Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.
许多技术干预措施都利用体育活动（PA，即涉及全身运动的活动）为青少年提供积极和富有成效的学习体验。然而，人们对体育活动如何作为一种学习媒介还缺乏系统的了解--例如，体育活动如何支持学习，以及如何设计技术来支持基于体育活动的学习。本文对以 PA 为基础、以技术为媒介的青少年学习体验进行了系统的文献综述（N = 141），重点关注 PA 如何支持学习、涉及哪些技术以及相关挑战。通过内容分析，我们确定了将 PA 与学习相结合的四种方法（即 PA 体现学习内容、作为学习任务的功能输入方法、引导学习者通过不同的学习网站，以及为学习活动生成数据），以及全身互动学习环境和移动应用程序等支持技术。然而，可能会出现许多挑战，如平衡学习和 PA，以及技术的可扩展性和可靠性。最后，我们将就更多基于 PA 的学习体验和技术的设计意义进行讨论和反思。总之，本文系统地概述了为青少年设计体能活动学习体验的不同方法，可作为未来设计体能活动学习体验和技术的参考。
{"title":"Leveraging Physical Activities to Support Learning for Young People via Technologies: An Examination of Educational Practices Across the Field","authors":"Junnan Yu, Tian Xu, Camryn Kelley, Janet Ruppert, Ricarose Roque","doi":"10.3102/00346543241248464","DOIUrl":"https://doi.org/10.3102/00346543241248464","url":null,"abstract":"Many technological interventions have leveraged physical activity (PA, i.e., activities that involve whole-body movements) to provide young people with active and productive learning experiences. However, there is a lack of systematic understanding of how PA can serve as a learning medium—for example, how PA can support learning and how to design technologies to support PA-based learning. This paper conducts a systematic literature review (N = 141) of PA-based, technology-mediated learning experiences for young people with a focus on how PA supports learning, what technologies are involved, and the associated challenges. Through content analysis, we identified four approaches of how PA and learning were combined (i.e., PA embodied learning content, served as a functional input method for learning tasks, guided learners through different learning sites, and generated data for learning activities) and supporting technologies like full-body interaction learning environments and mobile apps. However, many challenges might arise, such as balancing learning and PA, as well as the scalability and reliability of technologies. We conclude with a discussion and reflection on design implications for more PA-based learning experiences and technologies. Overall, this paper provides a systematic overview of the different ways to design physically active learning experiences for young people and can serve as a reference for future designs of physically active learning experiences and technologies.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141125063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-01DOI: 10.3102/00346543241247227
Ali Derakhshan, Timothy Teo, Esmaeel Saeedy Robat, Mostafa Janebi Enayat, Akbar A. Jahanbakhsh
This meta-analysis included 27 empirical studies to explore the effectiveness of robot-assisted language learning (RALL) as well as the moderating effects of a number of variables. The comparison of 64 effect sizes from 2,637 participants indicated significant variability between the independent samples. The overall results showed that the combined linguistic and affective gain of RALL was significant. The results of moderator analysis showed that most moderators, including place of the study, type of robot, publication type, instructional level of the learners, design of the study, time points of assessment, learning setting, second language (L2) proficiency level, type of assessment, language domain, and the non-RALL condition had no significant effects on learning outcomes. However, the moderating effect of the participants’ age was significant as RALL was found to be more effective for elementary school students (7–12 years old). The findings provide insights into the design of effective robots for second language acquisition (SLA) that support learners with certain characteristics.
{"title":"Robot-Assisted Language Learning: A Meta-Analysis","authors":"Ali Derakhshan, Timothy Teo, Esmaeel Saeedy Robat, Mostafa Janebi Enayat, Akbar A. Jahanbakhsh","doi":"10.3102/00346543241247227","DOIUrl":"https://doi.org/10.3102/00346543241247227","url":null,"abstract":"This meta-analysis included 27 empirical studies to explore the effectiveness of robot-assisted language learning (RALL) as well as the moderating effects of a number of variables. The comparison of 64 effect sizes from 2,637 participants indicated significant variability between the independent samples. The overall results showed that the combined linguistic and affective gain of RALL was significant. The results of moderator analysis showed that most moderators, including place of the study, type of robot, publication type, instructional level of the learners, design of the study, time points of assessment, learning setting, second language (L2) proficiency level, type of assessment, language domain, and the non-RALL condition had no significant effects on learning outcomes. However, the moderating effect of the participants’ age was significant as RALL was found to be more effective for elementary school students (7–12 years old). The findings provide insights into the design of effective robots for second language acquisition (SLA) that support learners with certain characteristics.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141052527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-04DOI: 10.3102/00346543241239955
Robin R. LaSota, J. Polanin, Laura W. Perna, Melissa A. Rodgers, Megan J. Austin
The College Board reported that, in 2022–2023, about two thirds of $177 billion in U.S. financial assistance awarded to undergraduates through programs sponsored by the federal government, state governments, colleges and universities, philanthropic organizations, and other entities was in the form of grants. While researchers have examined the effects of individual grant aid programs on particular college student outcomes, results have indicated varied effects. Moreover, individual study findings have not been widely synthesized or examined to understand why some programs succeed where others do not. We conducted a comprehensive systematic review and meta-analysis to provide structure to this varied field and better understand programmatic effects. The results of the systematic searching and screening yielded 86 studies, across seven outcome domains, and the meta-analysis synthesized findings from 709 effect sizes from study samples representing 7,656,062 individuals. The meta-analytic results found small but meaningful positive average effects on college enrollment, credit accumulation, persistence, and completion. We cannot conclude from available studies that grant aid increased academic achievement or postcollege labor market outcomes. We also found that grants had larger positive effects on credit accumulation for studies with samples of students at 2-year institutions and studies that combined samples of 2- and 4-year students than for studies with samples of students at 4-year institutions only. Using a relatively new method called an evidence gap map, we illustrate where researchers should focus on producing new evidence.
{"title":"Does Aid Matter? A Systematic Review and Meta-Analysis of the Effects of Grant Aid on College Student Outcomes","authors":"Robin R. LaSota, J. Polanin, Laura W. Perna, Melissa A. Rodgers, Megan J. Austin","doi":"10.3102/00346543241239955","DOIUrl":"https://doi.org/10.3102/00346543241239955","url":null,"abstract":"The College Board reported that, in 2022–2023, about two thirds of $177 billion in U.S. financial assistance awarded to undergraduates through programs sponsored by the federal government, state governments, colleges and universities, philanthropic organizations, and other entities was in the form of grants. While researchers have examined the effects of individual grant aid programs on particular college student outcomes, results have indicated varied effects. Moreover, individual study findings have not been widely synthesized or examined to understand why some programs succeed where others do not. We conducted a comprehensive systematic review and meta-analysis to provide structure to this varied field and better understand programmatic effects. The results of the systematic searching and screening yielded 86 studies, across seven outcome domains, and the meta-analysis synthesized findings from 709 effect sizes from study samples representing 7,656,062 individuals. The meta-analytic results found small but meaningful positive average effects on college enrollment, credit accumulation, persistence, and completion. We cannot conclude from available studies that grant aid increased academic achievement or postcollege labor market outcomes. We also found that grants had larger positive effects on credit accumulation for studies with samples of students at 2-year institutions and studies that combined samples of 2- and 4-year students than for studies with samples of students at 4-year institutions only. Using a relatively new method called an evidence gap map, we illustrate where researchers should focus on producing new evidence.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140744994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-02DOI: 10.3102/00346543241241336
Molly Baustien Siuty, Maggie R. Beneke, Tamara Handy
White saviorism is a well-documented phenomenon in the education literature. Particularly, researchers have made connections between white saviorism and teacher preparation for urban contexts serving Students of Color negatively impacted by legacies of systemic racism. Scholars are increasingly taking an intersectional lens to understand the ways in which racism and ableism intersect, yet much of the literature on white saviorism does not critically examine the role of ableism. In this meta-ethnography, we review extant qualitative research on urban teacher preparation in an effort to extend the analysis to include a robust examination of ableism and deepen our understandings of white supremacy in these spaces. To this end, we conceptualize white-ability saviorism as a more comprehensive and precise way to understand the dynamics at play in urban teacher preparation that contribute to white supremacy and perpetuate educational inequities for urban Communities of Color.
{"title":"Conceptualizing White-Ability Saviorism: A Necessary Reckoning With Ableism in Urban Teacher Education","authors":"Molly Baustien Siuty, Maggie R. Beneke, Tamara Handy","doi":"10.3102/00346543241241336","DOIUrl":"https://doi.org/10.3102/00346543241241336","url":null,"abstract":"White saviorism is a well-documented phenomenon in the education literature. Particularly, researchers have made connections between white saviorism and teacher preparation for urban contexts serving Students of Color negatively impacted by legacies of systemic racism. Scholars are increasingly taking an intersectional lens to understand the ways in which racism and ableism intersect, yet much of the literature on white saviorism does not critically examine the role of ableism. In this meta-ethnography, we review extant qualitative research on urban teacher preparation in an effort to extend the analysis to include a robust examination of ableism and deepen our understandings of white supremacy in these spaces. To this end, we conceptualize white-ability saviorism as a more comprehensive and precise way to understand the dynamics at play in urban teacher preparation that contribute to white supremacy and perpetuate educational inequities for urban Communities of Color.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140754266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.3102/00346543241241327
Kathy A. Mills, Jen Cope, Laura Scholes, Luke Rowe
Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are the key features of learning environments that successfully develop students’ coding and computational thinking? (b) What is the impact of student engagement in coding and computational thinking on learning outcomes across curriculum areas? (c) What pedagogical constraints are evident for coding and computational thinking, including across curriculum areas? and (d) Which conceptual frameworks support coding and computational thinking, and what has been marginalized or excluded? The review advances knowledge of coding and computational thinking—vital to guide and develop future AI-based solutions to real-world problems that challenge disciplinary boundaries.
{"title":"Coding and Computational Thinking Across the Curriculum: A Review of Educational Outcomes","authors":"Kathy A. Mills, Jen Cope, Laura Scholes, Luke Rowe","doi":"10.3102/00346543241241327","DOIUrl":"https://doi.org/10.3102/00346543241241327","url":null,"abstract":"Teaching coding and computational thinking is an emerging educational imperative, now embedded in compulsory curriculum in the United States, Finland, the UK, Germany, Belgium, the Netherlands, New Zealand, and Australia. This meta-synthesis of 49 studies critically reviews recent international research (2009–2022) of coding and computational thinking as core and integrated across the curriculum. It addresses four essential problems: (a) What are the key features of learning environments that successfully develop students’ coding and computational thinking? (b) What is the impact of student engagement in coding and computational thinking on learning outcomes across curriculum areas? (c) What pedagogical constraints are evident for coding and computational thinking, including across curriculum areas? and (d) Which conceptual frameworks support coding and computational thinking, and what has been marginalized or excluded? The review advances knowledge of coding and computational thinking—vital to guide and develop future AI-based solutions to real-world problems that challenge disciplinary boundaries.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140769758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.3102/00346543241233015
Dustin S. J. Van Orman, Chad M. Gotch, Kira J. Carbonneau
Teachers’ approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment—assessment for learning (AfL). AfL (also known as formative assessment) is a planned process of instructionally embedded assessment wherein students and teachers collaborate within goal-driven activity, monitor and communicate around evidence of learning, and reflect on evidence of learning to strategize actions to improve. We examined how teacher candidates learned to enact AfL within 70 studies published between 1998 and May 2022. Results illuminate how teacher candidates can learn to enact AfL through a combination of explicit instruction, modeling of AfL, and cyclical opportunities to enact AfL; get feedback; and attune instruction/assessment during their teacher preparation. However, we also uncovered contexts, structures, and practical considerations within teacher education that limit teacher candidates’ learning and enactment of AfL.
{"title":"Preparing Teacher Candidates to Assess for Learning: A Systematic Review","authors":"Dustin S. J. Van Orman, Chad M. Gotch, Kira J. Carbonneau","doi":"10.3102/00346543241233015","DOIUrl":"https://doi.org/10.3102/00346543241233015","url":null,"abstract":"Teachers’ approaches and mindsets for assessment affect student learning, motivation, and social-emotional well-being. This systematic review examines how initial teacher education programs prepare teachers to enact one core purpose of classroom assessment—assessment for learning (AfL). AfL (also known as formative assessment) is a planned process of instructionally embedded assessment wherein students and teachers collaborate within goal-driven activity, monitor and communicate around evidence of learning, and reflect on evidence of learning to strategize actions to improve. We examined how teacher candidates learned to enact AfL within 70 studies published between 1998 and May 2022. Results illuminate how teacher candidates can learn to enact AfL through a combination of explicit instruction, modeling of AfL, and cyclical opportunities to enact AfL; get feedback; and attune instruction/assessment during their teacher preparation. However, we also uncovered contexts, structures, and practical considerations within teacher education that limit teacher candidates’ learning and enactment of AfL.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140080217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.3102/00346543231226336
Taísa Oliveira, Cosmin Nada, António Magalhães
Over the past two decades, debates surrounding the marketization of higher education worldwide have intensified. The impact it is having specifically on academics and their careers is less well documented, but enough literature has emerged to certainly warrant a review. To investigate the topic, a systematic literature review was conducted to examine the implications of the increased marketization of higher education on academic careers. This secondary research reviewed 54 documents that included both theoretical contributions and empirical findings from 21 different national contexts. Our findings indicate that academic careers are affected on at least two levels: first, on a material level, career structures have undergone a progressive precarization, marked by an increase in temporary contracts and part-time jobs; and second, on an ideological level, in which fatalistic narratives such as “there is no other way out of the neoliberal game” appear to be prevalent. Our findings suggest that key collective and political aspects of academics’ careers may have become depoliticized through the individualistic “careerist strategies” they are encouraged to embrace to survive in an academic career.
{"title":"Navigating an Academic Career in Marketized Universities: Mapping the International Literature","authors":"Taísa Oliveira, Cosmin Nada, António Magalhães","doi":"10.3102/00346543231226336","DOIUrl":"https://doi.org/10.3102/00346543231226336","url":null,"abstract":"Over the past two decades, debates surrounding the marketization of higher education worldwide have intensified. The impact it is having specifically on academics and their careers is less well documented, but enough literature has emerged to certainly warrant a review. To investigate the topic, a systematic literature review was conducted to examine the implications of the increased marketization of higher education on academic careers. This secondary research reviewed 54 documents that included both theoretical contributions and empirical findings from 21 different national contexts. Our findings indicate that academic careers are affected on at least two levels: first, on a material level, career structures have undergone a progressive precarization, marked by an increase in temporary contracts and part-time jobs; and second, on an ideological level, in which fatalistic narratives such as “there is no other way out of the neoliberal game” appear to be prevalent. Our findings suggest that key collective and political aspects of academics’ careers may have become depoliticized through the individualistic “careerist strategies” they are encouraged to embrace to survive in an academic career.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139811446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-02DOI: 10.3102/00346543231226336
Taísa Oliveira, Cosmin Nada, António Magalhães
Over the past two decades, debates surrounding the marketization of higher education worldwide have intensified. The impact it is having specifically on academics and their careers is less well documented, but enough literature has emerged to certainly warrant a review. To investigate the topic, a systematic literature review was conducted to examine the implications of the increased marketization of higher education on academic careers. This secondary research reviewed 54 documents that included both theoretical contributions and empirical findings from 21 different national contexts. Our findings indicate that academic careers are affected on at least two levels: first, on a material level, career structures have undergone a progressive precarization, marked by an increase in temporary contracts and part-time jobs; and second, on an ideological level, in which fatalistic narratives such as “there is no other way out of the neoliberal game” appear to be prevalent. Our findings suggest that key collective and political aspects of academics’ careers may have become depoliticized through the individualistic “careerist strategies” they are encouraged to embrace to survive in an academic career.
{"title":"Navigating an Academic Career in Marketized Universities: Mapping the International Literature","authors":"Taísa Oliveira, Cosmin Nada, António Magalhães","doi":"10.3102/00346543231226336","DOIUrl":"https://doi.org/10.3102/00346543231226336","url":null,"abstract":"Over the past two decades, debates surrounding the marketization of higher education worldwide have intensified. The impact it is having specifically on academics and their careers is less well documented, but enough literature has emerged to certainly warrant a review. To investigate the topic, a systematic literature review was conducted to examine the implications of the increased marketization of higher education on academic careers. This secondary research reviewed 54 documents that included both theoretical contributions and empirical findings from 21 different national contexts. Our findings indicate that academic careers are affected on at least two levels: first, on a material level, career structures have undergone a progressive precarization, marked by an increase in temporary contracts and part-time jobs; and second, on an ideological level, in which fatalistic narratives such as “there is no other way out of the neoliberal game” appear to be prevalent. Our findings suggest that key collective and political aspects of academics’ careers may have become depoliticized through the individualistic “careerist strategies” they are encouraged to embrace to survive in an academic career.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139871697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.3102/00346543231216958
Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie
Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K–12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners’ cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators’ choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments’ suitability and alignment with learning objectives.
{"title":"Multidimensional Framing of Environments Beyond Blocks and Texts in K–12 Programming","authors":"Ndudi O. Ezeamuzie, Mercy Noyenim Ezeamuzie","doi":"10.3102/00346543231216958","DOIUrl":"https://doi.org/10.3102/00346543231216958","url":null,"abstract":"Computer programming provides a framework for interdisciplinary learning in sciences, arts and languages. However, increasing integration of programming in K–12 shows that the block-based and text-based dichotomy of programming environments does not reflect the spectrum of their affordance. Hence, educators are confronted with a fundamental hurdle of matching programming environments with learners’ cognitive abilities and learning objectives. This study addresses this challenge by analyzing 111 articles evaluating the affordances of programming environments to identify both structural and theoretical models to support educators’ choice of programming environments. The following dimensions of programming environments were identified: connectivity mode, interface natural language, language inheritance, age appropriateness, cost of environment, output interface, input interface, and project types. For each of these dimensions, the synthesis of the literature ranged from examining its nature and effect on learning programming to the implications of choosing an environment and the critical gaps that future studies should address. The findings offer instructors useful parameters to compare and assess programming environments’ suitability and alignment with learning objectives.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-03DOI: 10.3102/00346543231216437
Feifei Wang, Alan C. K. Cheung
Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on language learning achievement. Results indicate that robots’ social behaviors have mostly been applied in the studies with K–12 students, for learning vocabulary in English, including small sample sizes of below 80 participants, and lasting for one session. Second, various verbal and non-verbal behaviors of robots have been identified and applied, showing mixed results on language learning achievement. Third, robots’ social supportive behaviors have produced a positive effect on language learning achievement compared to neutral behaviors (g = 0.269). Finally, detailed suggestions for future research are discussed.
{"title":"Robots’ Social Behaviors for Language Learning: A Systematic Review and Meta-Analysis","authors":"Feifei Wang, Alan C. K. Cheung","doi":"10.3102/00346543231216437","DOIUrl":"https://doi.org/10.3102/00346543231216437","url":null,"abstract":"Although robots’ social behaviors are known for their capacity to facilitate learner–robot interaction for language learning, their application and effect have not been adequately explored. This study reviewed 59 empirical articles to examine the contexts and application of various social behaviors of robots for language learning, and conducted a meta-analysis of 18 study samples to evaluate the effect of robots’ social supportive behaviors on language learning achievement. Results indicate that robots’ social behaviors have mostly been applied in the studies with K–12 students, for learning vocabulary in English, including small sample sizes of below 80 participants, and lasting for one session. Second, various verbal and non-verbal behaviors of robots have been identified and applied, showing mixed results on language learning achievement. Third, robots’ social supportive behaviors have produced a positive effect on language learning achievement compared to neutral behaviors (g = 0.269). Finally, detailed suggestions for future research are discussed.","PeriodicalId":21145,"journal":{"name":"Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":11.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139451315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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