npj Science of Learning最新文献_第6页

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

Using virtual reality to study spatial mapping and threat learning. 利用虚拟现实技术研究空间映射和威胁学习。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-15 DOI: 10.1038/s41539-025-00305-6

Claire E Marino, Pavel Rjabtsenkov, Caitlin Sharp, Zonia Ali, Evelyn Pineda, Shreya Y Bavdekar, Tanya Garg, Kendal Jordan, Mary Halvorsen, Carlos Aponte, Julie Blue, Xi Zhu, Benjamin Suarez-Jimenez

{"title":"Using virtual reality to study spatial mapping and threat learning.","authors":"Claire E Marino, Pavel Rjabtsenkov, Caitlin Sharp, Zonia Ali, Evelyn Pineda, Shreya Y Bavdekar, Tanya Garg, Kendal Jordan, Mary Halvorsen, Carlos Aponte, Julie Blue, Xi Zhu, Benjamin Suarez-Jimenez","doi":"10.1038/s41539-025-00305-6","DOIUrl":"10.1038/s41539-025-00305-6","url":null,"abstract":"Using spatial mapping processes to discriminate between threat and safety is crucial for survival. Little is known why some fail to discriminate during contextual conditioning. We used a virtual reality (VR) contextual conditioning paradigm to elucidate the effects of state and trait anxiety on contextual threat learning. Participants (n = 70) \"picked\" flowers in a VR environment. Dangerous zone flowers predicted an electric shock, while safe zone flowers did not. Between trials, participants completed a spatial memory task. Galvanic skin response (GSR) and State Trait Anxiety Inventory scores were recorded. Participants were considered learners for correctly identifying both zones. Non-learners, compared to learners, performed worse during the spatial memory task and demonstrated higher state anxiety scores and GSR. Learners showed higher skin conductance response (SCR) in the dangerous compared to the safe zone, while non-learners showed no SCR differences between zones. Results indicate state anxiety may impair spatial mapping, disrupting contextual threat learning.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"14"},"PeriodicalIF":3.6,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11910644/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143634713","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

The control of movement gradually transitions from feedback control to feedforward adaptation throughout childhood. 在整个童年时期，对运动的控制逐渐从反馈控制过渡到前馈适应。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-11 DOI: 10.1038/s41539-025-00304-7

Laura A Malone, Nayo M Hill, Haley Tripp, Vadim Zipunnikov, Daniel M Wolpert, Amy J Bastian

{"title":"The control of movement gradually transitions from feedback control to feedforward adaptation throughout childhood.","authors":"Laura A Malone, Nayo M Hill, Haley Tripp, Vadim Zipunnikov, Daniel M Wolpert, Amy J Bastian","doi":"10.1038/s41539-025-00304-7","DOIUrl":"10.1038/s41539-025-00304-7","url":null,"abstract":"The ability to adjust movements in response to perturbations is key for an efficient and mature nervous system, which relies on two complementary mechanisms - feedforward adaptation and feedback control. We examined the developmental trajectory of how children employ these two mechanisms using a previously validated visuomotor rotation task, conducted remotely in a large cross-sectional cohort of children aged 3-17 years and adults (n = 656; 353 males & 303 females). Results revealed a protracted developmental trajectory, with children up to ~13-14 years showing immature adaptation. Younger children relied more on feedback control to succeed. When adaptation was the only option, they struggled to succeed, highlighting a limited ability to adapt. Our results show a gradual shift from feedback control to adaptation learning throughout childhood. We also generated percentile curves for adaptation and overall performance, providing a reference for understanding the development of motor adaptation and its trade-off with feedback control.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"13"},"PeriodicalIF":3.6,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11897242/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606670","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

Immersive auditory-cognitive training improves speech-in-noise perception in older adults with varying hearing and working memory. 沉浸式听觉认知训练可以提高听力和工作记忆不同的老年人在噪音中讲话的感知能力。

IF 3.6 1区心理学

npj Science of Learning Pub Date : 2025-03-07 DOI: 10.1038/s41539-025-00306-5

Vanessa Frei, Nathalie Giroud

{"title":"Immersive auditory-cognitive training improves speech-in-noise perception in older adults with varying hearing and working memory.","authors":"Vanessa Frei, Nathalie Giroud","doi":"10.1038/s41539-025-00306-5","DOIUrl":"10.1038/s41539-025-00306-5","url":null,"abstract":"Ageing is associated with elevated pure-tone thresholds, accompanied by increased difficulties in understanding speech-in-noise. While amplification provides important, but insufficient support, auditory-cognitive training (ACT) might propose a solution. However, generalized effects have been scarce, highlighting the necessity of training designs targeting naturalistic listening situations. We addressed this issue by designing a short-term ACT in a purely auditory- and a virtual multisensory environment, targeting both, sensory and cognitive processing of natural speech. 40 healthy older participants with varying hearing- and cognitive capacities were exposed to both trainings (cross-over design), while speech-in-noise perception was measured before and after each session. Immersive ACT exposure resulted in increased speech-in-noise perception, particularly for individuals with more pronounced hearing loss or reduced auditory working memory capacity. These results demonstrate that combining sensory and cognitive training elements, particularly in a multisensory environment, has the potential to improve speech in noise perception.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"12"},"PeriodicalIF":3.6,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11889142/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143587618","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