Learning and Instruction最新文献

{"title":"Exploring the relation between reading comprehension and executive functions: Does the level of reading comprehension test matter?","authors":"José- Pablo Escobar ,&nbsp;Victoria Espinoza ,&nbsp;Marcelo Valle","doi":"10.1016/j.learninstruc.2025.102193","DOIUrl":"10.1016/j.learninstruc.2025.102193","url":null,"abstract":"<div><h3>Background</h3><div>Contemporary models for explaining reading comprehension add additional variables such as executive functions to explain students' performance. Executive functions are a set of cognitive skills that enable individuals to plan, organize, and regulate their behavior to achieve goals. The relation between executive functions and reading comprehension is not conclusive and results can partly be explained depending on the level at which reading comprehension is assessed.</div></div><div><h3>Aim</h3><div>This study examines the magnitude of the relation between executive functions components and different levels of reading comprehension.</div></div><div><h3>Sample</h3><div>Participants were 395 Chilean fourth grade students.</div></div><div><h3>Method</h3><div>Executive functions were assessed through tasks of inhibition, working memory and cognitive flexibility, as well as reading comprehension at the level of words, sentences and texts.</div></div><div><h3>Results</h3><div>Regression analysis shows that the amount of variance explained by executive functions increases with the complexity of the reading comprehension level. Comparatively, the executive components model accounts for the most variance in reading comprehension at the text level. Inhibition, working memory and flexibility share significant variance with all levels of reading comprehension.</div></div><div><h3>Conclusions</h3><div>The results suggest that the level of complexity of the reading comprehension task used determines the effect of executive functions in explaining this relation, with inhibition and working memory being the executive component that shares the most variance across all comprehension levels tested.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102193"},"PeriodicalIF":4.7,"publicationDate":"2025-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144663398","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":"Lightening the load: Unveiling the factors influencing teacher orchestration load in synchronous hybrid education","authors":"Tine Keulemans ,&nbsp;Fien Depaepe ,&nbsp;Annelies Raes","doi":"10.1016/j.learninstruc.2025.102189","DOIUrl":"10.1016/j.learninstruc.2025.102189","url":null,"abstract":"<div><h3>Background</h3><div>Rapid technological developments and the Covid-19 pandemic have accelerated the adoption of synchronous hybrid education (SHE), where onsite and remote students participate in learning activities simultaneously. Despite its potential, many teachers remain hesitant to embrace this model due to the high orchestration demands. As teachers are the main actors in implementing SHE, it is essential to avoid unnecessary teacher orchestration load (TOL) when designing and delivering these lessons.</div></div><div><h3>Aim</h3><div>This study aims to gain a deeper understanding of the different components (RQ1) and influencing factors (RQ2) of TOL in SHE, and explores the relationship between these influencing factors and components (RQ3).</div></div><div><h3>Sample</h3><div>Participants were 21 university teachers with experience in SHE.</div></div><div><h3>Methods</h3><div>Semi-structured interviews using the Critical Incident Technique were conducted. Both a deductive approach to code the components and an abductive approach to identify the influencing factors were employed.</div></div><div><h3>Results and conclusions</h3><div>Regarding RQ1, teachers experience cognitive, emotional, and physical load during SHE. Regarding RQ2, 74 influencing factors were identified and categorized into six themes related to students, teachers, instructional design, institutional policies, technology, and the hybrid environment. Some factors consistently increase or decrease TOL (e.g., technical support decreases TOL), while other factors are associated with both an increase and a decrease in TOL, depending on context, time or teacher factors (e.g., small group work). Regarding RQ3, some factors relate to one component (e.g., ceiling microphones decrease physical load), while most relate to multiple components of TOL (e.g., chat messages increase cognitive and emotional load).</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102189"},"PeriodicalIF":4.7,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632727","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":"The process of tool innovation in young children: An attempt to bridge the Gestalt and the perception-action theories","authors":"Jiajun Guo ,&nbsp;Honghong Bai ,&nbsp;Xiaofei Long ,&nbsp;Xueyun Su ,&nbsp;Weiguo Pang","doi":"10.1016/j.learninstruc.2025.102182","DOIUrl":"10.1016/j.learninstruc.2025.102182","url":null,"abstract":"<div><h3>Background</h3><div>Tool innovation in young children is an underexplored topic, and the Gestalt and the perception-action theories offer different explanations regarding the process of tool innovation.</div></div><div><h3>Aims</h3><div>We aimed to develop nine tool innovation tasks to investigate the tool innovation process in 3-to 6-year-old children, while providing evidence on the validity of the tasks.</div></div><div><h3>Sample</h3><div>From three kindergartens, 141 Chinese children (77 boys and 64 girls) took part in this research.</div></div><div><h3>Methods</h3><div>Children's task performance was coded as task success (whether they retrieved the reward) and ideal manipulation (whether they performed a certain manipulation), and children's task exploration process was coded for fixation (the frequency of repeating the same actions) and flexibility (the frequency of shifting to novel actions). Children's cognitive flexibility, working memory, inhibitory control, divergent thinking, and general intelligence were also measured.</div></div><div><h3>Results</h3><div>The new tasks showed varied difficulty levels and exhibited high internal consistency, and children's task performance was positively associated with their individual differences in age, general intelligence, and divergent thinking. Children's behavioral fixation hinders their tool innovation, and this effect was strengthened for easier compared to harder tasks. Children's behavioral flexibility enhances their tool innovation, and this effect was seemingly stronger for harder compared to easier tasks.</div></div><div><h3>Conclusions</h3><div>The new tasks were robust and suitable for studying young children's tool innovation. Task difficulty level has a critical role in shaping children's tool innovation process, which may serve as a mechanism to bridge the Gestalt and the perception-action theories in explaining the process of tool innovation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102182"},"PeriodicalIF":4.7,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631616","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":"Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?","authors":"Sarah I. Hofer ,&nbsp;Frank Reinhold","doi":"10.1016/j.learninstruc.2025.102177","DOIUrl":"10.1016/j.learninstruc.2025.102177","url":null,"abstract":"<div><h3>Background</h3><div>Due to differences in learners' resources in specific learning situations, they may not profit equally from learning activities such as task practice or learning with analogies. Scaffolds can help to adapt learning activities to learners' needs.</div></div><div><h3>Aims</h3><div>We want to answer the question who benefits from what scaffold when learning about fractions on the number line in digitally-enriched mathematics instruction in the classroom.</div></div><div><h3>Sample</h3><div>Participants were 332 6th-Graders.</div></div><div><h3>Methods</h3><div>Dynamic visualizations were used as <em>information-processing scaffold</em> when learning with analogies. During repeated practice, adaptive task difficulty was implemented as <em>motivational scaffold</em> and individualized explanations based on typical mistakes were offered as <em>information scaffold</em>. Students were randomly assigned to one of the scaffold conditions or a control group without scaffolds. As characteristics potentially affecting learning processes during learning activities, we assessed prior knowledge, sustained attention, general reasoning, visual-spatial abilities as well as interest and self-concept in mathematics. These learner characteristics were included as predictors in Generalized Linear Mixed Models, together with the experimental conditions. Due to the nature of the multi-track school system in Germany, advanced placement school (APS; <em>Gymnasium</em>) students and vocational school (VS; <em>Mittelschule</em>) students were considered separately.</div></div><div><h3>Results and conclusion</h3><div>For APS students, the different scaffolds yielded minimal effects. For VS students, dynamic visualizations could compensate for lower general reasoning and visual-spatial ability when learning with analogies and adaptive task difficulty seemed to successfully counteract lower interest during practice. Instruction can be individualized based on the conditioning of scaffolds on the specific mechanisms underlying different learning activities.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102177"},"PeriodicalIF":4.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597018","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":"Enhancing student academic performance in middle school classrooms by fostering engagement motivation through intelligent assessment of teacher praise emotional intensity","authors":"Zengzhao Chen ,&nbsp;Debo Ren ,&nbsp;Zhifeng Wang ,&nbsp;Lu Gao ,&nbsp;Yawen Shi ,&nbsp;Hai Liu ,&nbsp;Tonglian Yang","doi":"10.1016/j.learninstruc.2025.102185","DOIUrl":"10.1016/j.learninstruc.2025.102185","url":null,"abstract":"<div><h3>Background</h3><div>Teacher praise is a powerful tool for enhancing student learning and managing behavioral challenges. However, existing methods for assessing teacher praise are overly simplistic, typically only relying on the frequency of behavioral special praise (BSP) to judge its effectiveness. Teacher praise serves as a means of conveying emotion, we categorized it according to emotional intensity. This approach seeks to examine how enhancing the intensity of praise influences student learning.</div></div><div><h3>Aimed</h3><div>The core research objectives are: (1) to explore the classification of praise intensity; (2) to investigate whether the GPT tool can effectively influence teachers' praise intensity; and (3) to examine the direct and indirect effects of changes in praise intensity on student academic performance.</div></div><div><h3>Method</h3><div>This study developed a praise intensity recognition assistant using GPT-3.5. A praise dataset was constructed and fine-tuned, achieving an accuracy of 95 %, demonstrating effective recognition. However, detecting and enhancing praise intensity remains a challenge.</div></div><div><h3>Sample</h3><div>20 teachers and 523 students participated in an intervention experiment focusing on praise intensity. Over a three-month period, we used this tool to observe whether improvements in teacher praise intensity affected student academic performance and learning behavior.</div></div><div><h3>Result</h3><div>Findings revealed that while student academic performance showed no significant improvement, student engagement notably increased.</div></div><div><h3>Conclusion</h3><div>Student engagement acted as a mediator, indicating an indirect link between teacher praise intensity and academic performance. This study underscores the indirect influence of enhanced praise intensity facilitated by GPT, highlighting the crucial role of student engagement in this process.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102185"},"PeriodicalIF":4.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144588815","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 red button does it all: A red button nudges students to close their knowledge gaps in an intelligent tutoring system","authors":"Markus Wolfgang Hermann Spitzer ,&nbsp;Korbinian Moeller ,&nbsp;Eileen Richter ,&nbsp;Luisa Frede ,&nbsp;Lisa Bardach","doi":"10.1016/j.learninstruc.2025.102181","DOIUrl":"10.1016/j.learninstruc.2025.102181","url":null,"abstract":"<div><h3>Background</h3><div>Intelligent tutoring systems (ITSs) often adaptively provide students with additional learning materials to close knowledge gaps automatically recognized by the system. In addition, students may be nudged with notification badges to close their knowledge gaps.</div></div><div><h3>Aim</h3><div>This study evaluated the effectiveness of implementing a notification badge (small red button) reminding students to close their knowledge gaps. We also investigated the association between closing knowledge gaps and performance while controlling for other relevant factors (e.g., usage behavior, system features, and teachers’ assignment types).</div></div><div><h3>Sample</h3><div>We considered 105,081 students (in 6,668 classes working on ∼25 million problems) who used an ITS for learning mathematics.</div></div><div><h3>Methods</h3><div>We employed hierarchical linear regression analysis to evaluate whether students were more likely to close their knowledge gaps in a period in which notification badges were implemented in the ITS, as compared to a period without notification badges. Moreover, we used psychological network analysis and hierarchical linear regression analysis to evaluate whether closing knowledge gaps was associated with students’ performance relative to other relevant factors.</div></div><div><h3>Results</h3><div>Students closed 28 % of their knowledge gaps when the red button notification badge nudged them, but only 5 % when there was no red button. Closing knowledge gaps predicted better student performance and was a more important predictor than students' usage behavior, other system features, and teachers’ assignment types.</div></div><div><h3>Conclusions</h3><div>Our study highlights the relevance of nudges within ITS for closing knowledge gaps and shows that closing knowledge gaps is linked to students’ performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102181"},"PeriodicalIF":4.7,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581173","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":"From cradle to classroom: Infant-directed speech facilitates word learning in adults learning English as a foreign language","authors":"Min Zhu ,&nbsp;Fei Chen ,&nbsp;Longjie Dong ,&nbsp;Yuxiao Yang","doi":"10.1016/j.learninstruc.2025.102183","DOIUrl":"10.1016/j.learninstruc.2025.102183","url":null,"abstract":"<div><h3>Background</h3><div>It is suggested that infants acquire novel words better from infant-directed speech (IDS) compared to adult-directed speech (ADS). However, it remains unclear whether this applies to adults who are learning a second language (L2).</div></div><div><h3>Aims</h3><div>This study investigated the potential benefits of IDS on English word recognition by Mandarin-speaking adult learners of English as a foreign language (EFL).</div></div><div><h3>Sample</h3><div>Ninety-six participants were pseudo-randomly assigned to IDS, ADS, or lengthened speech (LS) training groups.</div></div><div><h3>Methods</h3><div>This study utilized a repeated-measures design in which all participants underwent an eight-session training program over a two-week period. Word recognition tasks were administered at four time points: pre-test, mid-test, post-test, and a delayed test conducted two weeks later. To account for individual differences, participants also completed assessments of working memory (digit span test) and English vocabulary size (LexTALE). Data were analyzed using generalized linear mixed-effects models (GLMMs).</div></div><div><h3>Results</h3><div>IDS group performed better than ADS and LS groups in the mid-test, post-test. More importantly, unlike the other two approaches, the efficacy of IDS on L2 word learning remained in the delayed-test. Additionally, correlation analyses conducted within the IDS group identified a positive correlation between learning gains and elevated pitch values for four-syllable words among the three acoustic exaggerations (pitch, duration, vowel).</div></div><div><h3>Conclusions</h3><div>These findings suggest that IDS features, particularly exaggerated pitch, facilitate word learning in adult L2 learners.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102183"},"PeriodicalIF":4.7,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144572068","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 “Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?” [Learning and Instruction 98 (2025) 102143]","authors":"Seokyoung Kim ,&nbsp;Roman Abel ,&nbsp;Detlev Leutner ,&nbsp;Philipp Schmiemann ,&nbsp;Julian Roelle","doi":"10.1016/j.learninstruc.2025.102178","DOIUrl":"10.1016/j.learninstruc.2025.102178","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102178"},"PeriodicalIF":4.9,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144724661","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 strength-based approach to exploring pre-school children’s spatial language and patterning skills","authors":"Danielle Harris,&nbsp;Ilyse Resnick,&nbsp;Tom Lowrie","doi":"10.1016/j.learninstruc.2025.102180","DOIUrl":"10.1016/j.learninstruc.2025.102180","url":null,"abstract":"<div><h3>Background</h3><div>Deficits in spatial language and patterning skills are disproportionately represented amongst marginalized groups. However, ‘deficit models’ do not consider children's enactment of skills within contexts other than traditional test-based assessment. It is possible that assessment context (e.g., test-based versus game-based) influences the manifestation of these skills.</div></div><div><h3>Aims</h3><div>To compare the spatial language and patterning skills of children in game-based and test-based assessment contexts drawn from different geographic locations and levels of socio-economic advantage (SEA).</div></div><div><h3>Sample</h3><div>Preschool children (Mean age = 4 years, 11 months, S.D. = 6 months) from Metropolitan Cities, Regional Cities, and Rural Areas (<em>N</em> = 402 for spatial language, <em>N =</em> 439 for patterning).</div></div><div><h3>Methods</h3><div>Performance was compared on digital measures of spatial language and spatial patterning through game-based and test-based assessment.</div></div><div><h3>Results</h3><div>Significant main effects were found for performance on language and patterning test-based assessments for Geography and SEA, as well as significant interactions. Children from rural areas outperformed children from metropolitan and regional cities, and children from High SEA communities outperformed children from Low SEA communities on these measures. The effects of SEA on test-based assessment were most pronounced in city samples. There were no significant effects for SEA or Geography on game-based assessment.</div></div><div><h3>Conclusions</h3><div>The results highlight the impact of assessment context on measurement of spatial language and patterning skills for marginalized students. Current measures may not entirely capture children's capabilities. Furthermore, the superior spatial skills found amongst children from rural communities could be capitalized upon to support performance in traditional education settings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102180"},"PeriodicalIF":4.7,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144501918","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":"Belief biases in integrated representations of conflicting documents: Moderating effects of embedded sources and justification beliefs","authors":"Mohammad N. Karimi ,&nbsp;Tobias Richter","doi":"10.1016/j.learninstruc.2025.102171","DOIUrl":"10.1016/j.learninstruc.2025.102171","url":null,"abstract":"<div><h3>Background</h3><div>Given the documented biasing effect of prior beliefs on the mental representations of controversial information (text-belief consistency effect), it is important to identify conditions that reduce this effect.</div></div><div><h3>Aims</h3><div>In this study, we investigated whether readers' prior beliefs bias their situation models of conflicting information as measured through an integrated argumentation task. Based on the literature on sourcing and the Two-Step Model of Validation, we also examined whether embedded citation style (whether and how embedded sources are incorporated in documents) and beliefs regarding justification for knowing by authority reduce belief biases in readers’ situation models.</div></div><div><h3>Sample and method</h3><div>The study was based on 2 (text stance: Pro-Stance vs. Contra-Stance; varied within-subjects) × 3 (embedded citation style: Author-Prominent vs. Information-Prominent vs. Author-Absent; varied between-subjects) a mixed design. The participants included English as a Foreign Language (EFL) students (<em>N</em> = 92).</div></div><div><h3>Results</h3><div>Consistent with previous evidence, readers' situation models were biased towards their beliefs. Furthermore, embedded sources moderated prior beliefs effects on the integrated cognitive representations of the information. Participants constructed more balanced mental representations of documents that included author-prominent followed by information-prominent embedded sources. Beliefs about justification for knowing by authority were also found to interact with readers’ prior beliefs and embedded citation style to moderate belief biases in reading controversial information.</div></div><div><h3>Conclusions</h3><div>These results support the assumption of the Two-Step Model of Validation that source information and knowledge beliefs may be crucial for whether readers engage in elaborative processes that lead to a more balanced representation of controversial information.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"99 ","pages":"Article 102171"},"PeriodicalIF":4.7,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144365109","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}