npj Science of Learning最新文献_第5页

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

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":"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":"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