Learning and Instruction最新文献

{"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}

{"title":"Corrigendum to “Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space” [Learning and Instruction 90 (2024) 101,849]","authors":"Kevin W.H. Tai","doi":"10.1016/j.learninstruc.2025.102078","DOIUrl":"10.1016/j.learninstruc.2025.102078","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102078"},"PeriodicalIF":4.7,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704524","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":"Dealing with controversial issues in primary school classroom interactions in social studies courses","authors":"Nergiz Kardaş İşler","doi":"10.1016/j.learninstruc.2024.102076","DOIUrl":"10.1016/j.learninstruc.2024.102076","url":null,"abstract":"<div><h3>Background</h3><div>Controversial issues are complex and views on these issues differ due to cultural backgrounds and different perspectives. In social studies education, teachers can use controversial issues to enable students to learn about the society and to prepare them for their role as citizens.</div></div><div><h3>Aims and sample</h3><div>This study aims to investigate how controversial issues are dealt with in the fourth grade social studies course by focusing on classroom talk. The data for this study comes from 17 h of video recorded fourth grade social studies classroom interaction.</div></div><div><h3>Methods</h3><div>Conversation analysis was adopted as the methodological framework. Four representative extracts were selected from the data in which the controversial issues were presented and analyzed.</div></div><div><h3>Results</h3><div>The teacher deals with controversial issues in the social studies course in two ways. In one of them, the teacher introduces the social studies course with controversial issues and then moves on to a specific activity in the course by linking it to these issues, while in the other, the teacher explains the topics in the social studies course and then moves to controversial issues related to these topics. In all extracts, teachers and students express their personal feelings and opinions about controversial issues and refer to authoritative figures and sources that have an important place in their culture to reinforce these opinions.</div></div><div><h3>Conclusions</h3><div>The results showed that the teacher used controversial issues for pedagogical purposes by using a context-specific interactional resource, such as transitioning between course-specific knowledge and real-life problems, to facilitate student participation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102076"},"PeriodicalIF":4.7,"publicationDate":"2025-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137349","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":"Scripted interventions versus reciprocal teaching in collaborative learning: A comparison of pedagogical and teachable agents using a cognitive architecture","authors":"Yugo Hayashi ,&nbsp;Shigen Shimojo ,&nbsp;Tatsuyuki Kawamura","doi":"10.1016/j.learninstruc.2024.102057","DOIUrl":"10.1016/j.learninstruc.2024.102057","url":null,"abstract":"<div><h3>Background</h3><div>From a social constructivist viewpoint, collaborative learning—where learners engage through explanatory activities—is deemed effective. Research on computer-supported collaborative learning explored effective scaffolding provisions during learner interactions, revealing both the positive and negative effects of pedagogical interventions.</div></div><div><h3>Aims</h3><div>We posit that tutor interventions using a pedagogical conversational agent through scripted pedagogy can enhance collaborative learning. Learning-science studies have shown that reciprocal teaching between learners can improve their learning performance. Method superiority, implementation, and effects of combining scripted and reciprocal teaching strategies were investigated.</div></div><div><h3>Sample</h3><div>Participants comprised 134 university students.</div></div><div><h3>Methods</h3><div>We created a collaborative-learning environment wherein learner pairs utilized concept maps to elucidate psychological concepts, and the analysis employed a 2 × 2 between-subject factorial design. Based on the notions derived in previous studies on metacognitive reflections and learning-by-teaching, we examined two agent types: a virtual teacher (pedagogical agent) providing metacognitive reflections through scripts (scripted condition) and a virtual student (teachable agent) generating knowledge from concept maps created collaboratively by learners (reciprocal condition).</div></div><div><h3>Results</h3><div>Although both scripted and reciprocal teaching improved learning performance, scripted learning further enhanced the collaborative process; however, the effectiveness of combining these methods was only partially evident. A synergistic effect emerged through the generation of concept-map links, suggesting that mutual learning with reciprocal interactions among virtual students is as beneficial as scripted methods. The integration of these methods further enhances the learning process.</div></div><div><h3>Conclusions</h3><div>This study provides valuable insights for advancing the use of artificial intelligence in developing collaborative-learning support systems, particularly for integrating different scaffolding methods.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102057"},"PeriodicalIF":4.7,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Playful learning is the missing link in educational success","authors":"Roberta Michnick Golinkoff ,&nbsp;Natalia Kucirkova ,&nbsp;Kathy Hirsh-Pasek","doi":"10.1016/j.learninstruc.2024.102073","DOIUrl":"10.1016/j.learninstruc.2024.102073","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102073"},"PeriodicalIF":4.7,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143137347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of 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}