336/pdfft?md5=4d36c8cf236497571b987f0dcc3dcb62&pid=1-s2.0-S0959475224001336-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148496","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":"Perceptions and reflections about a non-digital game-based learning activity for economic theory","authors":"Niris Cortés ,&nbsp;José Bakit ,&nbsp;Valeria Burgos-Fuster ,&nbsp;Angelo Araya-Piñones ,&nbsp;Enzo Bonilla ,&nbsp;Paulina Veas-García ,&nbsp;Mario Jorquera ,&nbsp;Mónica Castillo-Rosales","doi":"10.1016/j.learninstruc.2024.102007","DOIUrl":"10.1016/j.learninstruc.2024.102007","url":null,"abstract":"<div><h3>Background</h3><p>The mastery of economic theory in societies immersed in a globalised world requires the formation of reflective and socially engaged students prepared to guide today's economies. Game-based learning is a useful tool for learning economic theory due to the instruction of knowledge and skills training in an environment that simulates real-world situations.</p></div><div><h3>Aims</h3><p>This study established university students' perceptions of and reflections on non-digital learning activities based on long-term market games in the classroom.</p></div><div><h3>Sample</h3><p>Participants were 192 undergraduate students.</p></div><div><h3>Methods</h3><p>The <em>Mercadito</em> is a competitive classroom market game that invited students (household role) to lease their economic factors of production and, with their payment, consume the goods and services offered by other students (company role). A qualitative study was conducted (n = 27). Data were collected through focus groups and in-depth semi-structured interviews. The information was transcribed, coded, and analysed by the saturation of information principle.</p></div><div><h3>Results</h3><p>The students highlighted <em>Mercadito</em> as a dynamic and didactic learning activity that reflected the reality of the economy. Other reflections highlighted that (a) indebtedness allows access to consumption, while payment strategies are sought, (b) inequality is not only an economic issue, and (c) competition in the market must be ensured so that benefits are received by both households and companies.</p></div><div><h3>Conclusions</h3><p>Students perceived behaviours such as solidarity, honesty, and collaboration, and other opposites such as collusion, cheating, and unbridled ambition. <em>Mercadito</em> also showed potential as a laboratory for predicting socio-economic behaviours both in local economies and in countries with different economic systems.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 102007"},"PeriodicalIF":4.7,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142135118","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}