Learning and Instruction最新文献

{"title":"Straighten your back, open your arms! Effects of instructor's body postures in educational videos on students' interest and motivation","authors":"Sören J. Traulsen,&nbsp;Lysann Zander","doi":"10.1016/j.learninstruc.2024.101959","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101959","url":null,"abstract":"<div><h3>Background</h3><p>Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.</p></div><div><h3>Aims</h3><p>We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.</p></div><div><h3>Sample</h3><p>University students participated online in a pilot (<em>N</em> = 194), a complementary (audio track-comparison; <em>N</em> = 53), and a preregistered (<em>N</em> = 434) experiment.</p></div><div><h3>Methods</h3><p>Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.</p></div><div><h3>Results</h3><p>While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.</p></div><div><h3>Conclusions</h3><p>Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101959"},"PeriodicalIF":6.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000860/pdfft?md5=73604faac3fc603de51bd283cd12168d&pid=1-s2.0-S0959475224000860-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314689","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":"Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection","authors":"Constanze Richters ,&nbsp;Matthias Stadler ,&nbsp;Anika Radkowitsch ,&nbsp;Felix Behrmann ,&nbsp;Marc Weidenbusch ,&nbsp;Martin R. Fischer ,&nbsp;Ralf Schmidmaier ,&nbsp;Frank Fischer","doi":"10.1016/j.learninstruc.2024.101912","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101912","url":null,"abstract":"<div><h3>Background</h3><p>Individual reflection and interdisciplinary collaboration can be critical for high-quality diagnostic outcomes. However, empirical findings on using instructional approaches to facilitate reflection and collaboration in collaborative diagnostic reasoning are inconclusive and limited. Previous studies on structured reflection and collaboration scripts have failed to consider learners’ prior knowledge, but the benefits of different types of instructional support, which offer varying levels of external guidance, tend to differ across prior knowledge levels.</p></div><div><h3>Aims</h3><p>We aim to investigate individual and synergistic effects of structured reflection and collaboration scripts on collaborative diagnostic reasoning while considering knowledge in a simulation and to explore how individual reflection and collaborative engagement contribute to diagnostic outcomes.</p></div><div><h3>Sample</h3><p>Participants were 151 advanced medical students.</p></div><div><h3>Methods</h3><p>Participants received structured reflection, collaboration scripts, both, or no support while diagnosing fictitious patient cases with an agent-based radiologist.</p></div><div><h3>Results</h3><p>Structured reflection improved collaborative diagnostic reasoning performance for learners with extensive prior knowledge but impeded performance for learners with little prior knowledge. The opposite was found for collaboration scripts. <span>Furthermore</span>, learners with extensive prior knowledge benefited more from a combination of both kinds of support than learners with little prior knowledge. Whereas no main effect of instructional support on the diagnostic outcome was found, simply working with the collaborator had a positive effect.</p></div><div><h3>Conclusions</h3><p>Different types of instructional support in simulations are differentially effective for learners with little and extensive prior knowledge. Extensive knowledge is needed for effective learning through reflection. But for high-quality diagnostic outcomes in simulated collaborative settings, collaborative engagement is more important than individual reflection.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101912"},"PeriodicalIF":6.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141308584","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":"Playing together: Parents and children reading materials and spaces in a museum playscape","authors":"Karen Wohlwend ,&nbsp;Yanlin Chen","doi":"10.1016/j.learninstruc.2024.101936","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101936","url":null,"abstract":"<div><h3>Background</h3><p>Current literacy play research highlights the need for a better understanding of teaching possibilities for multimodal learning in children's play in immersive environments.</p></div><div><h3>Purpose</h3><p>To examine how parents respond to young children's reading and playing of action texts communicated by designs in toys in a museum playscape.</p></div><div><h3>Participants</h3><p>41 children, 1YO-8YO, participated in the study, including 27 girls and 14 boys.</p></div><div><h3>Methods</h3><p>Children wore chest-mounted GoPro cameras to capture their toy-handling and interactions with caregivers. First-person video data captured children's interactions with exhibit elements and adult guidance. Geosemiotic analysis of exhibit spaces, toy designs, and parent-child interactions located instances of intense toy-handling for multimodal analysis of parents' guided play that helped children enact expected actions with toys.</p></div><div><h3>Results</h3><p>Semiotic analysis of the designs of materials and space revealed artifactual and spatial action texts that children embodied multimodally through play. Familiar toys enabled free play and independent playing of action texts. Unfamiliar action texts in toys sparked guided play in two ways: 1) parental coaching from the side and 2) co-playing as parents enacted a play role to join the pretense. Parent's guided play connected medical toys to family's health practices to mediate children's recognition and playing of an action text's expected roles and practices.</p></div><div><h3>Conclusion</h3><p>When adults join children's embodied pretense in immersive play environments, co-playing interactions can flatten adult/child power relations while play coaching can reinscribe expectations for children's compliant direction-following. Further play research is needed in settings and disciplines beyond early childhood, language, and literacy education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101936"},"PeriodicalIF":6.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291702","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":"Digital education through guided pretend play","authors":"Lena Hollenstein (Dr),&nbsp;Franziska Vogt (Prof Dr)","doi":"10.1016/j.learninstruc.2024.101945","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101945","url":null,"abstract":"<div><h3>Background</h3><p>The importance of play for children and its potential for learning are widely recognized. However, it is contested whether teachers should guide play, particularly pretend play, and how guided pretend play supports children's agency and learning. In this study, pretend play is employed in (unplugged) digital education and the teacher's guidance and children's involvement are examined to answer the following questions: what roles do teachers take on during guided pretend play and how do they enable children's learning about digitalization and digital transformation?</p></div><div><h3>Aims</h3><p>This qualitative study examines how teachers guide pretend play in ways that support learning, focusing on the topic of digitalization and digital transformation.</p></div><div><h3>Sample</h3><p>Fifteen teachers took part in the study and implemented the pretend play suggestions in their kindergartens with children aged from four to six years.</p></div><div><h3>Method</h3><p>The pretend play was filmed. The video data were structured and sequences of teachers joining in the pretend play and guiding from within were selected. These sequences were analysed in-depth using multimodal interaction analysis.</p></div><div><h3>Results</h3><p>The results indicate that teachers guide pretend play from within by taking on different roles (play leader or co-player). Teachers model within pretend play, for example, by assigning tasks or thinking aloud, and provide scaffolding, encouraging children's learning about digitalization and digital transformation.</p></div><div><h3>Conclusion</h3><p>Through co-playing and leading, teachers support a prolonged and in-depth joint focus, as well as the agency of the children. Such guided play is termed “sustained shared playing” and has great potential for learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101945"},"PeriodicalIF":6.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000720/pdfft?md5=1241149cb7aef84664b9234da187d829&pid=1-s2.0-S0959475224000720-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290564","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":"Student characteristics and effort during test-taking","authors":"Lex Borghans ,&nbsp;Ron Diris ,&nbsp;Mariana Tavares","doi":"10.1016/j.learninstruc.2024.101924","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101924","url":null,"abstract":"<div><h3>Background</h3><p>Achievement tests are designed as measurement tools for student knowledge and learning, but also reflect student effort during the test. Understanding better what determines differences in (different dimensions of) effort can help in understanding what measured achievement differences reflect.</p></div><div><h3>Aim</h3><p>We analyze how test-taking effort relates to students’ demographic characteristics, past attainment and personality traits.</p></div><div><h3>Data</h3><p>13,791 9th grade students in the Netherlands, administered in 2012, 2014 and 2016, answering a total of 449,956 observations.</p></div><div><h3>Methods</h3><p>We distinguish between two measures of effort: solution behavior and response time given solution behavior. We estimate multi-level cross-classified models that include individual and test characteristics as predictors. We further include interaction terms between question position and individual characteristics, to identify how effort decline across the test differs by student type.</p></div><div><h3>Results</h3><p>Girls, high achievers, more agreeable, more conscientious and less extravert students exert more effort. Differences by past achievement are especially large and further increase along the test, while differences in other characteristics tend to be more stable. Effort differences by socioeconomic status are relatively small.</p></div><div><h3>Conclusions</h3><p>Systematic differences between different types of students can partly reflect differences in test effort across these groups. Thus, test effort should be considered when analyzing achievement gaps and differences across learning outcomes. Tests with different test lengths imply different measures of educational inequality through differential effort declines.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101924"},"PeriodicalIF":6.2,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285893","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 achievement goals and self-efficacy matter for feedback use?","authors":"Melanie V. Keller,&nbsp;Markus Dresel,&nbsp;Martin Daumiller","doi":"10.1016/j.learninstruc.2024.101948","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101948","url":null,"abstract":"<div><h3>Background</h3><p>Instructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. Students’ motivation as a central determinant of how students perceive feedback and incorporate it into their learning process offers potential to explain and foster successful feedback use but is still little understood. In detail, students’ achievement goals, serving as representations of what students strive for in learning settings, and students’ self-efficacy for revision, are two particularly relevant motivational concepts that can offer insights into how students perceive feedback and use it for revising their work.</p></div><div><h3>Aims</h3><p>In this study, we aim to elucidate how achievement goals and self-efficacy explain feedback perception and use.</p></div><div><h3>Methods and Sample</h3><p>A sample of 182 German higher education students reported on their achievement goals for a task, self-efficacy for revising their task, perceived usefulness of the feedback they received, and achievement emotions when reading their feedback in three separate feedback occasions. The use of the feedback for revising their task was measured with both self-report measures and a computer-based similarity score.</p></div><div><h3>Results</h3><p>Results of two-level path modeling revealed self-efficacy for revision to be linked to perceived usefulness of feedback and emotions while receiving feedback, as well as feedback use. Learning and work avoidance goals for the task predicted perceived usefulness of feedback, which was in turn the strongest predictor of feedback use.</p></div><div><h3>Conclusions</h3><p>The findings support the theoretical role of motivational factors for feedback perception and use, and emphasize the importance of fostering students’ self-efficacy in utilizing feedback and encouraging learning goals.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101948"},"PeriodicalIF":6.2,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000756/pdfft?md5=98a781346fb7e34a9d4d9eff62f813db&pid=1-s2.0-S0959475224000756-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141242032","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":"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":"93 ","pages":"Article 101956"},"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":"93 ","pages":"Article 101949"},"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":"93 ","pages":"Article 101947"},"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":"93 ","pages":"Article 101943"},"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}