Learning and Instruction最新文献

{"title":"A play-based integrated curriculum with synchronous music efficiently enhance Children's fundamental movement skills (FMS)","authors":"Yue Ji ,&nbsp;Xiaoman Li","doi":"10.1016/j.learninstruc.2025.102086","DOIUrl":"10.1016/j.learninstruc.2025.102086","url":null,"abstract":"<div><h3>Background</h3><div>Integrated programs combining music and movement effectively enhance children's Fundamental Movement Skills (FMS). Nonetheless, the efficacy comparison between synchronous and asynchronous music in FMS improvement remains inconclusive.</div></div><div><h3>Aims</h3><div>The primary purposes of this study are threefold: 1) to evaluate the effectiveness of a play-based movement curriculum with synchronous music in FMS, 2) to determine if the intervention curriculum is particularly effective in improving object control skills, 3) to assess whether the intervention curriculum is effective across all tasks.</div></div><div><h3>Methods</h3><div>A multivariate analysis of covariance (MANCOVA) was conducted to examine the differences between the experimental group (EG) and control group (CG) following the intervention program.</div></div><div><h3>Results</h3><div>Large F values suggest that play-based movements with synchronous music are more effective in improving FMS, enhancing not only locomotor skills but also object control skills. The η² value indicates that the integrated curriculum with synchronous music is more effective for enhancing object control skills. Tasks such as running, leaping, and horizontal jumping, along with two other tasks, did not show significant changes following the intervention.</div></div><div><h3>Conclusions</h3><div>Overall, the play-based movement curriculum with synchronous music enhance FMS, particularly in object control skills. However, it did not show significant effects on certain individual tasks. Future research should explore how other musical elements, such as tempo variations, influence specific FMS activities.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102086"},"PeriodicalIF":4.7,"publicationDate":"2025-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402989","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":"A mixed-methods approach of the effect of physically active learning on time-on-task in the secondary education class: The ACTIVE CLASS study","authors":"María González-Pérez ,&nbsp;David Sánchez-Oliva ,&nbsp;Fátima Martín-Acosta ,&nbsp;Abel Ruiz-Hermosa ,&nbsp;Daniel Camiletti-Moirón ,&nbsp;Alberto Grao-Cruces","doi":"10.1016/j.learninstruc.2025.102091","DOIUrl":"10.1016/j.learninstruc.2025.102091","url":null,"abstract":"<div><h3>Background</h3><div>Physically active learning (PAL) is a methodology focused on counteracting children's and adolescents' inactivity and sedentary behaviour during school. It also improves academic factors like time-on-task (TOT). However, most interventions target primary education, with limited evidence in secondary education.</div></div><div><h3>Aims</h3><div>To examine quantitatively and qualitatively the impact of PAL on TOT in mathematics and the subsequent lesson for secondary education students.</div></div><div><h3>Methods</h3><div>One hundred and fifty-four 7th and 8th grade students and five teachers were included in this randomised controlled study. Students in the experimental group (n = 88) received a weekly PAL lesson in mathematics for 16 weeks. The control group (n = 66) followed traditional teaching methods. TOT was assessed by observing pupils' behaviour prior to and during the intervention in the mathematics lesson and the subsequent lesson. Generalised linear mixed models were used to analyse the effect of the intervention on TOT during the mathematics and subsequent lesson. Furthermore, semi-structured interviews were conducted with mathematics teachers to provide qualitative insights.</div></div><div><h3>Results</h3><div>The PAL intervention led to a significant increase in the TOT percentage (<em>p</em> = 0.019) and a decrease in off-task-noise (<em>p</em> = 0.015). Moreover, the effect on TOT was maintained in the post-PAL lesson, while off-task motor behaviour also decreased (<em>p</em> &lt; 0.001). The teachers' testimonies underlined the increase in attention, improvement in behaviour and increased student participation observed during PAL lessons.</div></div><div><h3>Conclusion</h3><div>Incorporating strategies such as PAL into the secondary education is effective to increase TOT during academic lessons.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102091"},"PeriodicalIF":4.7,"publicationDate":"2025-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143376743","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":"Analysing classroom videos in teacher education— How different instructional settings promote student teachers’ professional vision of classroom management","authors":"Isabell Tucholka,&nbsp;Bernadette Gold","doi":"10.1016/j.learninstruc.2025.102084","DOIUrl":"10.1016/j.learninstruc.2025.102084","url":null,"abstract":"<div><h3>Background</h3><div>Working with video cases may enhance student teachers’ professional vision, i.e. their ability to notice and reason classroom events and generate alternatives. To foster professional vision successfully, videos need to be embedded into adequate instructional environments that need to be examined regarding their effectiveness.</div></div><div><h3>Aims</h3><div>This study investigates the effect of different instructional settings regarding video-based online courses on the development of student teachers’ professional vision (noticing, reasoning, generating alternatives).</div></div><div><h3>Sample</h3><div>Participants were 280 student teachers.</div></div><div><h3>Methods</h3><div>In a 2 × 2-pretest-posttest design, students attended a course assigned to one of four conditions (video analysis before or after conceptual input; video analysis with a comparative or non-comparative task). For the pre- and posttest, they analysed video clips using open writing and rating items to measure noticing, reasoning (subskill 1: interpretation depth, subskill 2: evaluation) and generating alternatives. We applied a multivariate growth model with time points (level 1) nested in individuals (level 2), regressing according random slope coefficients on conditions.</div></div><div><h3>Results</h3><div>Students improved across all course conditions. Students working with comparative tasks excelled in generating alternatives, while receiving conceptual input before working with the videos was slightly advantageous regarding video evaluation skills.</div></div><div><h3>Conclusions</h3><div>The effectiveness of instructional settings depends on the intended learning goal. Concerning noticing and interpretation depth, the specific instructional setting seems less decisive.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102084"},"PeriodicalIF":4.7,"publicationDate":"2025-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143093347","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":"Enhancing students’ content and language development: Implications for researching multilingualism in CLIL classroom context","authors":"Kevin W.H. Tai ,&nbsp;Li Wei ,&nbsp;Elizabeth Ka Yee Loh","doi":"10.1016/j.learninstruc.2025.102083","DOIUrl":"10.1016/j.learninstruc.2025.102083","url":null,"abstract":"<div><div>The articles in this special issue of <em>Learning and Instruction</em> emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102083"},"PeriodicalIF":4.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138025","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":"Differences between low and high achievers in whole-classroom dialogue participation quality","authors":"Edith Bouton,&nbsp;Dina Yosef,&nbsp;Christa S.C. Asterhan","doi":"10.1016/j.learninstruc.2025.102088","DOIUrl":"10.1016/j.learninstruc.2025.102088","url":null,"abstract":"<div><h3>Background</h3><div>Academically productive dialogue activities in classrooms aspire to be inclusive, such that students of all capabilities participate meaningfully and equally in discussions.</div></div><div><h3>Aim</h3><div>We empirically examine the extent to which this aspiration is achieved regarding students of different prior achievement levels.</div></div><div><h3>Sample</h3><div>Low- (<em>N</em> = 33), mid- (<em>N</em> = 90), and high-achieving (<em>N</em> = 22) upper elementary students participated in whole-classroom discussions around texts, facilitated by six highly motivated, trained teachers.</div></div><div><h3>Method</h3><div>Based on a quantitative ethnography approach, we coded 5975 separate speech turns and compared aggregated differences across the three subgroups using Epistemic Network Analysis (ENA).</div></div><div><h3>Results</h3><div>Whereas no differences were found in amount of speech turns, statistically significant differences were found in the quality of participation: Low-achievers' discussion participation was characterized by recitation-style talk, reduced network connectivity, and repetitive loops, compared to higher connectivity and more complex argumentative reasoning in their high-achieving classmates' network model. A follow-up qualitative analysis uncovered some of the social dynamics behind this inferior participation pattern, and highlighted the potentially stymieing behavior of peers.</div></div><div><h3>Conclusion</h3><div>The findings underscore the need for more empirical research that takes into account differences in quality of student participation in dialogic activities and the reasons behind it.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102088"},"PeriodicalIF":4.7,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138027","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":"Design fit in gamified online programming learning environment","authors":"Wei-Tsong Wang ,&nbsp;Mega Kartika Sari","doi":"10.1016/j.learninstruc.2025.102087","DOIUrl":"10.1016/j.learninstruc.2025.102087","url":null,"abstract":"<div><h3>Background</h3><div>The strategy for designing online programming learning through a gamified learning environment and its effects on learning outcomes remains a subject of debate.</div></div><div><h3>Objective</h3><div>Using Task-Technology Fit (TTF) theory, this study investigates the impact of design fit on learning programming that supports game characteristics on learning outcomes.</div></div><div><h3>Methods</h3><div>The technique of component-based structural equation modeling was used to examine the research hypotheses.</div></div><div><h3>Results</h3><div>Learning performance is influenced by cognitive load and student perception of TTF. Additionally, task complexity affects students' applicability of learning strategies and perceptions on TTF.</div></div><div><h3>Conclusion</h3><div>The research findings can be used as guidelines for developing gamified online programming learning platforms by considering the features of the learning contexts to enhance students’ learning outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102087"},"PeriodicalIF":4.7,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138026","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":"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}