Review of Educational Research最新文献

Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning 与聊天机器人聊天能提高语言学习成绩吗？聊天机器人辅助语言学习的元分析

Review of Educational Research Pub Date : 2024-06-14 DOI: 10.3102/00346543241255621

Feifei Wang, Alan C. K. Cheung, Amanda J. Neitzel, Ching Sing Chai

{"title":"Does Chatting with Chatbots Improve Language Learning Performance? A Meta-Analysis of Chatbot-Assisted Language Learning","authors":"Feifei Wang, Alan C. K. Cheung, Amanda J. Neitzel, Ching Sing Chai","doi":"10.3102/00346543241255621","DOIUrl":"https://doi.org/10.3102/00346543241255621","url":null,"abstract":"Given the importance of conversation practice in language learning, chatbots, especially ChatGPT, have attracted considerable attention for their ability to converse with learners using natural language. This review contributes to the literature by examining the currently unclear overall effect of using chatbots on language learning performance and comprehensively identifying important study characteristics that affect the overall effectiveness. We meta-analyzed 70 effect sizes from 28 studies, using robust variance estimation. The effects were assessed based on 18 study characteristics about learners, chatbots, learning objectives, context, communication/interaction, and methodological and pedagogical designs. Results indicated that using chatbots produced a positive overall effect on language learning performance ( g = 0.484), compared to nonchatbot conditions. Moreover, four characteristics (i.e., educational level, language level, interface design, and interaction capability) affected the overall effectiveness. In an in-depth discussion on how the 18 characteristics are related to the effectiveness, future implications for practice and research are presented.","PeriodicalId":506584,"journal":{"name":"Review of Educational Research","volume":"76 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141338024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From Being a Workforce to Agents of Change: An Interpretive Meta-ethnography of Different Approaches to Participatory Research With Young People 从 "劳动力 "到 "变革推动者"：对年轻人参与式研究的不同方法的解释性元民族志

Review of Educational Research Pub Date : 2024-06-05 DOI: 10.3102/00346543241255625

Aline Muff, Aviv Cohen, Tanya Hoshovsky

{"title":"From Being a Workforce to Agents of Change: An Interpretive Meta-ethnography of Different Approaches to Participatory Research With Young People","authors":"Aline Muff, Aviv Cohen, Tanya Hoshovsky","doi":"10.3102/00346543241255625","DOIUrl":"https://doi.org/10.3102/00346543241255625","url":null,"abstract":"A growing amount of educational research employs participatory methods in which young people actively gather and analyze data in collaboration with the investigators. Considering the diverse use of the label “participatory,” we examined participatory studies with young people to understand how researchers justify using this approach and conceptualize its purposes and goals, as well as these studies’ contributions to scholarship and youth’s civic learning. We conducted an interpretive meta-ethnography of 95 studies, identifying four distinct types of participatory studies with youth: technical, capacity building, justice-oriented, and transformative. We conclude that research that labels itself “participatory” but does not benefit the participants and their communities puts the approach’s credibility at risk. To challenge structural inequalities and power relations between participants and researchers, academic studies should better align with the transformative approach that has the potential to support youth in becoming agents of change by engaging them in self-directed civic learning and activism.","PeriodicalId":506584,"journal":{"name":"Review of Educational Research","volume":"4 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141382859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later 拼图学习40 多年后收集所有拼图的系统回顾

Review of Educational Research Pub Date : 2024-03-04 DOI: 10.3102/00346543241230064

Eva Vives, Céline Poletti, A. Robert, Fabrizio Butera, Pascal Huguet, I. Régner

{"title":"Learning With Jigsaw: A Systematic Review Gathering All the Pieces of the Puzzle More Than 40 Years Later","authors":"Eva Vives, Céline Poletti, A. Robert, Fabrizio Butera, Pascal Huguet, I. Régner","doi":"10.3102/00346543241230064","DOIUrl":"https://doi.org/10.3102/00346543241230064","url":null,"abstract":"The jigsaw classroom is a cooperative learning method designed in the late 1970s to improve the academic performance of minority children by reducing intergroup conflict and increasing self-evaluations. Despite its high popularity, the available evidence for the effectiveness of this method seems scant and mixed, with neither meta-analysis nor systematic review. To fill this gap, the authors conducted a systematic review of studies conducted from 1978 through 2022 to assess the effects of jigsaw on both academic performance and psychosocial variables (e.g., intergroup relationships, self-evaluations). Sixty-nine studies met the inclusion criteria. This review revealed the research trends, research gaps, and issues of research integrity of the jigsaw literature. If the results indicate that the jigsaw classroom overall leads to positive effects, findings vary depending on the academic subjects and psychosocial variables measured. The authors discuss the challenges of jigsaw activities and the limitations of studies reviewed and conclude with practical recommendations in the context of digital education.","PeriodicalId":506584,"journal":{"name":"Review of Educational Research","volume":"29 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension: A Cross-Linguistic and Developmental Investigation 句法技能与阅读理解之间关系的元分析：跨语言和发展调查

Review of Educational Research Pub Date : 2024-02-19 DOI: 10.3102/00346543241228185

Xiuhong Tong, Liyan Yu, S. Deacon

{"title":"A Meta-Analysis of the Relation Between Syntactic Skills and Reading Comprehension: A Cross-Linguistic and Developmental Investigation","authors":"Xiuhong Tong, Liyan Yu, S. Deacon","doi":"10.3102/00346543241228185","DOIUrl":"https://doi.org/10.3102/00346543241228185","url":null,"abstract":"Theories of reading comprehension have widely predicted a role for syntactic skills, or the ability to understand and manipulate the structure of a sentence. Yet, these theories are based primarily on English, leaving open the question of whether this remains true across typologically different languages such as English versus Chinese. There are substantial differences in the sentence structures of Chinese versus English, making the comparison of the two particularly interesting. We conducted a meta-analysis contrasting the relation between syntactic skills and reading comprehension in first language readers of English versus Chinese. We test the influence of languages as well as the influence of the grade and the metrics on the magnitude of this relation. We identified 59 studies published between 1986 and 2021, generating 234 effect sizes involving 15,212 participants from kindergarten to high school and above. The magnitude of effects was remarkably similar for studies of English (r = .54) and Chinese (r = .54) readers, with similarities at key developmental points and syntactic tasks. There was also some evidence of modulation by grade levels and the nature of syntactic tasks. These findings confirm theory-based predictions of the importance of syntactic skills to reading comprehension. Extending these predictions, demonstrating these effects for both English and Chinese suggests a universal influence of syntactic skills on reading comprehension.","PeriodicalId":506584,"journal":{"name":"Review of Educational Research","volume":"81 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Content and Quality of Comparative Tactical Game-Centered Approaches in Physical Education: A Systematic Review 体育教学中以游戏为中心的战术比较方法的内容和质量：系统回顾

Review of Educational Research Pub Date : 2024-02-19 DOI: 10.3102/00346543241227236

Ray Breed, R. Lindsay, A. Kittel, M. Spittle

引用次数: 0

“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy "是的，我能！"促进教师自我效能的干预研究的系统回顾和元分析

Review of Educational Research Pub Date : 2024-01-29 DOI: 10.3102/00346543231221499

Janina Täschner, Theresa Dicke, Sarah Reinhold, D. Holzberger

{"title":"“Yes, I Can!” A Systematic Review and Meta-Analysis of Intervention Studies Promoting Teacher Self-Efficacy","authors":"Janina Täschner, Theresa Dicke, Sarah Reinhold, D. Holzberger","doi":"10.3102/00346543231221499","DOIUrl":"https://doi.org/10.3102/00346543231221499","url":null,"abstract":"A high level of teacher self-efficacy is considered to be important for a successful and healthy teaching career. This preregistered meta-analysis focuses on whether and to what degree interventions can promote teacher self-efficacy. We included 115 studies representing 11,284 pre-service and in-service teachers in our meta-analysis. Interventions had a significant, positive effect on the promotion of teachers’ self-efficacy ( g = 0.47, RVE SE = 0.04, 95% CI = [0.40, 0.54]) with no significant differences between pre- and in-service teachers. A fine-grained coding and systematic review of the targeted sources of self-efficacy according to Bandura’s sociocognitive theory revealed that overall interventions including mastery experiences did not significantly differ from those without. However, interventions targeting only mastery experiences were the most successful for pre-service teachers ( g = 0.62, RVE SE = 0.11, CI = [0.35, 0.88]). Based on further moderator analyses, we recommend interventions to integrate reflective elements. Finally, future research should apply stricter study designs and more detailed intervention descriptions.","PeriodicalId":506584,"journal":{"name":"Review of Educational Research","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0