npj Science of Learning最新文献_第2页

A new education agenda based on The International Science and Evidence Based Education Assessment. 基于国际科学与实证教育评估的新教育议程。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-10 DOI: 10.1038/s41539-024-00288-w

Nandini Chatterjee Singh, Tal Gilead, Anya Chakraborty, Jo Van Herwegen, Nienke van Atteveldt, Gregoire Borst, Stephanie Bugden, Kaja Jasinska, Jonathan Kay, Kenneth Pugh, Anantha Duraiappah

{"title":"A new education agenda based on The International Science and Evidence Based Education Assessment.","authors":"Nandini Chatterjee Singh, Tal Gilead, Anya Chakraborty, Jo Van Herwegen, Nienke van Atteveldt, Gregoire Borst, Stephanie Bugden, Kaja Jasinska, Jonathan Kay, Kenneth Pugh, Anantha Duraiappah","doi":"10.1038/s41539-024-00288-w","DOIUrl":"https://doi.org/10.1038/s41539-024-00288-w","url":null,"abstract":"The International Science and Evidence Based Education Assessment examined whether current education systems develop each person's full potential (aligned with the UN Declaration of Human Rights) and contribute to Sustainable Development Goal 4. Embracing a multidisciplinary approach, nearly 300 scientists from 45 countries conducted the assessment, calling for a shift in education's focus from economic growth to fostering human flourishing. Key findings included (a) the need for an integrative approach to learning, (b) moving beyond meritocracy and exploring potentiality as a better measure of student learning potential, and (c) using technology judiciously for scalable, equitable, and personalised learning. This paper seeks to highlight themes that were foundational to the assessment but not fully discussed within it. It advocates a global, transdisciplinary research agenda to close evidence gaps and inform policy to consider the complexity of the educational system and the need to think beyond existing conventions.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"24"},"PeriodicalIF":3.6,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12065901/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039492","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

Anterograde interference in multitask perceptual learning. 多任务知觉学习中的顺行干扰。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-09 DOI: 10.1038/s41539-025-00312-7

Jia Yang, Fang-Fang Yan, Tingting Wang, Zile Wang, Qingshang Ma, Jinmei Xiao, Xianyuan Yang, Zhong-Lin Lu, Chang-Bing Huang

{"title":"Anterograde interference in multitask perceptual learning.","authors":"Jia Yang, Fang-Fang Yan, Tingting Wang, Zile Wang, Qingshang Ma, Jinmei Xiao, Xianyuan Yang, Zhong-Lin Lu, Chang-Bing Huang","doi":"10.1038/s41539-025-00312-7","DOIUrl":"https://doi.org/10.1038/s41539-025-00312-7","url":null,"abstract":"Learning to perform multiple tasks robustly is a crucial facet of human intelligence, yet its mechanisms remain elusive. Here, we formulated four hypotheses concerning task interactions and investigated them by analyzing training sequence effects through a continual learning framework. Forty-nine subjects learned seven tasks sequentially, each of the seven groups following a distinct sequence. Results showed that subjects learning a task later in a sequence exhibited poorer performance in six tasks (Contrast, Vernier, Face, Motion, Auditory, and N-back tasks, except for the Shape task) compared to those who learned this task earlier. Interestingly, sequence position had minimal impact on forgetting. A complementary dual-task experiment corroborated these findings. Through detailed analyses of session and block learning curves, we revealed task-specific anterograde interference, but no retrograde interference. These findings support the integrated reweighting theory and shed light on the meta-plasticity mechanism governing how human brain balances plasticity and stability.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"23"},"PeriodicalIF":3.6,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12064804/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144025667","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

Morphology in children's books, and what it means for learning. 儿童书籍中的形态学，以及它对学习的意义。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-05 DOI: 10.1038/s41539-025-00313-6

Maria Korochkina, Kathleen Rastle

引用次数: 0

A qualitative systematic review on AI empowered self-regulated learning in higher education. 高等教育中人工智能自主学习的定性系统综述。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-05-03 DOI: 10.1038/s41539-025-00319-0

Min Lan, Xiaofeng Zhou

{"title":"A qualitative systematic review on AI empowered self-regulated learning in higher education.","authors":"Min Lan, Xiaofeng Zhou","doi":"10.1038/s41539-025-00319-0","DOIUrl":"https://doi.org/10.1038/s41539-025-00319-0","url":null,"abstract":"This systematic review explores the burgeoning intersection of Artificial Intelligence (AI) applications and self-regulated learning (SRL) in higher education. Aiming to synthesize empirical studies, we employed a qualitative approach to scrutinize AI's role in supporting SRL processes. Through a meticulous selection process adhering to PRISMA guidelines, we identified 14 distinct studies that leveraged AI applications, including chatbots, adaptive feedback systems, serious games, and e-textbooks, to support student autonomy. Our findings reveal a nuanced landscape where AI demonstrates potential in facilitating SRL's forethought, performance, and reflection phases, yet also highlights whether the agency is human-centered or AI-centered leading to variations in the SRL model. This review underscores the imperative for balanced AI integration, ensuring technological advantages are harnessed without undermining student self-efficacy. The implications suggest a future where AI is a thoughtfully woven thread in the SRL fabric of higher education, calling for further research to optimize this synergy.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"21"},"PeriodicalIF":3.6,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12049540/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041118","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

Evidence based approaches for enhancing vocational education worldwide. 世界范围内加强职业教育的循证方法。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-04-29 DOI: 10.1038/s41539-025-00317-2

Dragos Iliescu, Samuel Greiff, Andrei Ion

引用次数: 0

Tablet-based arithmetic fluency assessment reveals developments in math cognition and math achievement from childhood to adolescence. 基于平板电脑的数学流畅性评估揭示了儿童到青少年数学认知和数学成就的发展。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-04-24 DOI: 10.1038/s41539-025-00314-5

Ethan Roy, Mathieu Guillaume, Amandine Van Rinsveld, Bruce D McCandliss

{"title":"Tablet-based arithmetic fluency assessment reveals developments in math cognition and math achievement from childhood to adolescence.","authors":"Ethan Roy, Mathieu Guillaume, Amandine Van Rinsveld, Bruce D McCandliss","doi":"10.1038/s41539-025-00314-5","DOIUrl":"https://doi.org/10.1038/s41539-025-00314-5","url":null,"abstract":"Arithmetic fluency is regarded as a foundational math skill, typically measured as a single construct with pencil-and-paper-based timed assessments. We introduce a tablet-based assessment of single-digit fluency that captures individual trial response times across several embedded experimental contrasts of interest. A large (n = 824) cohort of 3rd- 7th grade students (ages 7-13 years) completed this task, revealing effects of operation and problem size in \"common\" problems (i.e., 5 + 3) often examined in studies of mathematical cognition. We also characterize performance on \"exceptional\" problems (i.e., 4 + 4), which are typically included in fluency tests, yet excluded from most cognitive studies. Overall, individuals demonstrated higher fluency on exceptional problems compared to common problems. However, common problems better predicted standardized tests scores and exhibited distinct patterns of speed-accuracy tradeoffs relative to exceptional problems. The affordances of tablet-based assessment to quantify multiple cognitive dynamics within chained fluency testspresent several advantages over traditional assessments, thus enriching the study of arithmetic fluency development at scale.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"19"},"PeriodicalIF":3.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12022183/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054359","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 tailored small group instruction intervention in mathematics benefits low achievers. 量身定制的数学小组教学干预有利于成绩较差的学生。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-04-17 DOI: 10.1038/s41539-025-00310-9

Michael Rosholm, Pia Beck Tonnesen, Klaus Rasmussen, Steffen Overgaard, Julie Vangsøe Færch, Signe Gottschau Malm, Jimmy Harder

引用次数: 0

Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity. 不同ai驱动的聊天机器人反馈对学习结果和大脑活动的影响。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-04-15 DOI: 10.1038/s41539-025-00311-8

Jiaqi Yin, Haoxin Xu, Yafeng Pan, Yi Hu

{"title":"Effects of different AI-driven Chatbot feedback on learning outcomes and brain activity.","authors":"Jiaqi Yin, Haoxin Xu, Yafeng Pan, Yi Hu","doi":"10.1038/s41539-025-00311-8","DOIUrl":"https://doi.org/10.1038/s41539-025-00311-8","url":null,"abstract":"Artificial intelligence (AI) driven chatbots provide instant feedback to support learning. Yet, the impacts of different feedback types on behavior and brain activation remain underexplored. We investigated how metacognitive, affective, and neutral feedback from an educational chatbot affected learning outcomes and brain activity using functional near-infrared spectroscopy. Students receiving metacognitive feedback showed higher transfer scores, greater metacognitive sensitivity, and increased brain activation in the frontopolar area and middle temporal gyrus compared to other feedback types. Such activation correlated with metacognitive sensitivity. Students receiving affective feedback showed better retention scores than those receiving neutral feedback, along with higher activation in the supramarginal gyrus. Students receiving neutral feedback exhibited higher activation in the dorsolateral prefrontal cortex than other feedback types. The machine learning model identified key brain regions that predicted transfer scores. These findings underscore the potential of diverse feedback types in enhancing learning via human-chatbot interaction, and provide neurophysiological signatures.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"17"},"PeriodicalIF":3.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12000334/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144051260","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

Long-term cognitive and neurophysiological effects of mental rotation training. 心理旋转训练的长期认知和神经生理效应。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-04-02 DOI: 10.1038/s41539-025-00309-2

Linlin Dong, Yufeng Ke, Xiaodong Zhu, Shuang Liu, Dong Ming

{"title":"Long-term cognitive and neurophysiological effects of mental rotation training.","authors":"Linlin Dong, Yufeng Ke, Xiaodong Zhu, Shuang Liu, Dong Ming","doi":"10.1038/s41539-025-00309-2","DOIUrl":"10.1038/s41539-025-00309-2","url":null,"abstract":"Mental rotation, a crucial aspect of spatial cognition, can be improved through repeated practice. However, the long-term effects of combining training with non-invasive brain stimulation and its neurophysiological correlates are not well understood. This study examined the lasting effects of a 10-day mental rotation training with high-definition transcranial direct current stimulation (HD-tDCS) on behavioral and neural outcomes in 34 healthy participants. Participants were randomly assigned to the Active and Shan groups, with equal group sizes. Mental rotation tests and EEG recordings were conducted at baseline, 1 day, 20 days, and 90 days post-training. Although HD-tDCS showed no significant effect, training led to improved accuracy, faster response times, and enhanced task-evoked EEG responses, with benefits lasting up to 90 days. Notably, task-evoked EEG responses remained elevated 20 days post-training. Individual differences, such as gender and baseline performance, influenced the outcomes. These results emphasize the potential of mental rotation training for cognitive enhancement and suggest a need for further investigation into cognition-related neuroplasticity.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"16"},"PeriodicalIF":3.6,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11965443/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774555","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

Short naps improve subsequent learning in a high school setting. 在高中环境中，短暂的小睡可以改善随后的学习。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-22 DOI: 10.1038/s41539-025-00307-4

Vanessa Vidal, Matias R Pretel, Lucila Capurro, Leonela M Tassone, Malen D Moyano, Romina G Malacari, Luis I Brusco, Fabricio M Ballarini, Cecilia Forcato

{"title":"Short naps improve subsequent learning in a high school setting.","authors":"Vanessa Vidal, Matias R Pretel, Lucila Capurro, Leonela M Tassone, Malen D Moyano, Romina G Malacari, Luis I Brusco, Fabricio M Ballarini, Cecilia Forcato","doi":"10.1038/s41539-025-00307-4","DOIUrl":"10.1038/s41539-025-00307-4","url":null,"abstract":"Neuroscience findings offer promising ways to enhance performance in educational settings. Adolescents often experience sleep deprivation, impacting memory processes crucial for learning. The synaptic homeostasis hypothesis (SHY) posits that non-rapid eye movement (NREM) sleep, particularly slow wave activity (0.5-4 Hz), downscales synapses potentiated during wakefulness, facilitating post-sleep encoding. Here, we evaluate the impact of a short nap on memory encoding of a biology lesson in a classroom setting. High school students were randomly assigned to a Nap group allowed to sleep (35-min sleep opportunity) or a Control group engaging in calm activities. Afterwards, they received the lesson and were immediately tested. The Nap group showed better memory encoding, but this was not explained by NREM sleep. Instead, longer periods of NREM sleep showed a negative correlation with performance, possibly due to sleep inertia. Thus, while short naps can enhance academic performance, careful timing may help mitigate potential sleep inertia effects.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"15"},"PeriodicalIF":3.6,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11929774/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693713","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