Learning and Instruction最新文献

{"title":"Effects of learner choice over automated, immediate feedback","authors":"Livia Kuklick","doi":"10.1016/j.learninstruc.2024.102065","DOIUrl":"10.1016/j.learninstruc.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>Although computer-based formative assessment systems with automated feedback can effectively foster learning, such systems have been criticized for often lacking feedback-related choices.</div></div><div><h3>Aims</h3><div>This experiment aimed to investigate the benefits of introducing learner choices over feedback and students’ feedback-retrieval behavior when its retrieval is optional.</div></div><div><h3>Method</h3><div>160 undergraduates worked on a computer-based geometry assessment. They either received system-administered, immediate elaborated feedback (<em>n</em> = 80; system-administered group) or chose after each task whether they wanted to retrieve the feedback or not (<em>n</em> = 80; choice group). The assessment system tracked the time spent on the feedback, transfer performance, and feedback-retrieval behavior in the choice group, while students repeatedly rated their control-value appraisals and emotions. Data was analyzed with mixed-effects models.</div></div><div><h3>Results</h3><div>The choice option did not improve how students reacted to the feedback cognitively, emotionally nor motivationally but students in the choice group showed very high feedback-retrieval rates. Moreover, further analyses showed that feedback-retrieval rates declined with increasing item position and that the nonretrieval of feedback in the choice group was associated with a less pleasant emotional state compared to the system-administered feedback.</div></div><div><h3>Conclusion</h3><div>Data indicate that a task-level feedback choice may not substantially improve students’ reactions to the feedback itself, but that it may be worth further investigating the determinants and consequences of the (non)retrieval of feedback. Further, results imply that students have a strong behavioral tendency to choose task-level, elaborated feedback over no feedback; this has important implications for the design of assessments with feedback-related learner choices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102065"},"PeriodicalIF":4.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of rewards in motivation—Beyond dichotomies","authors":"Lisa Bardach ,&nbsp;Kou Murayama","doi":"10.1016/j.learninstruc.2024.102056","DOIUrl":"10.1016/j.learninstruc.2024.102056","url":null,"abstract":"<div><h3>Background</h3><div>A vast amount of research has examined how extrinsic rewards influence motivation in learning. Whereas some studies have indicated that rewards are beneficial for increasing students’ motivation, others have argued that rewards undermine motivation, especially so-called intrinsic motivation.</div></div><div><h3>Method</h3><div>We conducted a narrative review, building on the <em>reward-learning framework of knowledge acquisition</em>. We argue that the two perspectives do not actually contradict each other and that researchers should look beyond the simple dichotomy of whether rewards are good or bad for motivation.</div></div><div><h3>Results and conclusions</h3><div>Rewards may be conceptualized as either extrinsic incentives (i.e., extrinsic rewards) or internal positive feelings that arise from the learning process or from knowledge acquisition itself (i.e., intrinsic rewards). Importantly, the reward-learning framework of knowledge acquisition suggests the possibility of <em>motivation transformations</em> in that extrinsic rewards can serve as an “entry point” for engagement, thus helping students start up the positive feedback loop of internally rewarding learning processes. However, once such a positive feedback loop has been established, extrinsic incentives could interrupt the process, potentially undermining long-term engagement. We outline several mechanisms that may transmit motivation transformations and related future research directions. Our discussions are enriched with references to gamification and educational videogames.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102056"},"PeriodicalIF":4.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Achievement gaps for English learners with disabilities","authors":"Johny Daniel","doi":"10.1016/j.learninstruc.2024.102072","DOIUrl":"10.1016/j.learninstruc.2024.102072","url":null,"abstract":"<div><h3>Background</h3><div>In England, the number of English as an Additional Language (EAL) learners has been increasing. While prior research has explored the educational outcomes of EAL learners and students with special educational needs and disabilities (SEND), the intersection of these two groups remains under-researched.</div></div><div><h3>Aims</h3><div>This study aims to analyse the impact of EAL status and SEND on student achievement in reading, writing, and mathematics.</div></div><div><h3>Samples</h3><div>The study utilizes data from the National Pupil Database, focusing on approximately 2.5 million Year 6 students in England, including around 360,000 students identified with SEND across four academic years (2015–2019).</div></div><div><h3>Methods</h3><div>The study employs multilevel modelling to examine the main effects and interactions of EAL status, SEND, gender, and prior attainment on student achievement in reading, writing, and mathematics.</div></div><div><h3>Results</h3><div>The findings reveal that EAL students tend to catch up with their non-EAL peers in academic performance over time. However, EAL students with SEND face persistent challenges, particularly in reading. The study also highlights the heterogeneous nature of SEND, with varying impacts of EAL status across different SEND categories.</div></div><div><h3>Conclusions</h3><div>The study underscores the importance of early intervention and targeted support for EAL students with SEND. It emphasizes the need for tailored educational strategies that address the unique challenges faced by this diverse group of learners. The findings have implications for educational policy, practice, and research, advocating for a more nuanced understanding and approach to supporting the educational needs of EAL students with SEND.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102072"},"PeriodicalIF":4.7,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137342","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":"How stereotype knowledge and stereotype belief impact girls’ self-efficacy and math performance: A response surface analysis approach","authors":"Nadia Leroy ,&nbsp;Sylvain Max ,&nbsp;Pascal Pansu","doi":"10.1016/j.learninstruc.2024.102071","DOIUrl":"10.1016/j.learninstruc.2024.102071","url":null,"abstract":"<div><h3>Background</h3><div>A substantial body of research attributes the differences in mathematics achievement between girls and boys to gender stereotypes.</div></div><div><h3>Aims</h3><div>This study aimed to examine the role of stereotype knowledge and stereotype beliefs on self-efficacy and performance in mathematics.</div></div><div><h3>Sample</h3><div>At the beginning of the academic year, 566 fifth-grade students (51.9% girls, 48.1% boys) aged 11–13 years in French schools were surveyed regarding their stereotype knowledge and beliefs related to gender performance in math. Self-efficacy and academic performance were assessed at the end of junior high school.</div></div><div><h3>Method</h3><div>Data were analyzed using Response Surface Analysis to investigate the combined effect of stereotype beliefs and knowledge on self-efficacy and math performance.</div></div><div><h3>Results</h3><div>The findings indicated that girls with either very high or very low alignment between stereotype beliefs and stereotype knowledge exhibited lower self-efficacy compared to girls with average alignment scores. Additionally, the discrepancy between stereotype beliefs and stereotype knowledge is associated with both self-efficacy and math performance. When stereotype belief scores exceeded stereotype knowledge scores, it predicted lower self-efficacy and performance. For boys, the highest self-efficacy occurred when combining a high stereotype belief score with a low stereotype knowledge score, or vice versa. The direction of the discrepancy is also linked to their math performance, where higher stereotype belief scores relative to stereotype knowledge scores predict better performance.</div></div><div><h3>Conclusion</h3><div>This study underscores the significance of considering the non-linear relationship between stereotype knowledge, stereotype belief, self-efficacy, and performance, offering valuable insights into the impact of gender stereotypes in math.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102071"},"PeriodicalIF":4.7,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143138028","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":"Using design thinking for developing pre-service teachers’ creativity in designing teaching plans to promote interactive learning in mathematics","authors":"Eduard M. Albay,&nbsp;Delia V. Eisma","doi":"10.1016/j.learninstruc.2024.102070","DOIUrl":"10.1016/j.learninstruc.2024.102070","url":null,"abstract":"<div><h3>Background</h3><div>The demands of the 21st-century work environment increasingly challenge higher education educators to develop students’ ability to think creatively and critically, work collaboratively, communicate effectively, and solve problems innovatively by employing instructional methodologies that highlight interactive and active learning. Design thinking has gained widespread acceptance as a student-centered instructional approach that emphasizes the value of collaboration.</div></div><div><h3>Aims</h3><div>This study was conducted to determine the effects of design thinking on the creativity of teaching plans of pre-service teachers as an output of a performance task assessment.</div></div><div><h3>Methods</h3><div>The study utilized the posttest-only true experimental research design involving 25 matched pairs of pre-service teachers. The developed teaching plans of the experimental and control groups were evaluated using a rubric and compared their performances through the Welch <em>t</em>-test. A priori and post-hoc power analyses were performed.</div></div><div><h3>Results</h3><div>Statistical analysis showed that the experimental group outperformed the control group in the given performance task. The experimental and control groups' mean scores in all the rubric indicators recorded large differences that are statistically significant. There is also a statistically significant consensus between the evaluators’ ratings.</div></div><div><h3>Conclusion</h3><div>Conclusively, the design thinking process can positively impact the pre-service teachers' development of creative and professionally-designed teaching plans.</div></div><div><h3>Recommendation</h3><div>Further, this paper presented and discussed the implications of the results for facilitating interactive and active learning environments and the recommendations for future research undertakings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102070"},"PeriodicalIF":4.7,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137343","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 influence of seductive details in learning environments with low and high extrinsic motivation","authors":"Lukas Wesenberg ,&nbsp;Sebastian Jansen ,&nbsp;Felix Krieglstein ,&nbsp;Sascha Schneider ,&nbsp;Günter Daniel Rey","doi":"10.1016/j.learninstruc.2024.102054","DOIUrl":"10.1016/j.learninstruc.2024.102054","url":null,"abstract":"<div><h3>Background</h3><div>The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.</div></div><div><h3>Aims</h3><div>We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.</div></div><div><h3>Sample and method</h3><div>Two experimental studies (<em>N</em> = 120; <em>N</em> = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.</div></div><div><h3>Results</h3><div>Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.</div></div><div><h3>Conclusions</h3><div>The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102054"},"PeriodicalIF":4.7,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720839","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":"SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics","authors":"Julia Holzer ,&nbsp;Mélanie Maximino-Pinheiro ,&nbsp;Grégoire Borst","doi":"10.1016/j.learninstruc.2024.102055","DOIUrl":"10.1016/j.learninstruc.2024.102055","url":null,"abstract":"<div><h3>Background</h3><div>SES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links.</div></div><div><h3>Aims</h3><div>This study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics.</div></div><div><h3>Sample</h3><div>Data were collected from an SES-diverse sample of 171 French ninth-graders (M_age = 14.40 years).</div></div><div><h3>Method</h3><div>We applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition).</div></div><div><h3>Results</h3><div>LPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’.</div></div><div><h3>Conclusions</h3><div>Overall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102055"},"PeriodicalIF":4.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705660","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":"Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance","authors":"Charleen Brand ,&nbsp;Christian Hartmann ,&nbsp;Katharina Loibl ,&nbsp;Nikol Rummel","doi":"10.1016/j.learninstruc.2024.102052","DOIUrl":"10.1016/j.learninstruc.2024.102052","url":null,"abstract":"<div><h3>Background</h3><div>We investigate learner characteristics and learning processes in two instructional designs with preparatory activities prior to instruction: Productive Failure (PF) and Vicarious Failure (VF). The aim is to develop a first theoretical understanding of PF and VF learners that can inform directions for the design of adaptive support.</div></div><div><h3>Methods</h3><div>Based on an experimental study with 110 secondary school students in mathematics, we examine the effect of students’ learner characteristics in PF (students generating own solution attempts) and VF (students studying these attempts). We assess the learning processes based on think-aloud data from 15 PF-VF-model-observer-pairs, analyzing frequencies and sequences of cognitive processes, using the HeuristicsMiner algorithm.</div></div><div><h3>Results</h3><div>Mathematical ability was related to PF and VF students' learning, prior knowledge and mathematical self-concept to their learning processes. While both groups showed large overlaps in the frequencies and sequences of learning processes, VF students displayed a more analytical and PF students a more solution-oriented approach to the task. Metacognitive planning and evaluation behavior was relevant for VF students’ learning, depending on prior knowledge and ability. For PF students, it depended on mathematical self-concept.</div></div><div><h3>Conclusions</h3><div>PF and VF students’ learning as well as frequencies and sequences of their learning processes relates to cognitive and affective learner characteristics. Metacognitive planning and evaluation behavior may require adaptive guidance specifically for learners with low mathematical self-concept in PF or prior knowledge and ability in VF.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102052"},"PeriodicalIF":4.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705650","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 preservice teachers’ noticing via adaptive feedback in a virtual reality classroom","authors":"Yizhen Huang ,&nbsp;Mira Hansen ,&nbsp;Eric Richter ,&nbsp;Thilo Kleickmann ,&nbsp;Katharina Scheiter ,&nbsp;Dirk Richter","doi":"10.1016/j.learninstruc.2024.102053","DOIUrl":"10.1016/j.learninstruc.2024.102053","url":null,"abstract":"<div><h3>Background</h3><div>Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.</div></div><div><h3>Sample</h3><div>The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.</div></div><div><h3>Methods</h3><div>We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.</div></div><div><h3>Results</h3><div>We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.</div></div><div><h3>Conclusions</h3><div>This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102053"},"PeriodicalIF":4.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705659","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":"Competitive and non-competitive school climate and students’ well-being","authors":"Márta Fülöp ,&nbsp;Balázs András Varga ,&nbsp;Nóra Sebestyén","doi":"10.1016/j.learninstruc.2024.102036","DOIUrl":"10.1016/j.learninstruc.2024.102036","url":null,"abstract":"<div><h3>Background</h3><div>For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.</div></div><div><h3>Objectives</h3><div>The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.</div></div><div><h3>Sample</h3><div>Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.</div></div><div><h3>Methods</h3><div>Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.</div></div><div><h3>Results</h3><div>Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.</div></div><div><h3>Conclusion</h3><div>It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102036"},"PeriodicalIF":4.7,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661306","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}