Learning and Instruction最新文献

{"title":"Disciplinary vocabulary and mastery of educational objectives in first-grade","authors":"Katherine Strasser ,&nbsp;Alejandra Meneses ,&nbsp;Carolina Iturra ,&nbsp;Anneliese Marín","doi":"10.1016/j.learninstruc.2024.102000","DOIUrl":"10.1016/j.learninstruc.2024.102000","url":null,"abstract":"<div><h3>Background</h3><p>In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.</p></div><div><h3>Aims</h3><p>To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.</p></div><div><h3>Sample</h3><p>One-hundred-and-seventy-four Chilean first-grade students in 26 schools.</p></div><div><h3>Methods</h3><p>We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.</p></div><div><h3>Results</h3><p>Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.</p></div><div><h3>Conclusions</h3><p>Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 102000"},"PeriodicalIF":4.7,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142049980","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 integration of virtual reality-enhanced multimodal meaning-making improves knowledge acquisition and disciplinary literacy development in science classrooms","authors":"Ai-Chu Elisha Ding,&nbsp;Eunkyoung Elaine Cha","doi":"10.1016/j.learninstruc.2024.101999","DOIUrl":"10.1016/j.learninstruc.2024.101999","url":null,"abstract":"<div><h3>Background</h3><p>Multilingual learners (MLs) in English-medium classrooms often experience difficulties in understanding science concepts and developing disciplinary literacy as traditional science classrooms focus mostly on the verbal modes of communication, which creates a disadvantaged learning environment for MLs compared to their peers who are English monolingual learners (EMLs).</p></div><div><h3>Aims</h3><p>This study investigates the effect of Virtual Reality (VR)-mediated multimodal meaning-making embedded in a science unit on science knowledge acquisition (SK) and disciplinary literacy in science (DL-S) for MLs and EMLs.</p></div><div><h3>Samples</h3><p>Participants were 97 middle school 7th and 8th grade students.</p></div><div><h3>Methods</h3><p>The current study is a mixed-methods study analyzing quantitative data followed by qualitative analysis. Researchers utilized a 2x2 quasi-experimental, pre- and post-test design to study the science knowledge and science literacy outcomes of two different types of learners (i.e., MLs and EMLs) under two different modes (immersive VR vs. desktop VR).</p></div><div><h3>Results</h3><p>Quantitative analysis demonstrates significant improvements in SK and DL-S for both MLs and EMLs in this VR-enhanced science unit. Participants engaging with immersive VR exhibited notably higher post-test scores in SK and DL-S compared to desktop VR users. Qualitative findings suggest that the immersive VR environment provides more visual—and gestural-focused meaning-making opportunities and unique multimodal affordances that support the focal ML's disciplinary literacy practice.</p></div><div><h3>Conclusions</h3><p>This study provides evidence that the incorporation of immersive VR instruction may create a space for visual- and gestural-focused meaning-making, which contributes to both MLs and EML students’ development of disciplinary literacy in science.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101999"},"PeriodicalIF":4.7,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142041084","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 real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations","authors":"Michael Nickl ,&nbsp;Daniel Sommerhoff ,&nbsp;Anika Radkowitsch ,&nbsp;Sina A. Huber ,&nbsp;Elisabeth Bauer ,&nbsp;Stefan Ufer ,&nbsp;Jan L. Plass ,&nbsp;Tina Seidel","doi":"10.1016/j.learninstruc.2024.101994","DOIUrl":"10.1016/j.learninstruc.2024.101994","url":null,"abstract":"<div><h3>Background</h3><p>Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains.</p></div><div><h3>Aims</h3><p>In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry.</p></div><div><h3>Sample</h3><p>Participants were 245 pre-service teachers.</p></div><div><h3>Methods</h3><p>In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding.</p></div><div><h3>Results</h3><p>We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process.</p></div><div><h3>Conclusions</h3><p>This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101994"},"PeriodicalIF":4.7,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S095947522400121X/pdfft?md5=40d09b163a1974882965d59fd9c5f975&pid=1-s2.0-S095947522400121X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011187","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":"Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring","authors":"Tino Endres ,&nbsp;Shana Carpenter ,&nbsp;Alexander Renkl","doi":"10.1016/j.learninstruc.2024.101974","DOIUrl":"10.1016/j.learninstruc.2024.101974","url":null,"abstract":"<div><h3>Aims</h3><p>We tested whether combining constructive learning prompts with retrieval practice (constructive retrieval) positively affects delayed learning outcomes (factual knowledge, comprehension), metacognitive accuracy, and motivation.</p></div><div><h3>Sample &amp; methods</h3><p>Undergraduate students (<em>N</em> = 152) learned from a video-recorded lecture, and then engaged in follow-up learning activities involving retrieval practice, restudy, elaboration, or a combination of retrieval practice with elaboration. We ensured that initial retrieval success was high and that all groups had the same expectations about the nature of content to be tested. We assessed both factual knowledge and comprehension, as well as the respective indicators of metacognitive-monitoring accuracy (metamemory, metacomprehension). We assessed self-efficacy and situational interest as motivational variables.</p></div><div><h3>Results</h3><p>In a one-week-delayed posttest, elaboration improved factual knowledge and comprehension. This pattern held whether learners just elaborated or additionally engaged in retrieval practice. Having students self-generate their own examples during retrieval practice improved comprehension, but merely letting students retrieve experimenter-provided examples did not. Students' self-reported mental effort mediated the factual knowledge benefits of retrieval practice. The number of students’ self-generated elaborations mediated comprehension benefits. Students engaging in constructive retrieval while learning revealed the highest metacognitive-monitoring accuracy in factual knowledge and comprehension. We found no differences between conditions regarding situational interest and self-efficacy. Motivation to reuse the respective learning strategies was higher in all conditions compared to restudy.</p></div><div><h3>Conclusion</h3><p>Constructive retrieval seems advantageous when considering its benefits on learning outcomes and metacognition. When working on retrieval tasks, students only profited from self-generated, but not from provided, examples with respect to comprehension.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101974"},"PeriodicalIF":4.7,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001014/pdfft?md5=730437360ea757ae6c726ae229b285be&pid=1-s2.0-S0959475224001014-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978479","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":"Children’s and mothers’ understanding of play and learning: Repertoires across five cultures","authors":"Lucía Bugallo ,&nbsp;Sarah Jane Mukherjee ,&nbsp;Nora Scheuer ,&nbsp;Teresa Cremin ,&nbsp;Virginia Montoro ,&nbsp;Roberta Golinkoff ,&nbsp;Marcia Preston ,&nbsp;Doris Pui Wah Cheng ,&nbsp;Jill Popp","doi":"10.1016/j.learninstruc.2024.101981","DOIUrl":"10.1016/j.learninstruc.2024.101981","url":null,"abstract":"<div><h3>Background</h3><p>Multiple tensions pervade the relationship between play and learning. Children's perceptions of this relationship are rarely analysed or placed alongside their parents' views. Literature has focused on predominant themes ignoring intra and inter-cultural variability.</p></div><div><h3>Aims</h3><p>We aimed to capture the different ways in which children and mothers in different cultural contexts conceive children's daily activities as instances of play and of learning.</p></div><div><h3>Samples</h3><p>Participants were 392 children (aged 5 and 7) and 192 mothers from Argentina, Denmark, China, England, United States.</p></div><div><h3>Methods</h3><p>Through a semi-structured interview, two closing questions were analysed: ‘Do you think it's possible to play and learn at the same time? Playing and learning, what's the difference between them?‘Lexicometry was applied to participants' responses. Qualitative analysis of local results was carried out to build a cross-cultural repertoire.</p></div><div><h3>Results</h3><p>A wide range of understandings emerged ranging from an impossibility of co-occurrence (characteristic of children) to a beneficial co-occurrence (characteristic of mothers). For many children play and learning constitute separate realms of activity and only among children is there evidence that learning is necessary to play. For all mothers, daily activities are opportunities for learning. Intra age-group heterogeneity varied across sites.</p></div><div><h3>Conclusions</h3><p>Learning in play was conceived by the children, but play in learning was restricted to academic learning. Hegemonic conceptions of education influenced participants' perceptions. The mothers expressed discrepancies between ‘ideal’ situations of co-occurrence between play and learning, and daily situations of not co-occurrence. A deep understanding of the synergies between these practices can unlock their mutual enrichment.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101981"},"PeriodicalIF":4.7,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141953835","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":"What teachers can do to enhance students’ well-being: Discussion","authors":"Bernhard Schmitz","doi":"10.1016/j.learninstruc.2024.101980","DOIUrl":"10.1016/j.learninstruc.2024.101980","url":null,"abstract":"<div><h3>Background</h3><p>This special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being.</p></div><div><h3>Method</h3><p>The issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts.</p></div><div><h3>Results</h3><p>Findings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements.</p></div><div><h3>Conclusion</h3><p>This SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101980"},"PeriodicalIF":4.7,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224001075/pdfft?md5=ac0f9f8bb04dc5efd680b288f95c496b&pid=1-s2.0-S0959475224001075-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929883","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":"Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided","authors":"Marie-Christin Krebs,&nbsp;Katharina Braschoß,&nbsp;Alexander Eitel","doi":"10.1016/j.learninstruc.2024.101988","DOIUrl":"10.1016/j.learninstruc.2024.101988","url":null,"abstract":"<div><h3>Background</h3><p>Learning with explainer videos can foster learning. However, their effects on subsequent learning are still unclear. On the one hand, they might increase situational interest and scaffold subsequent learning. On the other hand, they might hinder subsequent learning by fostering an illusion of understanding. In case of the latter, the question arises of whether providing prompt-questions after an explainer video would prevent an illusion of understanding. Therefore, we investigated the effects of medium and prompt-questions on subsequent learning with text.</p></div><div><h3>Sample</h3><p>One hundred thirty-three teacher students and psychology students from a German university.</p></div><div><h3>Methods</h3><p>In an online study with a 2x2 between-subjects design, we investigated the effects of medium (video vs. video-script) in learning phase 1 and prompt-questions (yes vs. no) on subsequent learning with text.</p></div><div><h3>Results</h3><p>As expected, watching the video made the content seem more interesting and less difficult. Contrary to the illusion-of-understanding-assumption, this did not result in learners overestimating but rather underestimating themselves. Moreover, while prompt-questions in the video condition fostered learning, they impaired learning in the video-script condition. Exploratory mediation analyses revealed that in the prompt condition, the superiority of the video was mainly driven by the quality of the prompt-answers rather than the time learners invested in answering the prompt-questions.</p></div><div><h3>Conclusions</h3><p>Our findings suggest that explainer videos combined with prompt-questions can foster learning with subsequent text. However, further research is necessary to replicate the findings under more controlled conditions and to investigate the underlying processes in greater depth.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101988"},"PeriodicalIF":4.7,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929884","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":"Student well-being: In search of definitions, measures, and research designs","authors":"Kathryn Wentzel","doi":"10.1016/j.learninstruc.2024.101990","DOIUrl":"10.1016/j.learninstruc.2024.101990","url":null,"abstract":"<div><h3>Background</h3><p>Little is known about the role of teachers in promoting student well-being. In part, this is due to varied definitions of well-being, imprecise measurement, and unclear theoretical models that specify social influences. To address these concerns, the authors of this special issue focus on student well-being and teacher-related antecedents.</p></div><div><h3>Method</h3><p>In this commentary, I evaluate the various definitions of well-being offered by each author and their implications for understanding links between well-being and contextual factors. I also examine the theoretical foundations of each paper and consider the impact of the teacher characteristics and instructional strategies on student well-being. Finally, I consider the measurement and design strategies utilized in the special issue studies and how they might lead the field forward.</p></div><div><h3>Results</h3><p>Different approaches to defining and measuring well-being highlight its multi-dimensional nature. A number of antecedents of well-being also are identified, ranging from autonomy-supportive teaching and teacher-student relationships to teachers’ attitudes towards cultural phenomenon and immigration. Finally, studies utilize multi-informant and multi-level assessments and longitudinal and mediational designs.</p></div><div><h3>Conclusion</h3><p>The authors identify teacher-related, instructional, and climate factors that contribute to students’ subjective well-being, highlighting the notion that well-being can be manifest along multiple dimensions and multiple levels of functioning. In addition, the authors examine a number of factors that contribute to student well-being, identifying important antecedents. The use of multi-informant and multi-level assessments along with longitudinal designs also strengthened this work. Overall, the papers in this SI offer clear pathways for future research in this area.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101990"},"PeriodicalIF":4.7,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863120","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 clinical law education through immersive virtual reality: A flow experience perspective","authors":"Ezgi Doğan ,&nbsp;Ferhan Şahin ,&nbsp;Yusuf Levent Şahin ,&nbsp;Kadriye Kobak ,&nbsp;Muhammet Recep Okur","doi":"10.1016/j.learninstruc.2024.101989","DOIUrl":"10.1016/j.learninstruc.2024.101989","url":null,"abstract":"<div><h3>Background</h3><p>The existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education.</p></div><div><h3>Aims</h3><p>This study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience.</p></div><div><h3>Sample</h3><p>Eighty-three law students participated in case practices.</p></div><div><h3>Method</h3><p>The study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA).</p></div><div><h3>Results</h3><p>The results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area.</p></div><div><h3>Conclusions</h3><p>This study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101989"},"PeriodicalIF":4.7,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863121","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 effectiveness of explanatory adaptive feedback within a digital educational game to enhance fraction understanding","authors":"Febe Demedts ,&nbsp;Kristian Kiili ,&nbsp;Manuel Ninaus ,&nbsp;Antero Lindstedt ,&nbsp;Bert Reynvoet ,&nbsp;Delphine Sasanguie ,&nbsp;Fien Depaepe","doi":"10.1016/j.learninstruc.2024.101976","DOIUrl":"10.1016/j.learninstruc.2024.101976","url":null,"abstract":"<div><h3>Background</h3><p>Digital educational games have the potential to address cognitive and non-cognitive obstacles in learning fractions by identifying possible misconceptions and providing explanatory adaptive feedback. However, empirical evidence regarding the effectiveness of adaptive feedback in digital educational games is limited.</p></div><div><h3>Aims</h3><p>This intervention study aims: (1) to investigate the effectiveness of explanatory adaptive feedback on cognitive and non-cognitive learning outcomes and (2) to explain variances in the effectiveness of the intervention in terms of individual differences.</p></div><div><h3>Sample</h3><p>Participants were 288 fourth graders (aged 10–11).</p></div><div><h3>Methods</h3><p>Students were randomly assigned to one of two experimental conditions (i.e., game with corrective or explanatory adaptive feedback) or the control condition. A pre-, post-, retention test was used to examine cognitive and non-cognitive learning outcomes.</p></div><div><h3>Results</h3><p>Concerning cognitive learning outcomes, near transfer fraction knowledge improved in both experimental conditions, but not in the control condition. Far transfer fraction knowledge improved in the corrective feedback condition at posttest and in all conditions at retention test. For non-cognitive learning outcomes, math motivation decreased in the control condition and the corrective feedback condition, whereas math anxiety decreased in the explanatory adaptive feedback condition. Math self-concept was lower in both experimental conditions compared to the control condition. Notably, students’ individual differences did not moderate the influence the acquisition of near transfer fraction knowledge.</p></div><div><h3>Conclusions</h3><p>In its current implementation, explanatory adaptive feedback did not improve fraction knowledge beyond what was achieved through corrective feedback alone, although it seemed to be beneficial in reducing math anxiety without decreasing math motivation.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"94 ","pages":"Article 101976"},"PeriodicalIF":4.7,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141863227","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}