Learning and Motivation最新文献_第10页

Unlocking student potential: How AI-driven personalized feedback shapes goal achievement, self-efficacy, and learning engagement through a self-determination lens 释放学生潜能：人工智能驱动的个性化反馈如何通过自我决定的视角塑造目标实现、自我效能和学习参与

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-08-01 Epub Date: 2025-05-10 DOI: 10.1016/j.lmot.2025.102138

Qunai Xu , Yijia Liu , Xue Li

This study explores how AI-driven personalized feedback influences goal achievement, self- efficacy, and learning engagement in Chinese college students through a self-determination theory lens. The participants, 1079 Chinese college students (56.2 % female, 43.8 % male; mean age = 21.4), including undergraduates, graduates, and PhD students, came from various academic disciplines. The study examines how personalized AI feedback impacts students’ motivation and academic performance. Data were collected via a questionnaire and analyzed using SPSS (version 27) and AMOS (version 24), employing descriptive statistics, correlation, regression analysis, and structural equation modeling (SEM) to investigate relationships among variables. The results reveal significant positive relationships between AI-driven personalized feedback and students’ goal achievement, academic self-efficacy, and learning engagement. AI feedback enhances students’ clarity of goals, boosts their confidence, and increases their involvement in learning by providing adaptive, personalized support. It fosters a sense of mastery and control, improving both goal achievement and self-efficacy, which subsequently enhances engagement. The study finds that AI-driven feedback is a strong predictor of these outcomes, with more personalized feedback leading to higher levels of motivation, engagement, and confidence. This research underscores the importance of AI-driven personalized feedback in supporting students’ academic success and intrinsic motivation.

本研究以自我决定理论为视角，探讨人工智能驱动的个性化反馈如何影响中国大学生的目标实现、自我效能和学习投入。参与者为1079名中国大学生(56.2% %女性，43.8% %男性；平均年龄= 21.4岁)，包括本科生、研究生和博士生，来自不同的学科。该研究考察了个性化人工智能反馈如何影响学生的学习动机和学习成绩。采用问卷调查的方式收集数据，使用SPSS （version 27）和AMOS （version 24）软件进行分析，采用描述性统计、相关分析、回归分析和结构方程模型（SEM）分析变量之间的关系。结果显示，人工智能驱动的个性化反馈与学生的目标实现、学业自我效能和学习参与度之间存在显著的正相关关系。人工智能反馈增强了学生对目标的清晰度，增强了他们的信心，并通过提供自适应的个性化支持来提高他们对学习的参与度。它培养了一种掌控感和控制感，提高了目标的实现和自我效能感，从而提高了参与度。研究发现，人工智能驱动的反馈是这些结果的有力预测因素，更个性化的反馈会带来更高水平的动机、参与度和信心。这项研究强调了人工智能驱动的个性化反馈在支持学生学业成功和内在动机方面的重要性。

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引用次数: 0

Perceived teacher support on international students’ engagement and psychological well-being in AI-based learning: The mediating role of motivation through the lens of self-determination theory 感知教师支持对国际学生人工智能学习投入和心理健康的影响：自我决定理论视角下动机的中介作用

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-08-01 Epub Date: 2025-07-31 DOI: 10.1016/j.lmot.2025.102165

Shujiao Chen

As artificial intelligence (AI) continues to reshape educational practices, higher education institutions are incorporating AI tools to modernize instructional techniques and boost learner success. This paradigm shift has highlighted the importance of engagement and psychological well-being (PWB) in academic research, addressing the challenges learners encounter in AI-enhanced environments. Both external factors, like teacher support, and internal factors, such as motivation, play crucial roles in the learning process. Guided by Self-determination theory (SDT), this study seeks to explore the influence of teacher support on promoting learner engagement and PWB, considering the possible mediating effects of learners’ motivation in AI-based contexts. For this purpose, data were gathered from 442 international overseas students across various academic disciplines in Chinese colleges, utilizing Structural Equation Modeling (SEM) to assess the measurement model and conducting multiple regression analyses. The results indicate that perceived teacher support positively predicts both engagement and PWB, with motivation serving as a significant mediating variable. This finding suggests that motivation acts as a psychological bridge between external instructional support and internal learning experiences in AI contexts. Moreover, AI-driven features—such as personalized prompts and adaptive feedback—may amplify or complement traditional sources of support, offering new pathways for student empowerment. This study contributes to the literature by contextualizing SDT within AI-mediated education and demonstrating how hybrid support systems—human and algorithmic—shape learner outcomes. Implications for instructional design and teacher training are discussed, including the need to align emotional support strategies with AI analytics to personalize learning and foster positive academic experiences.

随着人工智能（AI）继续重塑教育实践，高等教育机构正在将人工智能工具纳入教学技术的现代化和提高学习者的成功。这种范式转变突出了学术研究中参与和心理健康（PWB）的重要性，解决了学习者在人工智能增强环境中遇到的挑战。外部因素（如教师支持）和内部因素（如动机）在学习过程中都起着至关重要的作用。在自我决定理论（SDT）的指导下，本研究旨在探讨教师支持对促进学习者投入和PWB的影响，并考虑人工智能情境下学习者动机可能的中介作用。为此，本研究收集了442名中国高校不同学科的国际留学生的数据，利用结构方程模型（SEM）对测量模型进行评估，并进行多元回归分析。结果表明，教师支持感知正向预测敬业度和PWB，动机是显著的中介变量。这一发现表明，在人工智能环境中，动机在外部教学支持和内部学习体验之间起着心理桥梁的作用。此外，人工智能驱动的功能——如个性化提示和自适应反馈——可能会扩大或补充传统的支持来源，为学生赋权提供新的途径。本研究通过将SDT置于人工智能介导的教育环境中，并展示了混合支持系统-人类和算法-如何塑造学习者的结果，从而为文献做出了贡献。讨论了对教学设计和教师培训的影响，包括将情感支持策略与人工智能分析相结合的必要性，以个性化学习和培养积极的学术体验。

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引用次数: 0

Exploring the motivational dynamics of chinese learners on tandem and hellotalk: A self-determination theory perspective 自我决定理论视角下汉语学习者习得tandem和hellotalk的动机动态研究

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-02-26 DOI: 10.1016/j.lmot.2025.102113

Liang Yin , Jalil Fathi

With the increasing popularity of online language exchange platforms, understanding the motivational dynamics that drive learners' engagement and persistence in these informal learning environments is crucial. This study explores how the satisfaction of basic psychological needs—autonomy, competence, and relatedness—impacts the motivation of Chinese learners of English participating in online language exchange platforms, specifically Tandem and HelloTalk. Grounded in Self-Determination Theory (SDT), the research employed a quantitative design involving 120 Chinese learners of English. Participants completed measures assessing motivation, psychological needs satisfaction, and engagement with the platforms. Data analysis, including descriptive statistics, correlation analysis, multiple regression, and moderation analysis, revealed that autonomy and competence were the strongest predictors of intrinsic motivation, while relatedness had a more significant impact on extrinsic motivation. Amotivation was negatively correlated with autonomy and competence, highlighting the importance of satisfying these needs to prevent disengagement. Additionally, platform usage frequency moderated the relationship between autonomy and intrinsic motivation, amplifying its effects with increased usage. These findings underscore the critical role of basic psychological needs in shaping motivation in informal, peer-to-peer language learning contexts. The study suggests that online language exchange platforms can be optimized by incorporating features that support learners' needs for autonomy, competence, and relatedness, such as personalized learning paths, opportunities for social interaction, and effective feedback mechanisms. These findings offer valuable insights for educators and platform designers seeking to enhance learner motivation and promote successful language learning experiences in online environments.

随着在线语言交换平台的日益普及，理解驱动学习者在这些非正式学习环境中参与和坚持的动机动态至关重要。本研究探讨了自主、能力和关联等基本心理需求的满足对中国英语学习者参与在线语言交流平台（Tandem和HelloTalk）的动机的影响。本研究以自我决定理论为基础，对120名中国英语学习者进行了定量研究。参与者完成了评估动机、心理需求满意度和参与平台的测量。数据分析包括描述性统计、相关分析、多元回归和调节性分析，结果表明自主性和胜任力是内在动机的最强预测因子，而相关性对外在动机的影响更为显著。动机与自主性和能力呈负相关，强调了满足这些需求以防止脱离工作的重要性。此外，平台使用频率调节了自主性和内在动机之间的关系，随着使用频率的增加，其影响会被放大。这些发现强调了在非正式的、对等的语言学习环境中，基本心理需求在形成动机方面的关键作用。该研究表明，在线语言交流平台可以通过整合个性化学习路径、社交互动机会和有效反馈机制等支持学习者自主性、能力和相关性需求的功能来优化。这些发现为教育工作者和平台设计师提供了宝贵的见解，他们希望在网络环境中提高学习者的动机，促进成功的语言学习体验。

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引用次数: 0

Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy 自我决定理论视角下数字学习投入对课外学习动机的影响：考虑数字自我效能感的中介作用

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-04-24 DOI: 10.1016/j.lmot.2025.102135

Diwen Dong

The increasing integration of digital media in educational settings has generated considerable interest in exploring its effects on learners' engagement, motivation, and digital self-efficacy, particularly within extracurricular learning activities (ELAs). Understanding how these constructs interact in extracurricular settings is crucial. This research, anchored in Self-Determination Theory (SDT), aimed to investigate the connection between engagement with digital media and motivation in the ELAs, emphasizing the mediating function of digital self-efficacy in China. Utilizing a quantitative research methodology, data collected from 286 secondary school students through validated survey instruments that measured their engagement with digital media, digital self-efficacy, and online learning motivation. The study implemented Structural Equation Modeling (SEM) to analyze the interrelations among these constructs. Results indicated a strong positive relationship between digital media engagement and motivation for online learning, suggesting that the students who actively utilize digital tools tend to demonstrate greater motivation in the ELAs. Additionally, a significant association exists between digital media engagement and digital self-efficacy, indicating that regular interaction with digital platforms enhances learners’ self-confidence regarding their ability to navigate these environments efficiently. Crucially, digital self-efficacy acts as a mediator between digital media engagement and motivation, underscoring the critical role of perceived competence in maintaining student motivation in technology-enhanced learning settings. These results carry practical implications for educators, policymakers, and curriculum developers. Specifically, they stress the importance of creating interventions that enhance digital self-efficacy, such as targeted training programs and supportive digital learning environments, ultimately amplifying learners’ engagement and their motivation in their learning experiences.

数字媒体在教育环境中的日益整合，引起了人们对探索其对学习者的参与、动机和数字自我效能感的影响的极大兴趣，特别是在课外学习活动（ELAs）中。了解这些结构在课外环境中如何相互作用是至关重要的。本研究以自我决定理论（SDT）为基础，旨在探讨数字媒体参与与动机之间的关系，强调数字自我效能感在中国的中介作用。采用定量研究方法，通过有效的调查工具收集了286名中学生的数据，测量了他们对数字媒体的参与、数字自我效能和在线学习动机。本研究运用结构方程模型（SEM）来分析这些构念之间的相互关系。结果表明，数字媒体参与与在线学习动机之间存在强烈的正相关关系，这表明积极使用数字工具的学生往往在ELAs中表现出更大的动机。此外，数字媒体参与与数字自我效能之间存在显著关联，表明与数字平台的定期互动增强了学习者对有效驾驭这些环境的能力的自信。至关重要的是，数字自我效能在数字媒体参与和动机之间起着中介作用，强调了感知能力在保持技术增强学习环境中学生动机方面的关键作用。这些结果对教育工作者、政策制定者和课程开发者具有实际意义。具体而言，他们强调了创建增强数字自我效能的干预措施的重要性，例如有针对性的培训计划和支持性数字学习环境，最终扩大学习者在学习经历中的参与度和动机。

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引用次数: 0

The impact of pretraining on autoshaping and operant acquisition in rats is significant but transient 预训练对大鼠自成型和操作习得的影响是显著的，但是短暂的

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-03-11 DOI: 10.1016/j.lmot.2025.102112

Nathaniel C. Rice, Todd M. Myers

Pretraining refers to events or conditions explicitly arranged prior to the learner (e.g., student, employee) experiencing specific instruction within the learning environment (i.e., training). Such pretraining can occur inside or outside of the specific learning environment, but by definition must precede the onset of training. Pretraining can modify the rate and quality of early learning and the final performance levels attained. Within experimental psychology, laboratories often include pretraining to hasten acquisition, but few empirical studies support this practice. Therefore, in the present study, four distinct levels of pretraining were examined by randomly assigning 284 naïve rats into groups: no training, chamber acclimation, pellets only, or magazine training. By manipulating experience with the chamber, food pellets, and stimuli associated with pellet delivery, direct assessments were made of pretraining on autoshaped lever press acquisition and incremental progress through a fixed order of common (ratio and interval) schedules of reinforcement. Pretraining affected acquisition, and the several measures of learning corroborated the presumed benefits of magazine training. Notably, simple pre-exposure to the chamber (both with pellets and without pellets in the magazine) also promoted acquisition compared to the no-training group. Nevertheless, despite clear benefits upon acquisition in early sessions, comparable levels of performance developed as training progressed, with the exception of higher lever-pressing rates from the magazine-training group compared to the pellets-only and chamber-acclimation groups. Magazine training hastened operant acquisition, but the overall benefit was somewhat diminutive and short-lived, and the practical value of these pretraining procedures on subsequent operant performance appears limited.

预训练是指在学习者（如学生、员工）在学习环境（即培训）中经历特定指导之前明确安排的事件或条件。这种预训练可以在特定的学习环境内部或外部进行，但根据定义必须在训练开始之前进行。预训练可以改变早期学习的速度和质量以及最终达到的表现水平。在实验心理学中，实验室经常包括预训练来加速习得，但很少有实证研究支持这种做法。因此，在本研究中，通过将284只naïve大鼠随机分为四组：不训练，室内驯化，仅颗粒或杂志训练，研究了四种不同水平的预训练。通过操纵实验室、食物颗粒和与颗粒递送相关的刺激的经验，通过固定顺序的共同（比率和间隔）强化时间表，直接评估了自动成形杠杆按压获取的预训练和增量进展。预训练影响习得，学习的几个测量证实了杂志训练的假定好处。值得注意的是，与没有训练的组相比，简单的预先暴露在枪膛里（弹匣里有和没有弹匣里有）也促进了习得。然而，尽管在早期的训练中获得了明显的好处，但随着训练的进行，他们的表现水平也有所提高，除了弹夹训练组的杠杆按压率高于纯弹丸训练组和室内驯化组。杂志训练加速了操作习得，但总体上的好处是微不足道和短暂的，这些预训练程序对后续操作表现的实用价值似乎有限。

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引用次数: 0

Which academic motivations predict scheduling styles: Academic goal pursuit situations in Japanese high school students 日本高中生学业目标追求情况：学业动机预测学业安排方式

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-02-08 DOI: 10.1016/j.lmot.2025.102102

Masato Nagamine , Li Tang , Shuhei Miwa , Ryo Kainuma , Miki Toyama

Scheduling styles include the clock-time style, which is based on time, and the event-time style, which is based on progress. Prior research suggested that the role of scheduling style in academic goal pursuit would be important. This study used two surveys to examine the motivations that predict scheduling styles in pursuing academic goals. For Part 1, a cross-sectional survey explored academic goal-pursuit among high school students. Part 2 involved a short-term longitudinal survey to examine the predictive relationships among scheduling style, academic motivation, and basic psychological need satisfaction in the academic domain. We found that the identified regulation predicted event-time style, that event-time style predicted the autonomy need satisfaction. Finally, we deliberated on the potential significance of event-time orientation in academic goal pursuit.

调度样式包括基于时间的时钟时间样式和基于进度的事件时间样式。先前的研究表明，学业安排方式在学业目标追求中的作用是重要的。本研究使用了两项调查来检验在追求学术目标时预测日程安排风格的动机。第一部分是对高中生学业目标追求的横断面调查。第二部分为短期纵向调查，考察学业安排方式、学业动机和基本心理需求满意度之间的预测关系。我们发现，识别规则预测事件时间风格，事件时间风格预测自主性需求满足。最后，我们探讨了事件时间取向在学术目标追求中的潜在意义。

引用次数: 0

Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses 数字反馈、自我效能和自主性对在线课程学习动机和总体英语成绩的影响

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-03-20 DOI: 10.1016/j.lmot.2025.102121

Xuefei Li , Wael Matar Hasan Alharbi

This research aimed at exploring the impact of digital feedback, self-efficacy, and autonomy on the motivation and general English performance of Chinese EFL learners in online courses. The study recruited a total of 225 participants, comprising 112 males and 113 females, purposefully selected and distributed among nine distinct groups: personalized feedback group (PFG, n = 25), generic feedback group (GFG, n = 25), no feedback group (NFG, n = 25), high self-efficacy group (HSG, n = 25), medium self-efficacy group (MSG, n = 25), low self-efficacy group (LSG, n = 25), high autonomy group (HAG, n = 25), medium autonomy group (MAG), and low autonomy group (LAG, n = 25). All groups completed a validated motivation questionnaire and a general English performance test to establish their baseline levels before the intervention. Subsequently, each group underwent specific treatments throughout the study, followed by posttests measuring changes in motivation and English performance. The results of MANOVA indicated that the PFG significantly outperformed both the GFG and NFG as to motivation and general English performance. Similarly, the HAG achieved better outcomes than the MAG and LAG across both measures, while the HSG exceeded the MSG and LSG, demonstrating the most substantial mean differences in motivation and performance. The study highlights the critical role of personalized digital feedback, heightened self-efficacy, and increased autonomy in fostering motivation and enhancing English proficiency within virtual learning environments. Consequently, this study brings into focus that incorporating these elements into online EFL education could substantially improve EFL learners’ motivation and learning achievements.

本研究旨在探讨数字反馈、自我效能感和自主性对中国在线英语学习者学习动机和整体英语表现的影响。研究总共招募了225名参与者,包括112名男性和113名女性,有目的地选择和分布在9个不同的组:个性化的反馈集团(PFG n = 25),通用反馈集团(GFG n = 25),没有反馈集团(NFG n = 25),高自我效能感组(HSG集团)n = 25)中自我效能感组(味精,n = 25),低自我效能感组(汉莎天厨n = 25),高自治组织(女巫,n = 25),介质自治组织(MAG)和低自治组织(滞后,n = 25)。所有小组都完成了一份有效的动机问卷和一项普通英语表现测试，以确定干预前的基线水平。随后，每组在整个研究过程中都接受了特定的治疗，随后进行了测试，测量动机和英语表现的变化。方差分析结果表明，在动机和一般英语表现方面，PFG显著优于GFG和NFG。同样，在两项测量中，HAG比MAG和LAG取得了更好的结果，而HSG超过MSG和LSG，显示出动机和表现上最显著的平均差异。该研究强调了在虚拟学习环境中，个性化数字反馈、提高自我效能和增强自主性在培养动机和提高英语水平方面的关键作用。因此，本研究认为，将这些因素纳入在线英语教育可以大大提高英语学习者的学习动机和学习成绩。

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引用次数: 0

Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory 基于数字游戏的学习对社会协作、问题解决能力和动机的影响：期望价值理论和心流理论的综合研究

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-03-24 DOI: 10.1016/j.lmot.2025.102123

Yushu Pan , Xingyu Shao , Goodarz Shakibaei

Digital game-based learning (DGBL) has increasingly attracted scholarly attention for its potential to enhance learners’ related constructs across diverse educational contexts. While its prominence grows, few studies have systematically examined its impact on English as a Foreign Language (EFL) learners’ social collaboration, problem-solving skills, and motivation, particularly through the lenses of Expectancy-Value Theory and Flow Theory in the Chinese context. To address this research gap, the present study explored the effects of the DGBL on Chinese EFL learners’ social collaboration, problem-solving skills, and motivation using a mixed-methods approach. The participants including 191 male and female students were randomly assigned to either an experimental group (EG), which engaged in the DGBL activities, or a control group (CG), which followed traditional instruction. Data were collected via pre- and post-intervention questionnaires assessing social collaboration, problem-solving skills, and motivation, with semi-structured interviews providing deeper insights into students’ perceptions. Findings revealed that the EG significantly outperformed the CG in all measured domains. Quantitative results indicated substantial gains in social collaboration, problem-solving skills, and motivation, while qualitative data underscored the participants’ positive views of DGBL’s effectiveness. These results suggest that DGBL is a potent tool for enhancing both cognitive and social dimensions of EFL learning. By fostering an interactive, learner-centered environment, the DGBL offers EFL teachers and stakeholders valuable opportunities to strengthen students’ social, cognitive, and affective development.

基于数字游戏的学习（Digital Game-based Learning，DGBL）因其在不同教育背景下提高学习者相关能力的潜力而日益受到学术界的关注。尽管其重要性日益凸显，但很少有研究系统地考察了它对英语作为外语（EFL）学习者的社会协作、问题解决技能和学习动机的影响，尤其是通过期望-价值理论（Expectancy-Value Theory）和流动理论（Flow Theory）在中国语境下的影响。针对这一研究空白，本研究采用混合方法探讨了 DGBL 对中国 EFL 学习者的社交协作、问题解决能力和学习动机的影响。包括 191 名男女学生在内的参与者被随机分配到参与 DGBL 活动的实验组（EG）或接受传统教学的对照组（CG）。通过干预前和干预后的问卷收集数据，评估社交协作、解决问题的技能和动机，并通过半结构化访谈深入了解学生的看法。研究结果表明，在所有测量领域，EG 都明显优于 CG。定量结果表明，学生在社会协作、解决问题的技能和积极性方面都有很大提高，而定性数据则强调了参与者对 DGBL 效果的积极看法。这些结果表明，DGBL 是提高 EFL 学习认知和社会维度的有效工具。通过营造以学习者为中心的互动环境，DGBL 为 EFL 教师和利益相关者提供了加强学生社会、认知和情感发展的宝贵机会。

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引用次数: 0

Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory 解析英语学习者的自主动机、控制动机和口语技能：从拓展与构建理论的视角看游戏化

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-02-15 DOI: 10.1016/j.lmot.2025.102110

Jiao Song , Ru Wang , Xinyuan Wu , Zhiyu Zhang

The growing interest in gamification as a pedagogical tool has highlighted its potential to enhance engagement and general language proficiency. However, limited research has specifically investigated its effects on autonomous and controlled motivation, as well as its role in fostering oral skills in EFL contexts. Addressing these gaps, this study draws on the Broaden-and-build Theory to examine the impact of gamification on autonomous motivation, controlled motivation, and oral skills among Chinese EFL learners. Utilizing a pretest-posttest quasi-experimental design, the study involved an experimental group (EG, n = 253) that participated in gamified learning activities and a control group (CG, n = 261) that followed traditional instructional methods. Data were analyzed using independent samples t-tests to compare the groups' performance before and after the intervention. The results revealed that the EG exhibited significantly higher levels of autonomous motivation and oral skill proficiency compared to the CG. Additionally, controlled motivation levels increased among learners in the gamified setting. These findings underscore the potential of gamification to not only promote autonomy but also enhance oral language development in EFL learners. The implications of the study suggest that integrating gamification into language instruction can create more engaging and effective learning experiences, offering valuable insights for educators and curriculum designers aiming to optimize EFL teaching practices.

人们对游戏化作为一种教学工具的兴趣日益浓厚，这突显了它提高参与度和一般语言熟练程度的潜力。然而，有限的研究专门调查了它对自主动机和控制动机的影响，以及它在培养英语环境下口语技能的作用。为了解决这些问题，本研究利用“拓展与构建”理论来研究游戏化对中国英语学习者自主动机、控制动机和口语技能的影响。本研究采用前测后测准实验设计，实验组（EG, n = 253）参与游戏化学习活动，对照组（CG, n = 261）遵循传统教学方法。采用独立样本t检验对数据进行分析，比较干预前后各组的表现。结果显示，与CG组相比，EG组表现出更高水平的自主动机和口语技能熟练程度。此外，在游戏化环境中，学习者的可控动机水平有所提高。这些发现强调了游戏化的潜力，不仅可以促进英语学习者的自主性，还可以促进口语的发展。该研究表明，将游戏化融入语言教学可以创造更有吸引力和更有效的学习体验，为旨在优化英语教学实践的教育工作者和课程设计师提供有价值的见解。

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引用次数: 0

Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective 在线学习中的同伴反馈和社会支持：从活动理论的角度考察动机、任务参与和语言掌握

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-05-01 Epub Date: 2025-03-29 DOI: 10.1016/j.lmot.2025.102126

Biao Xu, Norsafinar Rahim

The rapid growth of online learning has highlighted the need to understand social dynamics in virtual environments, particularly the interplay between peer feedback, social support, and language acquisition. While these factors have been explored in traditional classrooms, their roles in online EFL education have remained underexamined. Additionally, learners’ attitudes toward online learning environments, which may influence engagement and outcomes, have rarely been investigated. This study aimed at exploring the role of peer feedback and social support in enhancing Chinese EFL learners’ motivation, task engagement, and language mastery, while also examining their attitudes toward online learning. A mixed-methods design was utilized, involving 122 female EFL learners from China, divided into a Peer Feedback Group (Experimental Group 1), a Social Support Group (Experimental Group 2), and a Control Group (CG). Quantitative data were obtained through pre- and post-tests, while qualitative data were gathered via open-ended surveys to capture the participants’ perspectives. Results revealed that both peer feedback and social support significantly improved motivation, task engagement, and language mastery, with EG1 and EG2 demonstrating similar post-test performance. The participants expressed positive views toward online learning, emphasizing the importance of social interactions in maintaining motivation and engagement. The study concluded that integrating peer feedback and social support into online EFL instruction can significantly enhance learning outcomes. It underscores the value of fostering social interactions in virtual environments and suggests that learners’ attitudes are essential to the effectiveness of these mechanisms. These findings offer practical insights for improving online EFL instruction by leveraging peer feedback and social support as equally effective educational tools for language learning.

在线学习的快速发展凸显了理解虚拟环境中社会动态的必要性，特别是同伴反馈、社会支持和语言习得之间的相互作用。虽然这些因素已经在传统课堂中得到了探讨，但它们在在线英语教育中的作用仍然没有得到充分的研究。此外，学习者对在线学习环境的态度，这可能会影响参与和结果，很少被调查。本研究旨在探讨同伴反馈和社会支持在提高中国英语学习者学习动机、任务投入和语言掌握方面的作用，同时考察他们对在线学习的态度。采用混合方法设计，122名中国女性英语学习者被分为同伴反馈组（实验组1）、社会支持组（实验组2）和对照组（CG）。定量数据是通过前后测试获得的，而定性数据是通过开放式调查收集的，以捕捉参与者的观点。结果显示同伴反馈和社会支持都显著提高了动机、任务参与和语言掌握，EG1和EG2表现出相似的测试后表现。参与者对在线学习表达了积极的看法，强调了社交互动在保持动机和参与方面的重要性。研究表明，将同伴反馈和社会支持融入在线英语教学可以显著提高学习效果。它强调了在虚拟环境中促进社会互动的价值，并表明学习者的态度对这些机制的有效性至关重要。这些发现为通过利用同伴反馈和社会支持作为语言学习同样有效的教育工具来改善在线英语教学提供了实用的见解。

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