Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2025.102096
Sahar Aghajari, Harald Lachnit, Metin Üngör
In two experiments, we investigated the capacity of musical stimuli in establishing context-dependent behavior using a human predictive learning paradigm. The first experiment employed a conditional discrimination task, in which musical contexts provided information to solve the discrimination problem. During a learning phase, participants were trained to discriminate between two stimuli (X + , Y-) in Context A, with the discrimination being reversed (X-, Y+) in Context B. Results from a subsequent test phase revealed that participants adjusted their responses to the stimuli according to the musical contexts. The second experiment used an ABA renewal design to examine whether changes in musical context could lead to response recovery following extinction. In Phase 1, participants learned to predict an outcome based on Cue X in Context A, but this response was extinguished in Context B during Phase 2. In the Test Phase, returning to Context A led to the recovery of the initially learned response. The present results show that musical stimuli can serve as contextual cues in human learning, and we discuss theoretical as well as clinical implications of our findings.
{"title":"Music as a contextual cue in human predictive learning","authors":"Sahar Aghajari, Harald Lachnit, Metin Üngör","doi":"10.1016/j.lmot.2025.102096","DOIUrl":"10.1016/j.lmot.2025.102096","url":null,"abstract":"<div><div>In two experiments, we investigated the capacity of musical stimuli in establishing context-dependent behavior using a human predictive learning paradigm. The first experiment employed a conditional discrimination task, in which musical contexts provided information to solve the discrimination problem. During a learning phase, participants were trained to discriminate between two stimuli (X + , Y-) in Context A, with the discrimination being reversed (X-, Y+) in Context B. Results from a subsequent test phase revealed that participants adjusted their responses to the stimuli according to the musical contexts. The second experiment used an ABA renewal design to examine whether changes in musical context could lead to response recovery following extinction. In Phase 1, participants learned to predict an outcome based on Cue X in Context A, but this response was extinguished in Context B during Phase 2. In the Test Phase, returning to Context A led to the recovery of the initially learned response. The present results show that musical stimuli can serve as contextual cues in human learning, and we discuss theoretical as well as clinical implications of our findings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102096"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2025.102098
Irina V. Pavlova, Nadezda D. Broshevitskaya, Grigory A. Grigoryan
The aim of the present study was to investigate the influence of housing of rats in the enriched environment (EE), social isolation (SI), overcrowding (CROW) and standard (STAND) conditions on the updating, reconsolidation and subsequent extinction of fear memory. Male and female rats were placed in different conditions from 30 to 120 postnatal days (PND). At PND 90 in all rats, the fear conditioning was elaborated. 24 hours later, half of the rats were re-exposed to the same context and cue presentation (Re+) and the other half did not receive re-exposure (Re-). After a further 24 hours, the retention test was used to assess reconsolidation of contextual and cue memory. For the next 2 days, the extinction of the conditioned fear response by applying 10 non-reinforced trials each day was carried out. In the retention test, the freezing time in response to the context or tone in Re+ groups housed in the STAND, EE or CROW conditions was substantially less than in Re- groups, which indicated memory updating. The freezing time to the tone in the SI Re+ vs. Re- groups were about the same and the freezing time in the SI Re+ was significantly longer than in the Re+ groups in STAND and CROW conditions. The decrease of the freezing time in response to the cue presentation in Re+ vs. Re- rats was maximal in the CROW group. The changes in fear memory elicited by reactivation persisted during the extinction trials. The results obtained indicate that the reactivation procedure in the SI rats does not update fear memory, and the memory of the CROW rats was the least stable. Two types of psychosocial stresses, social isolation and overcrowding, have multidirectional effects on the reconsolidation of fear memory.
{"title":"A single reminder trial updates fear memory and affects extinction in rats housed under different living conditions","authors":"Irina V. Pavlova, Nadezda D. Broshevitskaya, Grigory A. Grigoryan","doi":"10.1016/j.lmot.2025.102098","DOIUrl":"10.1016/j.lmot.2025.102098","url":null,"abstract":"<div><div>The aim of the present study was to investigate the influence of housing of rats in the enriched environment (EE), social isolation (SI), overcrowding (CROW) and standard (STAND) conditions on the updating, reconsolidation and subsequent extinction of fear memory. Male and female rats were placed in different conditions from 30 to 120 postnatal days (PND). At PND 90 in all rats, the fear conditioning was elaborated. 24 hours later, half of the rats were re-exposed to the same context and cue presentation (Re+) and the other half did not receive re-exposure (Re-). After a further 24 hours, the retention test was used to assess reconsolidation of contextual and cue memory. For the next 2 days, the extinction of the conditioned fear response by applying 10 non-reinforced trials each day was carried out. In the retention test, the freezing time in response to the context or tone in Re+ groups housed in the STAND, EE or CROW conditions was substantially less than in Re- groups, which indicated memory updating. The freezing time to the tone in the SI Re+ vs. Re- groups were about the same and the freezing time in the SI Re+ was significantly longer than in the Re+ groups in STAND and CROW conditions. The decrease of the freezing time in response to the cue presentation in Re+ vs. Re- rats was maximal in the CROW group. The changes in fear memory elicited by reactivation persisted during the extinction trials. The results obtained indicate that the reactivation procedure in the SI rats does not update fear memory, and the memory of the CROW rats was the least stable. Two types of psychosocial stresses, social isolation and overcrowding, have multidirectional effects on the reconsolidation of fear memory.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102098"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2024.102090
Yajie Si 司亚杰 , Biye Wang 王碧野 , Adam Kawczyński
Background
Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.
Objective
To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.
Methods
A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.
Results
During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.
Conclusions
Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.
{"title":"Cooperation and competition enhance implicit sequence learning differently","authors":"Yajie Si 司亚杰 , Biye Wang 王碧野 , Adam Kawczyński","doi":"10.1016/j.lmot.2024.102090","DOIUrl":"10.1016/j.lmot.2024.102090","url":null,"abstract":"<div><h3>Background</h3><div>Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.</div></div><div><h3>Objective</h3><div>To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.</div></div><div><h3>Methods</h3><div>A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.</div></div><div><h3>Results</h3><div>During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.</div></div><div><h3>Conclusions</h3><div>Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102090"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2025.102101
Bang Nguyen-Viet, Bac Nguyen-Viet
Academic institutions are actively seeking new and innovative methods to improve student learning outcomes, and gamification has emerged as a promising technique to enhance student engagement, motivation, and satisfaction. This study examined gamification’s impacts on learning effectiveness, focusing on how intrinsic motivation and the fulfilment of basic psychological needs (autonomy, competence, and relatedness) affect Vietnamese students in higher education. A total of 762 Vietnamese university students were surveyed using a quantitative approach. The findings indicate that gamification has a direct positive impact on learning effectiveness and significantly enhances intrinsic motivation by fulfilling students’ basic psychological needs. Findings revealed that gamification positively moderates the relationship between relatedness and intrinsic motivation and negatively moderates the relationship between competence and intrinsic motivation. These findings offer valuable insights for educational administrators and policymakers seeking to implement gamification strategies that promote intrinsic motivation and improve learning effectiveness.
{"title":"Gamification in Vietnamese education: Assessing psychological need satisfaction, intrinsic motivation, and learning effectiveness","authors":"Bang Nguyen-Viet, Bac Nguyen-Viet","doi":"10.1016/j.lmot.2025.102101","DOIUrl":"10.1016/j.lmot.2025.102101","url":null,"abstract":"<div><div>Academic institutions are actively seeking new and innovative methods to improve student learning outcomes, and gamification has emerged as a promising technique to enhance student engagement, motivation, and satisfaction. This study examined gamification’s impacts on learning effectiveness, focusing on how intrinsic motivation and the fulfilment of basic psychological needs (autonomy, competence, and relatedness) affect Vietnamese students in higher education. A total of 762 Vietnamese university students were surveyed using a quantitative approach. The findings indicate that gamification has a direct positive impact on learning effectiveness and significantly enhances intrinsic motivation by fulfilling students’ basic psychological needs. Findings revealed that gamification positively moderates the relationship between relatedness and intrinsic motivation and negatively moderates the relationship between competence and intrinsic motivation. These findings offer valuable insights for educational administrators and policymakers seeking to implement gamification strategies that promote intrinsic motivation and improve learning effectiveness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102101"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2025.102097
Long Chen , Wen Chen , Yahua Cheng
Past studies have indicated a positive association between mindfulness and learning engagement. However, the potential psychological mechanisms underlying this relationship remain unclear. This study aimed to construct a serial mediation model to explore the mediating effects of self-esteem and self-control in the relationship between mindfulness and learning engagement. A sample of 589 undergraduates was surveyed on their mindfulness, self-esteem, self-control, and learning engagement through questionnaires to collect the concurrent data. The data were analyzed using SPSS 25.0 and AMOS 24.0. The structural equation modeling (SEM) approach revealed that mindfulness significantly predicted learning engagement. Additionally, self-esteem and self-control mediated the relationship between the two, both independently and serially. Thus, mindfulness affected learning engagement not only directly but also indirectly through the mediating roles of self-esteem and self-control. The findings have important implications for enhancing levels of mindfulness and promoting learning engagement among university students.
{"title":"The relationship between mindfulness and learning engagement in Chinese university students: The serial mediating role of self-esteem and self-control","authors":"Long Chen , Wen Chen , Yahua Cheng","doi":"10.1016/j.lmot.2025.102097","DOIUrl":"10.1016/j.lmot.2025.102097","url":null,"abstract":"<div><div>Past studies have indicated a positive association between mindfulness and learning engagement. However, the potential psychological mechanisms underlying this relationship remain unclear. This study aimed to construct a serial mediation model to explore the mediating effects of self-esteem and self-control in the relationship between mindfulness and learning engagement. A sample of 589 undergraduates was surveyed on their mindfulness, self-esteem, self-control, and learning engagement through questionnaires to collect the concurrent data. The data were analyzed using SPSS 25.0 and AMOS 24.0. The structural equation modeling (SEM) approach revealed that mindfulness significantly predicted learning engagement. Additionally, self-esteem and self-control mediated the relationship between the two, both independently and serially. Thus, mindfulness affected learning engagement not only directly but also indirectly through the mediating roles of self-esteem and self-control. The findings have important implications for enhancing levels of mindfulness and promoting learning engagement among university students.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102097"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2024.102089
Shaohua Jiang , Hongyan Zhao
Language development is hugely dependent upon having a large vocabulary at our disposal. In recent years, language teachers have used different modalities (i.e., social media) to enhance the delivery of their teaching to their learners. This study investigates the effects of using Instagram and YouTube as supplementary tools for learning English vocabulary on learners' achievement, motivation, growth mindfulness, willingness to communicate (WTC), and enjoyment, framed from the perspective of self-determination theory. Conducted at a language school in China, the research involved 45 participants aged 18–21, drawn from three intact classes. The participants were randomly assigned to two treatment conditions and a comparison condition. The first treatment group received Instagram materials as supplementary resources integrated into their classroom instruction, while the second treatment group utilized YouTube videos. The comparison group received traditional teacher-fronted instruction without any supplementary materials. Using a concurrent mixed-methods design, the study found that both treatment groups demonstrated significantly improved vocabulary learning on immediate and delayed posttests, outperforming the comparison group. Qualitative data from focused-group discussions revealed that the Instagram group experienced heightened motivation, growth mindfulness, and enjoyment, while the YouTube group showed notable increases in WTC and enjoyment. The findings underscore the potential of social media and video platforms in enhancing vocabulary acquisition and highlight the relevance of self-determination theory in understanding learners' responses to varied instructional methods.
{"title":"Learning english vocabulary via Instagram or YouTube: Surveying the impacts on motivation, growth mindfulness, willingness to communicate, and enjoyment from the lens of self-determination theory","authors":"Shaohua Jiang , Hongyan Zhao","doi":"10.1016/j.lmot.2024.102089","DOIUrl":"10.1016/j.lmot.2024.102089","url":null,"abstract":"<div><div>Language development is hugely dependent upon having a large vocabulary at our disposal. In recent years, language teachers have used different modalities (i.e., social media) to enhance the delivery of their teaching to their learners. This study investigates the effects of using Instagram and YouTube as supplementary tools for learning English vocabulary on learners' achievement, motivation, growth mindfulness, willingness to communicate (WTC), and enjoyment, framed from the perspective of self-determination theory. Conducted at a language school in China, the research involved 45 participants aged 18–21, drawn from three intact classes. The participants were randomly assigned to two treatment conditions and a comparison condition. The first treatment group received Instagram materials as supplementary resources integrated into their classroom instruction, while the second treatment group utilized YouTube videos. The comparison group received traditional teacher-fronted instruction without any supplementary materials. Using a concurrent mixed-methods design, the study found that both treatment groups demonstrated significantly improved vocabulary learning on immediate and delayed posttests, outperforming the comparison group. Qualitative data from focused-group discussions revealed that the Instagram group experienced heightened motivation, growth mindfulness, and enjoyment, while the YouTube group showed notable increases in WTC and enjoyment. The findings underscore the potential of social media and video platforms in enhancing vocabulary acquisition and highlight the relevance of self-determination theory in understanding learners' responses to varied instructional methods.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102089"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2025.102100
Jia Xu, Qianwen Liu
Artificial intelligence (AI) has become increasingly integral to second language learning due to its outstanding advantages, such as personalized learning experiences, real-time feedback, and increased engagement. Despite the growing popularity of AI-powered platforms like Duolingo and ChatGPT, there is limited empirical research comparing their effectiveness in fostering key educational outcomes. This study addressed this gap by investigating the impact of Duolingo and ChatGPT on the motivation, enjoyment, critical thinking (CT), and autonomy of English as a Foreign Language (EFL) learners in China. Employing a true-experimental design, the study involved three groups: two experimental groups (EGs) using Duolingo (n = 81) and ChatGPT (n = 81) and a control group (CG) (n = 82). The outcomes of a one-way MANOVA indicated that both experimental groups significantly outperformed the control group in terms of motivation, enjoyment, CT, and autonomy. Furthermore, the results demonstrated no significant differences between the Duolingo and ChatGPT groups, suggesting both platforms are equally effective in the constructs under investigation in this study. These findings indicated the potential of AI-driven platforms to transform second language education by providing engaging, personalized, and cognitively enriching experiences.
{"title":"Uncurtaining windows of motivation, enjoyment, critical thinking, and autonomy in AI-integrated education: Duolingo Vs. ChatGPT","authors":"Jia Xu, Qianwen Liu","doi":"10.1016/j.lmot.2025.102100","DOIUrl":"10.1016/j.lmot.2025.102100","url":null,"abstract":"<div><div>Artificial intelligence (AI) has become increasingly integral to second language learning due to its outstanding advantages, such as personalized learning experiences, real-time feedback, and increased engagement. Despite the growing popularity of AI-powered platforms like Duolingo and ChatGPT, there is limited empirical research comparing their effectiveness in fostering key educational outcomes. This study addressed this gap by investigating the impact of Duolingo and ChatGPT on the motivation, enjoyment, critical thinking (CT), and autonomy of English as a Foreign Language (EFL) learners in China. Employing a true-experimental design, the study involved three groups: two experimental groups (EGs) using Duolingo (n = 81) and ChatGPT (n = 81) and a control group (CG) (n = 82). The outcomes of a one-way MANOVA indicated that both experimental groups significantly outperformed the control group in terms of motivation, enjoyment, CT, and autonomy. Furthermore, the results demonstrated no significant differences between the Duolingo and ChatGPT groups, suggesting both platforms are equally effective in the constructs under investigation in this study. These findings indicated the potential of AI-driven platforms to transform second language education by providing engaging, personalized, and cognitively enriching experiences.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102100"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2024.102087
Min Li
Despite the burgeoning interest in gamification, empirical evidence on its impact on critical factors such as academic motivation, self-efficacy, achievement emotions (AEs), and vocabulary learning remains sparse. This study addressed this gap by examining how a game-enhanced learning (GEL) environment influenced these variables compared to traditional instructional methods, utilizing Activity Theory as the conceptual framework. A total of 361 students, encompassing both genders, participated in a quasi-experimental design. The participants were selected using stratified random sampling to ensure a representative sample across different academic levels and backgrounds. The study involved two groups: one engaged with traditional instructional methods and the other with a gamified learning setting. Quantitative data were collected through validated pretests and posttests measuring academic motivation, self-efficacy, AEs, and vocabulary acquisition. The results revealed that students in the GEL environment exhibited significantly higher levels of academic motivation and self-efficacy compared to their peers in the traditional setting. Furthermore, the gamified learning participants outperformed their traditional counterparts on the posttests of vocabulary and AEs. The study’s implications for teachers and curriculum developers are significant, suggesting that integrating game elements into language instruction can bolster motivation, self-efficacy, and overall learning success.
{"title":"Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory","authors":"Min Li","doi":"10.1016/j.lmot.2024.102087","DOIUrl":"10.1016/j.lmot.2024.102087","url":null,"abstract":"<div><div>Despite the burgeoning interest in gamification, empirical evidence on its impact on critical factors such as academic motivation, self-efficacy, achievement emotions (AEs), and vocabulary learning remains sparse. This study addressed this gap by examining how a game-enhanced learning (GEL) environment influenced these variables compared to traditional instructional methods, utilizing Activity Theory as the conceptual framework. A total of 361 students, encompassing both genders, participated in a quasi-experimental design. The participants were selected using stratified random sampling to ensure a representative sample across different academic levels and backgrounds. The study involved two groups: one engaged with traditional instructional methods and the other with a gamified learning setting. Quantitative data were collected through validated pretests and posttests measuring academic motivation, self-efficacy, AEs, and vocabulary acquisition. The results revealed that students in the GEL environment exhibited significantly higher levels of academic motivation and self-efficacy compared to their peers in the traditional setting. Furthermore, the gamified learning participants outperformed their traditional counterparts on the posttests of vocabulary and AEs. The study’s implications for teachers and curriculum developers are significant, suggesting that integrating game elements into language instruction can bolster motivation, self-efficacy, and overall learning success.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102087"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modeling of observation-based training offers a way for beginners to get ready to learn new abilities and handle challenging tasks. However, neither the composed effects of these techniques nor their underlying mechanisms have been studied. Therefore, the current study investigated the effect of expert and novice observational modeling and gaze behavior on free-throw basketball performance in novices and analyzed the mechanisms that facilitate learning with a quiet eye. Forty-eight novice student (age = 26.37 ± 3.12 years, height = 175.62 ± 7.40 cm) participants contributed to this research. They were arbitrarily divided into four groups: expert model with gaze guidance (EGG), expert model without gaze guidance (EWGG), novice model with gaze guidance (NGG), and novice model without gaze guidance (NWGG). Pre- and post-tests (acquisition and retention) were conducted to assess the participants' quiet eye and the performance of basketball free-throw skills. The participants underwent five consecutive days of observational learning with and without gaze guidance, followed by physical training. All throws were done with the dominant hand (right). Results indicated performance improvement effects of EGG & NGG models with longer eye quiet duration accompanying it than EWGG & NWGG models (P ≤ 0.05). Furthermore, in line with our prediction, long eye-quiet duration is linked with improved performance in motor learning tasks. It also facilitates the process of learning motor skills. The findings suggest the efficiency and effectiveness of the gaze behavior method and its positive impact on motor skills' observational learning modeling method.
{"title":"Impact of observational modeling on quiet eye duration and free-throw performance in basketball","authors":"Ali Nasri , Alireza Farsi , Sònia Pineda-Hernández , Saeed Alboghebeish","doi":"10.1016/j.lmot.2024.102070","DOIUrl":"10.1016/j.lmot.2024.102070","url":null,"abstract":"<div><div>Modeling of observation-based training offers a way for beginners to get ready to learn new abilities and handle challenging tasks. However, neither the composed effects of these techniques nor their underlying mechanisms have been studied. Therefore, the current study investigated the effect of expert and novice observational modeling and gaze behavior on free-throw basketball performance in novices and analyzed the mechanisms that facilitate learning with a quiet eye. Forty-eight novice student (age = 26.37 ± 3.12 years, height = 175.62 ± 7.40 cm) participants contributed to this research. They were arbitrarily divided into four groups: expert model with gaze guidance (EGG), expert model without gaze guidance (EWGG), novice model with gaze guidance (NGG), and novice model without gaze guidance (NWGG). Pre- and post-tests (acquisition and retention) were conducted to assess the participants' quiet eye and the performance of basketball free-throw skills. The participants underwent five consecutive days of observational learning with and without gaze guidance, followed by physical training. All throws were done with the dominant hand (right). Results indicated performance improvement effects of EGG & NGG models with longer eye quiet duration accompanying it than EWGG & NWGG models (P ≤ 0.05). Furthermore, in line with our prediction, long eye-quiet duration is linked with improved performance in motor learning tasks. It also facilitates the process of learning motor skills. The findings suggest the efficiency and effectiveness of the gaze behavior method and its positive impact on motor skills' observational learning modeling method.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102070"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2024.102083
Mengzhen Zhou, Ruen Liu
Background
The early manifestations of Alzheimer's patients are a decline in learning and motivation, forgetfulness, especially what has just happened, and they become passive, unmotivated, and lose interest in hobbies. It is believed that the main pathological changes in Alzheimer's disease are abnormal deposition of β-amyloid (Aβ) protein and phosphorylation of tau in the brain, and various in vitro and in vivo experiments have shown that aquaporin-4 (AQP4) may be responsible for Aβ metabolism and clearance in Alzheimer's disease.
Objective
To provide a new direction for the diagnosis and treatment of Alzheimer's disease by characterizing the structure and function of AQP4 and the function and possible mechanism of AQP4 in the clearance of Aβ in Alzheimer's disease.
Conclusion
Strengthening of the regulatory effect of AQP4 on lymphatic function in the brain has an important effect on the development, progression and outcome of Alzheimer's disease. AQP4 agonists or agents that induce AQP4 opening are expected to become novel treatments for Alzheimer's disease.
{"title":"Emerging role of aquaporin in neurodegenerative diseases: A novel target for drug development","authors":"Mengzhen Zhou, Ruen Liu","doi":"10.1016/j.lmot.2024.102083","DOIUrl":"10.1016/j.lmot.2024.102083","url":null,"abstract":"<div><h3>Background</h3><div>The early manifestations of Alzheimer's patients are a decline in learning and motivation, forgetfulness, especially what has just happened, and they become passive, unmotivated, and lose interest in hobbies. It is believed that the main pathological changes in Alzheimer's disease are abnormal deposition of β-amyloid (Aβ) protein and phosphorylation of tau in the brain, and various in vitro and in vivo experiments have shown that aquaporin-4 (AQP4) may be responsible for Aβ metabolism and clearance in Alzheimer's disease.</div></div><div><h3>Objective</h3><div>To provide a new direction for the diagnosis and treatment of Alzheimer's disease by characterizing the structure and function of AQP4 and the function and possible mechanism of AQP4 in the clearance of Aβ in Alzheimer's disease.</div></div><div><h3>Conclusion</h3><div>Strengthening of the regulatory effect of AQP4 on lymphatic function in the brain has an important effect on the development, progression and outcome of Alzheimer's disease. AQP4 agonists or agents that induce AQP4 opening are expected to become novel treatments for Alzheimer's disease.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102083"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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