Learning and Instruction最新文献

{"title":"Do passive cross-modal validation processes occur when processing multimedia materials?","authors":"Anne Schüler,&nbsp;Pauline Frick","doi":"10.1016/j.learninstruc.2024.101956","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101956","url":null,"abstract":"<div><h3>Background</h3><p>In text comprehension research, a passive validation mechanism has been observed that checks the consistency between incoming and previous text information (or prior knowledge).</p></div><div><h3>Aims</h3><p>In two pre-registered online studies, we investigated whether a passive cross-modal validation mechanism occurs during the processing of multimedia materials (i.e., text combined with pictures).</p></div><div><h3>Samples</h3><p>Participants (Experiment 1: <em>N</em> = 146; Experiment 2: <em>N</em> = 235) were recruited via Prolific.</p></div><div><h3>Methods</h3><p>We used the epistemic Stroop paradigm (Richter et al., 2009), which makes use of the fact that the passive validation mechanism induces positive or negative response tendencies that can interfere with the processing of an unrelated task if it requires an opposite response. Participants received either matching (valid) or mismatching (invalid) text-picture stimuli. Following each stimulus, participants performed an unrelated probe-word task reacting to the probe words “wrong” or “right”. The dependent variables were reaction time and error rates in the unrelated probe-word task. Experiment 1 used one-sentence-picture stimuli, while Experiment 2 used longer text-segments-picture stimuli.</p></div><div><h3>Results</h3><p>Linear mixed-effects models showed interactions of validity and probe word for reaction times (Experiments 1 &amp; 2) and error rates (Experiment 1). Post-hoc comparisons indicated prolonged reaction times or higher error rates when the probe word task required a response opposite to the outcome of the validation process.</p></div><div><h3>Conclusions</h3><p>This study is the first to demonstrate that a passive cross-modal validation mechanism checks the consistency between written text and accompanying pictures. We discuss the implications of these findings for understanding information processing in multimedia contexts.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000835/pdfft?md5=80c4216addce7fcfd40de1fd5fb491d1&pid=1-s2.0-S0959475224000835-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242036","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 feedback type matter? The superiority of process feedback over performance feedback in interdependent teamwork","authors":"Vera Hagemann,&nbsp;Julian Decius","doi":"10.1016/j.learninstruc.2024.101949","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101949","url":null,"abstract":"<div><h3>Background</h3><p>Feedback plays an important role for individuals and teams. While there is a lot of research on performance feedback, positive effects of process feedback (divided into individual- and team-level) are little studied. In particular, the simultaneous consideration of individual variables and feedback characteristics and their influence on feedback perceptions in the feedback process is missing.</p></div><div><h3>Aims</h3><p>The present study analyzes the effects of three feedback conditions (i.e., performance feedback, team-level process feedback, and individual-level process feedback) on feedback perceptions (i.e., usefulness and fairness), as well as on feedback acceptance and team awareness.</p></div><div><h3>Sample</h3><p>142 randomly assigned two-person teams.</p></div><div><h3>Methods</h3><p>Each team worked on four computer-based team tasks in the C³Fire microworld and received one type of feedback after completing each 15-min scenario. Measurements were taken after the second (T1) and fourth (T2) scenarios.</p></div><div><h3>Results</h3><p>Structural equation modeling results revealed positive effects of feedback orientation at T0 on feedback usefulness and feedback fairness at T1, and of usefulness and fairness on feedback acceptance at T2. Feedback usefulness (but not fairness) was also a positive predictor of team awareness at T2. Team-level process feedback resulted in overall positive effects on usefulness and fairness. In general, the effects on perceived usefulness appeared to be stronger than on perceived fairness of the feedback.</p></div><div><h3>Conclusions</h3><p>Team-level process feedback in teamwork and individual feedback orientation are important for perceived usefulness and fairness of the feedback. Team awareness may be enhanced by increasing feedback usefulness; feedback acceptance may be enhanced by increasing feedback usefulness and fairness.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000768/pdfft?md5=e0d9f44f59b5c6a99ce12edb9519d579&pid=1-s2.0-S0959475224000768-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242034","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 influence of textual genre in multiple-text comprehension","authors":"Lidia Casado-Ledesma ,&nbsp;Christian Tarchi","doi":"10.1016/j.learninstruc.2024.101947","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101947","url":null,"abstract":"<div><h3>Background</h3><p>The ability to comprehend multiple texts is essential. Past studies have shown that reader-related variables play a role in this ability. However, the effect of textual genre on comprehension of multiple texts has received less attention, despite the recognition that expository texts pose more challenges than narrative texts.</p></div><div><h3>Aims</h3><p>This study investigated the effects of textual genre on a multiple-text comprehension task.</p></div><div><h3>Sample</h3><p>Participants were 165 tenth-grade students.</p></div><div><h3>Methods</h3><p>Students were randomly assigned to four experimental conditions based on textual genre: <em>expository-expository; narrative-narrative; expository-narrative; and narrative-expository.</em> The study comprised two sessions. In Session 1 we assessed students' prior knowledge and beliefs about the colonization of the Americas. In session 2, students read a pair of texts from the perspectives of the Spanish and Native Americans and then wrote an argumentative essay. Two dimensions of argumentative essays were assessed: coverage of arguments and the level of integration of arguments and counterarguments.</p></div><div><h3>Results</h3><p>The textual genre had an impact on the number of arguments included in students' argumentative essays, but not on argument-counterargument integration. Students who received two narrative texts included more arguments in their essays. We also found that the experimental condition moderated the association between prior beliefs and integration.</p></div><div><h3>Conclusions</h3><p>Narrativizing may be considered a promising technique for recall of arguments but this approach may not be so positive in intertextual integration. Thus, the use of narrative genre in the comprehension of multiple texts deserves more attention.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000744/pdfft?md5=f248906248b4e3b735fe046c0b0a1946&pid=1-s2.0-S0959475224000744-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242035","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 effects of achievement goal instructions in game-based learning on students’ achievement goals, performance, and achievement emotions","authors":"Yuanyuan Hu ,&nbsp;Pieter Wouters ,&nbsp;Marieke van der Schaaf ,&nbsp;Liesbeth Kester","doi":"10.1016/j.learninstruc.2024.101943","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101943","url":null,"abstract":"<div><h3>Background</h3><p>Achievement goal instructions are instructions that assign the learners’ achievement goals beforehand, such as mastery-approach goal instructions that emphasize “to learn as much as possible” and performance-approach goal instructions that emphasize “to be the best player”. Achievement goal instructions can induce specific goals in learning, but it is unclear which achievement goal instruction is best for motivation, cognition, and emotion in game-based learning.</p></div><div><h3>Aims</h3><p>The purpose of this paper is to investigate 1) how achievement goal instructions affect motivation (i.e., achievement goals), cognition (i.e., mental effort and performance), and emotion (i.e., achievement emotions) in chemistry game-based learning and 2) whether prior achievement goals moderate the effects of achievement goal instructions.</p></div><div><h3>Sample</h3><p>Participants were secondary school students (<em>N</em> = 450).</p></div><div><h3>Methods</h3><p>In a 2 × 2 factorial design with the factors mastery-approach goal instructions (yes, no) and performance-approach goals (yes, no), participants were randomly assigned to one of the four conditions: mastery-approach goal instructions condition, performance-approach goal instructions condition, combined mastery-approach and performance-approach goal instructions condition, and control condition.</p></div><div><h3>Results</h3><p>Robust regression analysis revealed that mastery-approach goal instructions and performance-approach goal instructions did not interact. Mastery-approach goal instructions had no effects on mastery-approach goals. Performance-approach goal instructions promoted higher performance-approach goals and higher mental effort but lower posttest performance. Prior mastery-approach goals moderated the effects of achievement goal instructions on mental effort.</p></div><div><h3>Conclusions</h3><p>We conclude that achievement goal instructions in game-based learning affect cognitive and motivational outcomes differently. Educators would do well to consider achievement goal instructions and learners’ prior mastery-approach goals.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000707/pdfft?md5=1f9ccb998733725ad102b5de9f0f9fee&pid=1-s2.0-S0959475224000707-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242033","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":"Playfulness and the quality of classroom interactions in preschool","authors":"Katherine Strasser ,&nbsp;Jaime Balladares ,&nbsp;Valeska Grau ,&nbsp;Anneliese Marín ,&nbsp;David D. Preiss ,&nbsp;Daniela Jadue","doi":"10.1016/j.learninstruc.2024.101941","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101941","url":null,"abstract":"<div><h3>Background</h3><p>A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities.</p></div><div><h3>Aims</h3><p>The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities.</p></div><div><h3>Sample</h3><p>Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country.</p></div><div><h3>Methods</h3><p>The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms.</p></div><div><h3>Results</h3><p>Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163258","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":"Toward lifelong learning and play","authors":"Matthew Gaydos ,&nbsp;Vinay Kumar","doi":"10.1016/j.learninstruc.2024.101940","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101940","url":null,"abstract":"<div><p>Research has examined the relationship between play and learning across all ages, beginning with early childhood and through old age. This research spans major views of learning, including behaviorist/empiricist, cognitivist/rationalist, and situative/pragmatist-sociohistoric perspectives. This paper presents an argument for why, given the diversity and depth of play and learning research, a field of play and learning across the lifespan should be organized. It presents this work in terms of current criticisms of lifelong learning, especially its tendency to narrowly focus on learning that supports economic preparedness and argues that better organizing play and learning research into a field would help to advance its societal impact.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163260","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":"Do you play in class? Board games to promote cognitive and educational development in primary school: A cluster randomized controlled trial","authors":"Nuria Vita-Barrull ,&nbsp;Verónica Estrada-Plana ,&nbsp;Jaume March-Llanes ,&nbsp;Pablo Sotoca-Orgaz ,&nbsp;Núria Guzmán ,&nbsp;Rosa Ayesa ,&nbsp;Jorge Moya-Higueras","doi":"10.1016/j.learninstruc.2024.101946","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101946","url":null,"abstract":"<div><h3>Research aims</h3><p>The aim of this study was to assess the effects of a school intervention programme based on modern board games during school hours on basic executive functions and on academic skills (reading and maths).</p></div><div><h3>Methodology</h3><p>A total of 522 (age in years = 8.83 ± 1.85 SD; % female = 45.5) primary school students were enrolled. We conducted a cluster-randomised controlled trial, with one experimental group (playing board games in class) and one control group (regular classes) in all grades from first to sixth. Mixed model analysis was applied.</p></div><div><h3>Results and conclusion</h3><p>In the pre-post comparisons, children from the experimental group showed greater improvements in updating and in academic skills than the control groups. To conclude, playing modern board games in the classroom could be better for learning and cognitive development than direct-instruction methodologies.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000732/pdfft?md5=cd2dbab97dc8a5e14aab01070e622c6e&pid=1-s2.0-S0959475224000732-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141163259","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":"Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German","authors":"Katrin Peltzer ,&nbsp;Alina Lira Lorca ,&nbsp;Ulrike-Marie Krause ,&nbsp;Vera Busse","doi":"10.1016/j.learninstruc.2024.101935","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101935","url":null,"abstract":"<div><h3>Background</h3><p>Argumentative writing is a crucial but challenging competence for students. Process-oriented teaching with formative feedback benefits writing, yet the effects of feedback based on rubrics and exemplars versus in-text comments, remains unclear.</p></div><div><h3>Method</h3><p>We conducted a randomized controlled intervention study with 294 secondary students of English as a foreign language to examine the effects of formative feedback on argumentative writing and genre knowlege and investigate cross-linguistic transfer to German. Feedback was implemented within a learning unit on argumentative writing that we had developed for this project. The experimental groups (EG1: rubric + exemplar; EG2: in-text comments; EG3: rubric + exemplar and in-text comments) were compared to two control groups (CG1: learning unit without additional feedback; CG2: no intervention). We assessed writing quality (pre-, post-, and follow-up tests: 1122 essays in English; pre- and post-tests: 588 essays in German) and genre knowledge; feedback perceptions were measured by questionnaires.</p></div><div><h3>Results</h3><p>ANOVA results showed significant gains in English writing quality in the EGs and CG1, and the EGs made significant progress regarding genre knowledge. EG1 made large gains. Results were largely sustained. Regression analyses revealed learning progress in English in the EGs and CG1 as a significant predictor of writing quality in German at T2. There were no significant group differences in students’ perceptions of feedback.</p></div><div><h3>Conclusion</h3><p>Our results indicate that feedback based on rubrics and exemplars, which can easily be implemented in larger classes, promotes writing and genre knowledge and is perceived as helpful by students.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000628/pdfft?md5=c1938e43655660b72dfb7cabcc3c6760&pid=1-s2.0-S0959475224000628-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141095657","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":"Telling stories as preparation for learning: A Bayesian analysis of transfer performance and investigation of learning mechanisms","authors":"Samuel Tobler ,&nbsp;Tanmay Sinha ,&nbsp;Katja Köhler ,&nbsp;Manu Kapur","doi":"10.1016/j.learninstruc.2024.101944","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101944","url":null,"abstract":"<div><h3>Background</h3><p>Textbooks are essential for natural science university education. However, recent evidence indicates that their design may not be ideal for learning, whereas narratives might overcome the associated limitations.</p></div><div><h3>Aim</h3><p>This study compares transfer performance and involved learning mechanisms upon learning scientific concepts either provided in an expository text alone, embedded in a historical narrative, or as expository text prefaced with the historical background.</p></div><div><h3>Sample</h3><p>Participants were 163 undergraduate natural science students.</p></div><div><h3>Methods</h3><p>We randomly assigned students to one of the three conditions and used a Bayesian modeling approach to compare the prior knowledge-dependent transfer performance upon instruction. Additionally, we investigated the impact of the different conditions on affective and cognitive mechanisms.</p></div><div><h3>Results</h3><p>Results indicate that students with lower prior knowledge benefit most from narrative-embedded content. Students with higher prior knowledge profited if narratives were used as preparation for follow-up expository instruction. Self-efficacy and cognitive load measures were positively related to the narrative conditions and partly mediated learning from narrative instruction.</p></div><div><h3>Conclusion</h3><p>The study conceptualized and offers support for using narratives as preparation for future learning for enhancing transfer performance in university natural science education, additionally highlighting when and why narratives might support learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000719/pdfft?md5=2db2a1b04c82f3f89aef4430aaef9315&pid=1-s2.0-S0959475224000719-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141084572","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":"Acquiring competence from both extrinsic and intrinsic rewards","authors":"Patrick Anselme ,&nbsp;Suzanne E. Hidi","doi":"10.1016/j.learninstruc.2024.101939","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101939","url":null,"abstract":"<div><h3>Background</h3><p>The distinction between extrinsic and intrinsic rewards and their related motivations has been a major concern in educational psychology for decades. Although both types of rewards are related to the dopamine-fueled activation of the reward circuitry, neuroscientific studies now support the view that their processing also involves independent brain mechanisms.</p></div><div><h3>Aims</h3><p>We show that these mechanisms also are already present in birds and nonhuman mammals, as they track cues and extrinsic rewards in their environment (such as food and shelter), and we discuss a number of intrinsically rewarded activities (such as information seeking and play). The two categories of motivated behaviors evolved to perform distinct functions and are both crucial for the species survival.</p></div><div><h3>Conclusion</h3><p>We assume that a human-animal comparison is appropriate, and suggest that both extrinsic and intrinsic rewards in humans are necessary to acquire competence, and optimally manage real-life settings, including school environments. More specifically, we argue that intrinsic and extrinsic motivations are additive rather than conflicting processes, and that intrinsic motivation is characterized by exploratory behavior and is associated with benefits for an individual; it is a step to apprehend and exploit the knowledge acquired by means of extrinsic sources of reward.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":null,"pages":null},"PeriodicalIF":6.2,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141078463","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}