npj Science of Learning最新文献

Pavlovian to instrumental transfer of control over fight or flight decisions. 巴甫洛夫对战斗或逃跑决定的控制转移。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-28 DOI: 10.1038/s41539-025-00331-4

Andreas B Eder, Vanessa Mitschke

引用次数: 0

Triggers of curiosity in social constructivist classroom discourse. 社会建构主义课堂话语中好奇心的触发因素。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-28 DOI: 10.1038/s41539-025-00330-5

Farhan Ali, Yuhan Wang, Serena J-W Wang, Gaoxia Zhu

引用次数: 0

Unveiling the neural mechanisms of supernatural fiction comprehension using fNIRS. 利用近红外光谱揭示超自然小说理解的神经机制。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-24 DOI: 10.1038/s41539-025-00327-0

Xiaodong Xu, Cheng Jia, Kang Chen, Lijuan Chen

{"title":"Unveiling the neural mechanisms of supernatural fiction comprehension using fNIRS.","authors":"Xiaodong Xu, Cheng Jia, Kang Chen, Lijuan Chen","doi":"10.1038/s41539-025-00327-0","DOIUrl":"10.1038/s41539-025-00327-0","url":null,"abstract":"This study used fNIRS (functional near-infrared spectroscopy) to investigate the neural mechanisms underlying the processing of supernatural fiction, featuring either fictional or realistic characters, compared to real-world stories. Participants' brain activations were recorded while they read supernatural/realistic scenarios. Results showed that reading supernatural scenarios activated sensorimotor and the related frontal regions, compared to reading realistic scenarios. Furthermore, reading supernatural texts with unexpected realistic characters resulted in additional brain activity in the left IFG, compared to reading supernatural texts with expected fictional characters. Mediation analyses indicated that the activation of the left sensorimotor cortex during the reading of supernatural scenarios is mediated by readers' social cognition. Moreover, there was increased functional connectivity among different brain regions within the simulation network, and between the simulation network and the social cognition network, during the understanding of supernatural narratives. These findings suggest that simulation is crucial for readers to comprehend and interpret supernatural stories.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"32"},"PeriodicalIF":3.6,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12103558/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144144036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Design of generative AI-powered pedagogy for virtual reality environments in higher education. 高等教育虚拟现实环境下生成式人工智能教学方法设计。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-23 DOI: 10.1038/s41539-025-00326-1

Ulla Hemminki-Reijonen, Noha M A M Hassan, Minna Huotilainen, Jaana-Maija Koivisto, Benjamin Ultan Cowley

{"title":"Design of generative AI-powered pedagogy for virtual reality environments in higher education.","authors":"Ulla Hemminki-Reijonen, Noha M A M Hassan, Minna Huotilainen, Jaana-Maija Koivisto, Benjamin Ultan Cowley","doi":"10.1038/s41539-025-00326-1","DOIUrl":"10.1038/s41539-025-00326-1","url":null,"abstract":"Emerging technologies are transforming education, necessitating research on their optimal integration. This article introduces an Intelligent Virtual Reality (IVR) approach that incorporates Generative Artificial Intelligence (GAI) through two GAI-powered pedagogical characters, aiming to address educational needs. This qualitative descriptive research had two phases: Needs Analysis and Pedagogical Design. The needs and ideas, collected from 66 educators, were classified into three categories: AI acting as a character, emerging technologies to assist student learning, and emerging technologies to help teachers. The Pedagogical Design involved integrating GAI and VR in a sustainability education setting, and developing two virtual characters, Tero and Madida, as an information source and a learning companion, respectively. Evaluation through iterative testing with domain experts and interviews suggested that these characters met 9 out of 12 identified needs, highlighting their potential to enhance higher education learning experiences. Future research could explore further refinements to address the remaining needs.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"31"},"PeriodicalIF":3.6,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12102349/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144133228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating epistemic emotions experienced while reading refutation texts through a fine-grained measure of emotion. 通过对情感的细粒度测量来调查阅读反驳文本时所经历的认知情绪。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-15 DOI: 10.1038/s41539-025-00324-3

Yi-Lun Jheng, Leen Catrysse, Sander Van de Cruys, Panayiota Kendeou, Karolien Poels, David Gijbels

{"title":"Investigating epistemic emotions experienced while reading refutation texts through a fine-grained measure of emotion.","authors":"Yi-Lun Jheng, Leen Catrysse, Sander Van de Cruys, Panayiota Kendeou, Karolien Poels, David Gijbels","doi":"10.1038/s41539-025-00324-3","DOIUrl":"10.1038/s41539-025-00324-3","url":null,"abstract":"The current study addressed the often-overlooked role of epistemic emotions in refuting misinformation by replicating and expanding on the work of Trevors and Kendeou (2020). It broadened the participant pool beyond well-educated college students and introduced a novel dynamic measure, \"DynamicEmo\", to capture epistemic emotions experienced while reading refutation texts in a more fine-grained way. Results reaffirmed that positive, negative, and standard refutation texts (vs. non-refutation texts) effectively enhanced knowledge revision. Analysis using DynamicEmo revealed that paragraphs presenting inconsistent information (misinformation+correction) in refutation texts elicited activating (curiosity and confusion) or suppressed deactivating epistemic emotions (boredom). Notably, in-the-moment negative epistemic emotions, triggered by critical correct-outcome sentences, were negatively predictive of knowledge revision, highlighting the significance of emotions experienced during critical parts of refutation text reading. This study demonstrated the key role of epistemic emotions in knowledge revision, while offering more granular insights through dynamic emotion measurement compared to traditional post-hoc self-reports.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"30"},"PeriodicalIF":3.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12081847/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education. K-12教育中ai驱动的智能辅导系统（ITS）系统综述。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-14 DOI: 10.1038/s41539-025-00320-7

Angélique Létourneau, Marion Deslandes Martineau, Patrick Charland, John Alexander Karran, Jared Boasen, Pierre Majorique Léger

{"title":"A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education.","authors":"Angélique Létourneau, Marion Deslandes Martineau, Patrick Charland, John Alexander Karran, Jared Boasen, Pierre Majorique Léger","doi":"10.1038/s41539-025-00320-7","DOIUrl":"https://doi.org/10.1038/s41539-025-00320-7","url":null,"abstract":"The use of artificial intelligence in education (AIEd) has grown exponentially in the last decade, particularly intelligent tutoring systems (ITSs). Despite the increased use of ITSs and their promise to improve learning, their real educational value remains unclear. This systematic review aims to identify the effects of ITSs on K-12 students' learning and performance and which experimental designs are currently used to evaluate them. The 28 studies analyzed in this systematic review included a total of 4597 students (N = 4597) and used quasi-experimental designs with varying intervention durations. Overall, our findings suggest that the effects of ITSs on learning and performance in K-12 education are generally positive but are found to be mitigated when compared to non-intelligent tutoring systems. However, additional research with longer interventions and increased sample sizes with greater diversity is warranted. Additionally, the ethical implications of using AI for teaching should be investigated.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"29"},"PeriodicalIF":3.6,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12078640/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Understanding the role of eye movement pattern and consistency during face recognition through EEG decoding. 通过脑电图解码了解眼动模式和一致性在人脸识别中的作用。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-12 DOI: 10.1038/s41539-025-00316-3

Guoyang Liu, Yueyuan Zheng, Michelle Hei Lam Tsang, Yazhou Zhao, Janet H Hsiao

{"title":"Understanding the role of eye movement pattern and consistency during face recognition through EEG decoding.","authors":"Guoyang Liu, Yueyuan Zheng, Michelle Hei Lam Tsang, Yazhou Zhao, Janet H Hsiao","doi":"10.1038/s41539-025-00316-3","DOIUrl":"10.1038/s41539-025-00316-3","url":null,"abstract":"Eye movement patterns and consistency during face recognition are both associated with recognition performance. We examined whether they reflect different mechanisms through EEG decoding. Eighty-four participants performed an old-new face recognition task with eye movement pattern and consistency quantified using eye movement analysis with hidden Markov models (EMHMM). Temporal dynamics of neural representation quality for face recognition were assessed through decoding old vs new faces using a support vector machine classifier. Results showed that a more eye-focused pattern was associated with higher decoding accuracy in the high-alpha band, reflecting better neural representation quality. In contrast, higher eye movement consistency was associated with shorter latency of peak decoding accuracy in the high-alpha band, which suggested more efficient neural representation development, in addition to higher ERP decoding accuracy. Thus, eye movement patterns are associated with neural representation effectiveness, whereas eye movement consistency reflects neural representation development efficiency, unraveling different aspects of cognitive processes.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"28"},"PeriodicalIF":3.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12069637/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reversal learning is influenced by cognitive flexibility and develops throughout early adolescence. 逆向学习受认知灵活性的影响，并在青春期早期得到发展。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-12 DOI: 10.1038/s41539-025-00308-3

Christoph Bamberg, Sarah Weigelt, Klara Hagelweide

{"title":"Reversal learning is influenced by cognitive flexibility and develops throughout early adolescence.","authors":"Christoph Bamberg, Sarah Weigelt, Klara Hagelweide","doi":"10.1038/s41539-025-00308-3","DOIUrl":"10.1038/s41539-025-00308-3","url":null,"abstract":"Learning behavioural responses and adapting them based on feedback is crucial from a young age, continuing to develop into young adulthood. This study examines the development trajectory and contributing factors from childhood to adulthood using a reversal learning paradigm. We tested 202 participants aged 10 to 22 in an online study, where they learned and reversed stimulus-outcome associations in a new blocked design paradigm and were assessed for working memory capacity. Results showed that reversal learning performance improved with age, particularly for 10- to 14-year-olds. Flexible responses to negative feedback correlated with better reversal learning. Additionally, pubertal development and working memory were positively associated with reversal learning. These findings align with previous research, highlighting flexible feedback responses as a key factor in reversal learning. As the overall rate of flexible reactions did not change with age, it could support reversal learning independent of age, potentially changing its role during development.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"27"},"PeriodicalIF":3.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12069702/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pragmatic AI in education and its role in mathematics learning and teaching. 教育中的语用人工智能及其在数学学与教中的作用。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-11 DOI: 10.1038/s41539-025-00315-4

Florence Gabriel, JohnPaul Kennedy, Rebecca Marrone, Simon Leonard

引用次数: 0

Hierarchical event segmentation of episodic memory in virtual reality. 虚拟现实情景记忆的分层事件分割。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-11 DOI: 10.1038/s41539-025-00321-6

Yue Li, Mikael Johansson, Andrey R Nikolaev

{"title":"Hierarchical event segmentation of episodic memory in virtual reality.","authors":"Yue Li, Mikael Johansson, Andrey R Nikolaev","doi":"10.1038/s41539-025-00321-6","DOIUrl":"https://doi.org/10.1038/s41539-025-00321-6","url":null,"abstract":"Contextual shifts are crucial for episodic memory, setting event boundaries during event segmentation. While lab research provides insights, it often lacks the complexity of real-world experiences. We addressed this gap by examining perceptual and conceptual boundaries using virtual reality (VR). Participants acted as salespeople, interacting with customers in a VR environment. Spatial boundaries separated visually distinct booths, while conceptual boundaries were defined by customer requests. Memory was assessed through a recency discrimination task. Results indicated boundary crossings impaired sequence memory, consistent with previous findings. Crucially, conceptual boundaries, but not spatial boundaries, significantly influenced the accuracy of sequence memory, suggesting that top-down processes dominate bottom-up perceptual processes in naturalistic event segmentation. Confidence in correct responses indicated that perceived memory quality was highest when participants stayed within and did not cross both spatially and conceptually defined events. Findings highlight VR's effectiveness for studying hierarchical contextual influences in interactive episodic memory tasks.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"25"},"PeriodicalIF":3.6,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065781/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144035224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0