Learning and Instruction最新文献

{"title":"Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas?","authors":"Honghong Bai ,&nbsp;Luk Shu Chan ,&nbsp;Aoxin Luo ,&nbsp;Evelyn H. Kroesbergen ,&nbsp;Stella Christie","doi":"10.1016/j.learninstruc.2025.102286","DOIUrl":"10.1016/j.learninstruc.2025.102286","url":null,"abstract":"<div><h3>Background</h3><div>It is increasingly pointed out that creativity does not occur in isolation within individual minds but rather through continuous interactions between people.</div></div><div><h3>Aims</h3><div>This study investigated whether and how interactions revealing perspective taking within dyads influenced the generation of creative ideas.</div></div><div><h3>Sample</h3><div>Participants were 103 4- to 6-year-old Chinese children, 60 parents, and 43 university students.</div></div><div><h3>Method</h3><div>Children were semi-randomly assigned to working either with a (grand)parent (child-parent dyads, familiar context) or with a university student (child-stranger dyads, unfamiliar context) on the Alternative Uses Task (AUT), wherein the child and the adult subjects needed to “think together” of as many unusual uses as possible for five everyday objects. A novel coding scheme was designed and applied to analyze subjects’ verbalizations, differentiating two social processes: <em>cognitive perspective taking</em>, through which an exchange of ideas and thoughts takes place, and <em>social-emotional perspective taking</em>, which creates an open, accepting atmosphere.</div></div><div><h3>Results</h3><div>The child-parent dyads exhibited more cognitive perspective taking than the child-stranger dyads, but no group difference was found regarding their social-emotional perspective taking. Regardless of dyad type, dyads' cognitive perspective taking facilitated dyads' fluency and originality but hindered their appropriateness. Uniquely, people's perspective taking could differently influence their own and the their partner's creative performance, and these influences were often shaped by subject- (adult vs. child) and/or contextual-related (familiar vs. unfamiliar) characteristics.</div></div><div><h3>Conclusions</h3><div>Cognitive perspective taking is crucial for the emergence of creativity, whereas the role of social-emotional perspective taking remains unclear.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102286"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737081","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":"Development of numerical relational and counting skills as components of early numeracy","authors":"Janine C. Verkerk ,&nbsp;Bernadette van de Rijt ,&nbsp;Sietske van Viersen","doi":"10.1016/j.learninstruc.2025.102313","DOIUrl":"10.1016/j.learninstruc.2025.102313","url":null,"abstract":"<div><h3>Background</h3><div>Longitudinal data on the development of early numeracy components are scarce, yet essential for understanding how these skills emerge and how to support them.</div></div><div><h3>Aims</h3><div>This study examined growth trajectories of numerical relational and counting skills as early numeracy components to assess developmental interdependencies.</div></div><div><h3>Sample</h3><div>A cohort-sequential design provided longitudinal data (two to six measurements) of Dutch children between mid-Kindergarten year 1 and the end of Grade 1 (ages 4 to 7). Analyses covered a population sample (<em>N</em> = 1252) and a subsample (<em>N</em> = 414) with at-risk (low-performing) and typically developing learners.</div></div><div><h3>Methods</h3><div>Using the Dutch Early Numeracy Test-3, univariate and multivariate latent growth curve models were fit, followed by multigroup analyses comparing typically developing and at-risk learners.</div></div><div><h3>Results</h3><div>In the population sample, numerical relational and counting skills both developed nonlinearly, with numerical relational skills decelerating and counting skills accelerating towards the end of Grade 1 without reaching ceiling. Results suggest numerical relational skills may precede counting skills, with initial levels and growth in numerical relational skills contributing to counting skill development. Typically developing children showed similar patterns, but counting skill growth also decelerated. At-risk learners displayed lower initial levels and delayed growth, especially in counting skills. Additionally, the interdependence between numerical relational and counting skills was weaker in at-risk learners.</div></div><div><h3>Conclusions</h3><div>Findings show absence of ceiling effects on both components at the end of Grade 1, despite overall growth. At-risk children showed lower initial levels, delayed growth, and weaker dependency between core components, resulting in persistent lags.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102313"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924793","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":"Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection","authors":"Arlind Avdullahu ,&nbsp;Sebastian Strauß ,&nbsp;Thomas Herrmann ,&nbsp;Nikol Rummel","doi":"10.1016/j.learninstruc.2025.102275","DOIUrl":"10.1016/j.learninstruc.2025.102275","url":null,"abstract":"<div><h3>Background</h3><div>Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning.</div></div><div><h3>Aims</h3><div>The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations.</div></div><div><h3>Sample</h3><div>n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five.</div></div><div><h3>Methods</h3><div>In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions.</div></div><div><h3>Results</h3><div>Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap.</div></div><div><h3>Conclusions</h3><div>Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102275"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684392","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":"Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings","authors":"Sabine Schermeier ,&nbsp;Anne Deiglmayr ,&nbsp;Nikol Rummel","doi":"10.1016/j.learninstruc.2025.102276","DOIUrl":"10.1016/j.learninstruc.2025.102276","url":null,"abstract":"<div><h3>Background</h3><div>Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes.</div></div><div><h3>Aims</h3><div>The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings.</div></div><div><h3>Sample</h3><div><em>N</em> = 180 university students solved a collaborative task in groups of three.</div></div><div><h3>Methods</h3><div>Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product.</div></div><div><h3>Results</h3><div>Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product.</div></div><div><h3>Conclusion</h3><div>Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102276"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684398","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":"Evolutionary perspective on human cognitive architecture: Implications for adaptive instruction Commentary on the Special Issue on adaptivity","authors":"Slava Kalyuga","doi":"10.1016/j.learninstruc.2025.102300","DOIUrl":"10.1016/j.learninstruc.2025.102300","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102300"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839315","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":"Toward an inclusive understanding of collaborative learning using MMLA: Exploring multimodal participation dynamics by gender and linguistic diversity","authors":"Hakeoung Hannah Lee ,&nbsp;Hanall Sung ,&nbsp;Sylvia Celedón-Pattichis ,&nbsp;Marios S. Pattichis","doi":"10.1016/j.learninstruc.2026.102317","DOIUrl":"10.1016/j.learninstruc.2026.102317","url":null,"abstract":"<div><h3>Background</h3><div>Sociocultural learning theories highlight that knowledge is socially constructed through interactions among individuals, tools, and the environment. To foster a more inclusive understanding of collaborative learning, it is important to explore how learners from diverse backgrounds participate. However, capturing and analyzing multimodal participation in real-world settings remains a challenge.</div></div><div><h3>Aims</h3><div>This study examines how gender and linguistic background differences shape multimodal participation dynamics in collaborative learning groups within a real-world, out-of-school Computer-Supported Collaborative Learning (CSCL) environment.</div></div><div><h3>Sample</h3><div>Participants included 33 middle school students with diverse cultural and linguistic backgrounds, participating in a bilingual, integrated computer science and mathematics program. Five student groups varied in gender composition (female-dominant vs. male-dominant) and linguistic background (multilingual vs. English-dominant).</div></div><div><h3>Methods</h3><div>We employ an innovative MMLA approach that integrates an Artificial Intelligence-based video analysis system and multimodal data modeling using Epistemic Network Analysis, layered with qualitative video-based interaction analysis, to analyze multimodal participation dynamics.</div></div><div><h3>Results</h3><div>While individual-level differences based on gender or linguistic diversity were not significant, the results revealed notable differences in multimodal participation dynamics at the group level. The distinct patterns exhibited by groups with dominant gender and language backgrounds illuminate the varied pathways through which roles, tasks, and ideas are negotiated and contributions are made.</div></div><div><h3>Conclusions</h3><div>This study highlights the need to value and attend to multimodal participation dynamics, particularly by recognizing nonverbal modes of participation. We can take meaningful steps toward creating inclusive CSCL environments by leveraging the strengths of diverse learners, embracing a multimodal perspective, and adopting innovative methods to capture the complexity of CSCL.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102317"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023053","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":"Classroom disruptions: Impact on teachers’ gaze patterns","authors":"Sylvia Gabel ,&nbsp;Christian Kosel ,&nbsp;Rebekka Stahnke ,&nbsp;Özün Keskin-Senkal ,&nbsp;Aldin Alijagic ,&nbsp;Andreas Gegenfurtner","doi":"10.1016/j.learninstruc.2025.102289","DOIUrl":"10.1016/j.learninstruc.2025.102289","url":null,"abstract":"<div><h3>Background</h3><div>Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior.</div></div><div><h3>Aims</h3><div>Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert teachers to understand how classroom disruptions affect teachers’ gaze behavior and what constitutes effective monitoring.</div></div><div><h3>Sample</h3><div>The sample consisted of 15 expert and 18 novice teachers.</div></div><div><h3>Methods</h3><div>Participants watched a short classroom video in which several minor and one major disruption occurred while their eye movements were recorded with an eye tracker. We analyzed their scanpaths by comparing Shannon entropy values to investigate the predictability of gaze transitions and the stability of their gaze patterns.</div></div><div><h3>Results</h3><div>Compared to novices, experts showed higher transition probabilities in their gaze behavior, both before and after the major disruption. Similarly, experts showed lower entropy scores, indicating more stable gaze behavior, whereas novices with higher entropy scores showed exploratory gaze behavior. In general, experts showed more adaptive monitoring strategies, returning to their routine gaze behavior more quickly than novices after an unexpected disruption.</div></div><div><h3>Conclusions</h3><div>This study enriches the cognitive theory of visual expertise by adding new expertise characteristics of teachers’ dynamic gaze behavior and situation-specific skills in disruptive classroom events. At the same time, the results reveal monitoring strategies that can be addressed in teacher education to enhance professional vision and classroom management.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102289"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684942","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":"Maintaining the outcomes of meaningful learning: Where are we and where do we need to go? An introduction to the special issue on lasting learningx☆","authors":"Julian Roelle ,&nbsp;Tobias Richter","doi":"10.1016/j.learninstruc.2025.102277","DOIUrl":"10.1016/j.learninstruc.2025.102277","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102277"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616716","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":"Creating and testing adaptive guidance for thermodynamics classroom instruction","authors":"Sarah Bichler ,&nbsp;Libby Gerard ,&nbsp;Brian Riordan ,&nbsp;Jonathan Lim-Breitbart ,&nbsp;Marcia C. Linn","doi":"10.1016/j.learninstruc.2025.102261","DOIUrl":"10.1016/j.learninstruc.2025.102261","url":null,"abstract":"<div><h3>Background</h3><div>Adaptive instruction tailors learning to individual students by responding to their evolving ideas.</div></div><div><h3>Aims</h3><div>This study uses principles of Knowledge Integration (KI) and cognitive activation to inform the design of adaptive instruction that integrates system-driven and teacher-led activities and examines how students’ conceptual understanding and disciplinary ideas progress during implementation.</div></div><div><h3>Participants</h3><div>Two middle school science teachers and 272 students.</div></div><div><h3>Method</h3><div>In regular classrooms, students engaged with an adaptive thermodynamics unit. Based on real-time formative assessment scores (T1), students received condition-specific activities featuring three adaptive elements (example response, guiding question, and interactive model), revised their explanations (T2), participated in teacher-led instruction, and revised again (T3). Explanations were automatically scored for the level of knowledge integration and disciplinary ideas at three time points. A pre-post item is used to assess overall learning gains. Learning process data is quantified for additional insight.</div></div><div><h3>Results</h3><div>Linear mixed-effects models showed that students with emerging understanding at T1 benefited most from the adaptive activities. Students expressing connected ideas at T1 decreased their knowledge integration level across the revisions of the formative assessment but improved most from pre-to posttest. Analysis of student-generated improvement suggestions revealed that many students identified target domain ideas during the adaptive activity.</div></div><div><h3>Conclusions</h3><div>The adaptive design successfully integrated automated and teacher-led instruction and supported the development of condition-specific target ideas. However, students need help to retain, rather than replace, relevant ideas. Future studies should evaluate the design against a non-adaptive control group to determine the added value of adaptivity.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102261"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684393","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":"Unlocking creativity: Evidence that improvised physical activities foster divergent thinking in adolescents","authors":"Zheyu Jin ,&nbsp;Huijun Wu ,&nbsp;Junting Yin ,&nbsp;Xijia Yu ,&nbsp;Junlong Luo","doi":"10.1016/j.learninstruc.2025.102296","DOIUrl":"10.1016/j.learninstruc.2025.102296","url":null,"abstract":"<div><h3>Background</h3><div>Nurturing creativity in adolescents is of paramount importance in today’s innovation-driven society. However, the effects of physical activity on creativity remain insufficiently understood.</div></div><div><h3>Aim</h3><div>This study aimed to investigate the impact of physical activity on creativity, i.e., divergent thinking, and to identify the effective type of activity.</div></div><div><h3>Methods</h3><div>Through two experiments, we assessed the effects of the presence (<em>Experiment 1: physical activity, imagined physical activity, and a control group without physical activity; n</em> = 94 students) and type (<em>Experiment 2: improvised physical activity, restricted physical activity, and a control group; n</em> = 97 students) of physical activity on divergent thinking. Heart rate data were continuously recorded using wearable bracelets, and students’ performance was assessed by Alternative Uses Tasks in pre- and post-test sessions.</div></div><div><h3>Results</h3><div>These findings indicated that improvised physical activity significantly enhanced divergent thinking, particularly in terms of fluency, originality, and flexibility, compared to both restricted physical activity and control groups. Notably, in both Experiment 1 and Experiment 2, with equal intensity and duration, only the improvised group showed an increase in creativity, while the restricted group did not.</div></div><div><h3>Conclusion</h3><div>The findings provide compelling evidence for the role of improvised physical activity in enhancing adolescents’ divergent thinking and shed light on the design and implementation of physical education strategies for teachers and policymakers.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102296"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790549","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}