Learning and Motivation最新文献_第8页

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 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

Examining longitudinal development of writing motivation in the GenAI context: A self-determination theory perspective 自我决定理论视角下的写作动机纵向发展研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-29 DOI: 10.1016/j.lmot.2025.102157

Mark Feng Teng

This longitudinal study examines the development of motivation among a sample of 261 Chinese EFL student writers in generative AI (GenAI)-supported writing contexts through the lens of Self-Determination Theory (SDT). Using three-wave data collection, the focus was on how GenAI influences four key motivational constructs: autonomy, competence, relatedness, and identified regulation, and the developmental trajectory of motivation over time. Results from mixed-effects modeling reveal significant time and group interactions, demonstrating that GenAI use leads to substantial motivational gains over time. The results from Gradient Boosting Machine for Time Series (GBMT) indicated that the EFL learners’ motivation development follows curvilinear trajectories, characterized by rapid initial growth that gradually plateaus. Theoretically, the findings extend SDT’s application to AI-mediated learning by demonstrating how GenAI scaffolds psychological needs: fostering competence through adaptive feedback, autonomy via personalized support, and relatedness and identified regulation through simulated social interaction. The study contributes to emerging discourse on technology-enhanced motivation while highlighting the need for proficiency-sensitive implementation strategies in EFL writing contexts.

本纵向研究通过自我决定理论（SDT）的视角，考察了261名中国英语学生在生成式人工智能（GenAI）支持的写作环境中写作动机的发展。使用三波数据收集，重点关注基因ai如何影响四个关键动机结构：自主性、能力、相关性和识别调节，以及动机随时间的发展轨迹。混合效应模型的结果揭示了显著的时间和群体互动，表明GenAI的使用随着时间的推移会带来可观的动机收益。时间序列梯度增强机（GBMT）的结果表明，英语学习者的动机发展遵循曲线轨迹，其特征是最初的快速增长逐渐趋于平稳。从理论上讲，研究结果通过展示GenAI如何支撑心理需求，将SDT的应用扩展到人工智能介导的学习：通过适应性反馈培养能力，通过个性化支持培养自主性，以及通过模拟社会互动培养相关性和识别性调节。该研究促进了关于技术增强动机的新兴论述，同时强调了在英语写作环境中需要熟练度敏感的实施策略。

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引用次数: 0

Three decades of neurofeedback in motor behavior research: A systematic review in healthy young adults 运动行为研究的三十年神经反馈：对健康年轻人的系统回顾

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-18 DOI: 10.1016/j.lmot.2025.102163

Lucas Eduardo Antunes Bicalho , Beatriz Couto-Fortuna , Lidiane Aparecida Fernandes , Joana Andrade Ramalho Pinto , Guilherme Menezes Lage

Neurofeedback is a promising tool for enhancing motor behavior by integrating optimal brain states into practice. This scoping review systematically mapped the available evidence on the effects of neurofeedback on motor performance in healthy young adults. Literature searches were conducted in PubMed, Scopus, and Web of Science in January 2023, covering studies published from 1990 to 2023. Of the 5271 records screened, 43 studies met the inclusion criteria, involving over 1290 participants. These studies yielded a total of 56 protocol-specific analyses. Among them, 25 did not incorporate motor practice into the neurofeedback protocol, relying solely on a pretest-posttest design. Eleven analyses included practice sessions prior to neurofeedback, while nine delivered neurofeedback during motor execution. The findings revealed that many studies have overlooked established behavioral principles when designing neurofeedback interventions. Basic methodological aspects, such as sex differences, laterality, and the assessment of learning, were often neglected. Furthermore, evidence regarding the effectiveness of neurofeedback for enhancing motor learning remains limited. The quality of studies examining various motor tasks, including visuomotor adaptation, sequential movement execution, and temporal performance, was predominantly low to moderate. These shortcomings underscore the need for more rigorous and behaviorally informed approaches in future research.

神经反馈是一种很有前途的工具，通过将最佳大脑状态整合到实践中来增强运动行为。本综述系统地绘制了关于神经反馈对健康年轻人运动表现影响的现有证据。文献检索于2023年1月在PubMed、Scopus和Web of Science中进行，涵盖1990年至2023年发表的研究。在筛选的5271份记录中，有43项研究符合纳入标准，涉及1290多名参与者。这些研究共产生了56项具体方案分析。其中25人没有将运动练习纳入神经反馈方案，仅仅依靠前测后测设计。11项分析包括在神经反馈之前的练习，而9项分析在运动执行期间提供神经反馈。研究结果表明，许多研究在设计神经反馈干预措施时忽视了既定的行为原则。基本的方法方面，如性别差异、侧边性和学习的评估，往往被忽视。此外，关于神经反馈对增强运动学习的有效性的证据仍然有限。检查各种运动任务的研究质量，包括视觉运动适应、顺序运动执行和时间表现，主要是低到中等。这些缺点强调了在未来的研究中需要更严格和行为知情的方法。

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引用次数: 0

Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective 中国英语学习者对人工智能（AI）技术的准备程度调查：计划行为理论视角

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-15 DOI: 10.1016/j.lmot.2025.102164

Huan Zhang

With a rapid shift toward the use of Artificial Intelligence (AI) technologies in various aspects of human life and career, second and foreign language (L2) educators and practitioners highlighted AI readiness and literacy for students to succeed in learning English. However, there is insufficient empirical evidence on how much Chinese English as a foreign language (EFL) students are ready to accept and implement AI tools in their L2 learning. To address this gap, drawing on theory of planned behavior (TPB), the present quantitative study employed a survey with 283 EFL students from different Chinese universities. The results of a one-sample t-test and descriptive statistics revealed that Chinese EFL students had demonstrated an above-average level of AI readiness in their L2 education reflecting the three dimensions of TPB (i.e., attitudes, subjective norms, and perceived behavioral control) through an emphasis on positive attitudes towards and intentions to adopt AI tools. They also showed higher than average scores in three sub-factors of AI readiness (i.e., ethics, ability, and vision). Only the cognitive dimension was below the average point. The results are discussed in relation to TPB and practical implications are provided for EFL students and teachers to maintain and develop their level of AI readiness in the context of L2 education.

随着人工智能（AI）技术在人类生活和职业的各个方面的迅速转变，第二语言和外语（L2）教育者和从业者强调了人工智能的准备和素养，以帮助学生成功学习英语。然而，关于中国英语作为外语（EFL）的学生在他们的第二语言学习中准备接受和实施人工智能工具的程度，尚无足够的实证证据。为了解决这一问题，本研究运用计划行为理论，对283名来自中国不同大学的英语学生进行了调查。单样本t检验和描述性统计的结果显示，中国英语学生在第二语言教育中表现出高于平均水平的人工智能准备，这反映了TPB的三个维度（即态度、主观规范和感知行为控制），强调对人工智能工具的积极态度和意图。在人工智能准备程度的3个子因素（道德、能力、愿景）中，他们的得分也高于平均水平。只有认知维度低于平均水平。本文讨论了与TPB相关的结果，并为英语学生和教师在第二语言教育背景下保持和发展他们的人工智能准备水平提供了实际意义。

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引用次数: 0

Effects of europinidin-o-methylated anthocyanidin on scopolamine-induced memory impairments by improving neurological expression: An integrated with insilico and ADMET properties by computational analysis europinidin-o-甲基化花青素通过改善神经表达对东莨菪碱诱导的记忆障碍的影响：通过计算分析集成了insilico和ADMET特性

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-11 DOI: 10.1016/j.lmot.2025.102161

Mohamamd Anas Ansari , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Md Sohrab Alam , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed

This research aimed to determine if europinidin-o-methylated anthocyanidin could protect rats from memory and learning impairments induced by scopolamine (SCOP). The experiment involved four groups of Wistar rats with normal control, SCOP-treated group, europinidin (10 mg/kg and 20 mg/kg p.o.) for 14-day. After that, assessments of movement, memory recall, and learning were conducted. Brain tissue was analyzed for various markers, namely choline acetyltransferase (ChAT), acetylcholine esterase (AChE), antioxidants, nitrites, anti-inflammatory, and brain-derived neurotrophic factor (BDNF). SCOP significantly impaired memory and altered brain chemistry. Europinidin treatment, however, reversed these effects, improving neurobehavioral function, reducing oxidative stress and inflammation, and restoring AChE, ChAT, and BDNF levels. Docking studies further revealed europinidin's favourable interaction with ChAT, supporting its protective mechanism. Europinidin showed favorable affinity towards ChAT with docking scores of -8.77 kcal/mol. The study demonstrates europinidin effectiveness in mitigating SCOP-induced memory deficits among rats.

本研究旨在探讨欧花青素甲基化花青素是否能保护大鼠免受东莨菪碱（SCOP）所致的记忆和学习障碍。Wistar大鼠分为正常对照组、scopo处理组、europinidin(10 mg/kg和20 mg/kg p.o) 4组，试验期为14 d。之后，对运动、记忆回忆和学习进行评估。分析脑组织的各种标志物，即胆碱乙酰转移酶（ChAT）、乙酰胆碱酯酶（AChE）、抗氧化剂、亚硝酸盐、抗炎剂和脑源性神经营养因子（BDNF）。SCOP显著损害记忆和改变脑化学。然而，Europinidin治疗逆转了这些作用，改善了神经行为功能，减少了氧化应激和炎症，恢复了AChE、ChAT和BDNF水平。对接研究进一步揭示了europinidin与ChAT的良好相互作用，支持其保护机制。Europinidin对ChAT具有良好的亲和性，对接分数为-8.77 kcal/mol。本研究证实了欧匹尼定对大鼠scope -induced memory deficits的缓解效果。

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引用次数: 0

Frustrative nonreward after extensive training in the consummatory successive negative contrast task 广泛训练后的挫败性无奖励完成性连续负性对比任务

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-10 DOI: 10.1016/j.lmot.2025.102162

Jessica A. Suarez, Christopher W. Hagen, Angela Adame, Mauricio R. Papini

In the consummatory successive negative contrast (cSNC) task, animals typically receive 10 sessions of access to 32 % sucrose followed by 4 sessions of access to 4 % sucrose. Such downshift yields a transient suppression of consummatory behavior relative to unshifted controls always exposed to 4 % sucrose. Previous research shows that a 16-to-4 % sucrose disparity rarely, if ever, yields evidence of cSNC. We explored the possibility that cSNC would emerge with an extended number of preshift sessions (overtraining, OT: 30 sessions), compared to the typical procedure (regular training, RT: 10 sessions). OT was expected to increase reward expectancy thus enhancing the effects of the downshift on consummatory suppression and perhaps revealing an cSNC effect with a reward disparity that usually does not produce such an effect. This experiment also tested whether OT converts licking into a habitual response, failing to respond to reward downshift. Five groups were included: 32-4/OT, 32-4/RT, 16-4/OT, 16-4/RT, and 4-4. A stronger cSNC effect was observed in Group 32-4/OT relative to 32-4/RT. No evidence of cSNC was observed in the 16-to-4 % sucrose downshifts, whether in OT or RT. Analysis of individual differences in downshift performance provided no evidence of cSNC in the 16-to-4 % sucrose groups, but significant cSNC effects in the 32-to-4 % sucrose groups. A manipulation leading to a stronger cSNC effect (i.e., OT) still failed to yield the effect with a suboptimal reward disparity. Moreover, there was no evidence suggesting that OT switched licking into a habitual behavior.

在完成性连续负性对比（cSNC）任务中，动物通常接受10次接触32 %蔗糖的实验，然后接受4次接触4 %蔗糖的实验。相对于始终暴露于4 %蔗糖的未移位控制，这种降档产生了一种短暂的完满行为抑制。先前的研究表明，16比4 %的蔗糖差异很少，如果有的话，也很少产生cSNC的证据。我们探索了与典型程序（常规训练，RT: 10次）相比，cSNC出现的可能性（过度训练，OT: 30次）。预期OT会增加奖励预期，从而增强降低对完成性抑制的影响，并可能揭示出通常不会产生这种影响的奖励差异的cSNC效应。这个实验还测试了OT是否会将舔变成一种习惯性反应，而不是对奖励下降的反应。分为5组：32-4/OT、32-4/RT、16-4/OT、16-4/RT、4-4。与32-4/RT组相比，32-4/OT组的cSNC效应更强。在16- 4 %蔗糖的降档中，无论是在OT还是在rt中，都没有观察到cSNC的证据。对降档表现的个体差异分析显示，在16- 4 %蔗糖组中没有cSNC的证据，但在32- 4 %蔗糖组中有显著的cSNC效应。导致更强的cSNC效应（即OT）的操纵仍然不能产生次优奖励差异的效应。此外，没有证据表明OT将舔变成了一种习惯行为。

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引用次数: 0

Synergistic action of arachidonylcyclopropylamide and yohimbine in alleviating acute stress-related emotional memory deficits in mice 花生四烯基环丙酰胺和育亨宾在缓解小鼠急性应激相关情绪记忆缺陷中的协同作用

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-04 DOI: 10.1016/j.lmot.2025.102160

Amir Chitsaz , Fatemeh Khakpai , Mohaddeseh Ebrahimi-Ghiri , Mohammad-Reza Zarrindast

Stress may exhibit contradictory effects on learning and memory processes. The endocannabinoid and noradrenergic systems have been implicated separately in modulating stress responses and memory formation; however, their interactions in avoidance memory processing under stress have received little attention so far. The step-down test was used to evaluate the memory abilities of male Naval Medical Research Institute (NMRI) mice. Acute restraint stress (ARS) for 4 h reduced step-down latency in mice, indicating stress-induced amnesia. The intracerebroventricular microinjection of the cannabinoid CB1 receptor (CB1R) agonist arachidonylcyclopropylamide (ACPA; 0.25 and 0.5 µg/mouse) prevented the amnesia induced by ARS. The microinjection of a lower dose of ACPA in conjunction with the α₂-noradrenoceptor agonist clonidine (0.25 and 0.5 µg/mouse) resulted in an enhancement of memory retention in non-ARS (NARS) and ARS mice. Meanwhile, ARS impaired memory retention in mice administered with clonidine (0.25 µg/mouse). Moreover, mice received different doses of the α₂-noradrenoceptor antagonist yohimbine (0.25 and 0.5 µg/mouse) in the presence or absence of ACPA demonstrated successful memory retention. Synergistic effect of ACPA and yohimbine was presented by the isobologram analysis. However, none of the treatments had any effect on mice's locomotion. These results suggest that targeting both CB1 and α₂-noradrenergic receptors may offer a potential therapeutic strategy for mitigating stress-induced memory deficits.

压力可能在学习和记忆过程中表现出相互矛盾的影响。内源性大麻素和去甲肾上腺素能系统分别参与调节应激反应和记忆形成；然而，它们在应激条件下回避记忆加工中的相互作用迄今尚未得到关注。采用降压法评价海军医学研究所雄性小鼠的记忆能力。急性抑制应激（ARS） 4 h降低了小鼠的降压潜伏期，表明应激性遗忘。脑室显微注射大麻素CB1受体（CB1R）激动剂花生四烯基环丙酰胺(ACPA；0.25和0.5 µg/只)可预防ARS引起的遗忘。低剂量ACPA与α2-去甲肾上腺素能受体激动剂可乐定（0.25和0.5 µg/只）联合微注射可增强非ARS小鼠和ARS小鼠的记忆保留。同时，给予可乐定（0.25 µg/只）的小鼠，ARS损害了记忆保留。此外，在存在或不存在ACPA的情况下，小鼠接受不同剂量的α2-去甲肾上腺素受体拮抗剂育亨宾（0.25和0.5 µg/小鼠）均能成功保持记忆。等线图分析表明，ACPA与育亨宾具有协同作用。然而，没有一种治疗方法对小鼠的运动有任何影响。这些结果表明，靶向CB1和α2-去甲肾上腺素能受体可能为减轻应激性记忆缺陷提供一种潜在的治疗策略。

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引用次数: 0

Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK 调整学习理论与扩大成熟学生的认知：来自英国伦敦一项混合方法研究的见解

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-07-01 DOI: 10.1016/j.lmot.2025.102159

Rahaman Hasan , Tommie Anderson-Jaquest , June Dennis , Jonathan Liu , Ilias Mahmud , Nazim Uddin , Nick Papé

This study explores the relevance of learning theories in understanding how Widening Access Mature Students (WAMS) in a UK Higher Education institution perceive learning. Using an explanatory mixed-methods approach, the research examines adult learners’ preferences for teaching methods. These preferences can be explained by constructivist, humanistic and social learning theories, which emphasise experiential learning and the social aspects of education. Growing importance of digital learning theories in the modern educational landscape and as digital tools and platforms become integral to the learning process, understanding how these technologies can enhance learning for WAMS is crucial. The findings reveal significant correlations between students’ demographic characteristics and their teaching method preferences, demonstrating the need for educational strategies that are both inclusive and adaptable to diverse needs. The study recommends that educators combine traditional learning theories with digital approaches to create an educational framework that addresses the cognitive, emotional, and social dimensions of learning for WAMS. This wide approach is essential in building a more effective and inclusive learning environment. Future research could focus on the long-term impact of these educational strategies on WAMS’ outcomes, as well as the potential of emerging technologies to support personalised and experiential learning pathways.

本研究探讨了学习理论在理解英国高等教育机构扩宽成人学生（WAMS）如何感知学习方面的相关性。使用解释性混合方法的方法，该研究考察了成人学习者对教学方法的偏好。这些偏好可以用建构主义、人本主义和社会学习理论来解释，这些理论强调体验式学习和教育的社会方面。数字学习理论在现代教育领域的重要性日益增加，随着数字工具和平台成为学习过程中不可或缺的一部分，了解这些技术如何增强WAMS的学习至关重要。研究结果揭示了学生人口统计学特征与他们的教学方法偏好之间的显著相关性，表明需要既包容又适应多样化需求的教育策略。该研究建议教育工作者将传统学习理论与数字方法结合起来，创建一个教育框架，解决WAMS学习的认知、情感和社会维度。这种广泛的方法对于建立一个更有效和包容的学习环境至关重要。未来的研究可以关注这些教育策略对WAMS结果的长期影响，以及新兴技术支持个性化和体验式学习途径的潜力。

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引用次数: 0

Enhancing EFL writing with visualised GenAI feedback: A cognitive affective theory of learning perspective on revision quality, emotional response, and human-computer interaction 用可视化GenAI反馈提高英语写作：从学习的角度看复习质量、情绪反应和人机交互的认知情感理论

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-06-27 DOI: 10.1016/j.lmot.2025.102158

Bin Zou , Chenghao Wang , Huimin He , Congxin Li , Erick Purwanto , Ping Wang

With the rapid development of large language models and natural language processing technologies, Generative AI (GenAI) chatbots have offered new opportunities for supporting EFL learners in writing and revision. However, existing GenAI chatbots’ output is predominantly presented in plain, text-only formats, which may impose a high cognitive load and trigger negative emotional responses. Despite growing interest in GenAI-assisted writing instruction, limited research has examined how visual enhancements to GenAI chatbot output might improve revision outcomes and learners’ emotional experiences. Grounded in the Cognitive-Affective Theory of Learning with Media, this study employed a self-developed GenAI-powered writing chatbot to investigate the effects of visualised feedback on EFL learners’ writing performance and emotional responses during revision. A 2 (time: pre-test and post-test) × 2 (feedback mode: visualised vs. non-visualised) quasi-experimental design was employed. Group A (N = 30) received standard text-only feedback, while Group B (N = 30) received visualised feedback incorporating colour variation, tabular formatting, and bolded text. Results from pre-and post-tests and questionnaires indicated that visualised feedback significantly improved coherence and cohesion in learners’ writing, reduced negative emotions, and resulted in lower cognitive load. These findings offer practical implications for language educators, learners, and developers, highlighting the critical role of how AI-generated content is presented in building emotionally supportive and cognitively effective GenAI-assisted learning environments.

随着大型语言模型和自然语言处理技术的快速发展，生成式人工智能（GenAI）聊天机器人为支持英语学习者的写作和修改提供了新的机会。然而，现有的GenAI聊天机器人的输出主要以纯文本格式呈现，这可能会带来很高的认知负荷并引发负面情绪反应。尽管人们对GenAI辅助写作教学越来越感兴趣，但关于GenAI聊天机器人输出的视觉增强如何改善复习结果和学习者情感体验的研究有限。基于媒体学习的认知-情感理论，本研究采用自主开发的genai写作聊天机器人来研究可视化反馈对英语学习者写作表现和复习时情绪反应的影响。采用2（时间：测试前和测试后）× 2（反馈方式：可视化与非可视化）准实验设计。A组（N = 30）收到标准的纯文本反馈，而B组（N = 30）收到包含颜色变化、表格格式和加粗文本的可视化反馈。前、后测试和问卷调查结果表明，视觉反馈显著提高了学习者写作的连贯性和凝聚力，减少了负面情绪，降低了认知负荷。这些发现为语言教育者、学习者和开发者提供了实际意义，强调了人工智能生成的内容如何在构建情感支持和认知有效的基因人工智能辅助学习环境中发挥关键作用。

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引用次数: 0

The negative effects of external rewards on young language students’ performance, withdrawing, and psychological factors: An experimental study 外部奖励对青年语言学生成绩、退缩及心理因素的负面影响：一项实验研究

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-06-17 DOI: 10.1016/j.lmot.2025.102156

Abdullah Alamer , Hanan Al Sultan , Ahmed Alharfi

Investigating the factors influencing the acquisition of a L2 among young learners is a valuable area for researchers and practitioners. In schools, external rewards are commonly employed by language teachers to enhance primary school students’ performance on language tasks and increase their motivation. However, the impact of this practice on this age group remains largely unexplored, with no experimental studies conducted to date. Therefore, this study represents the first to delve into the influence of the extrinsic reward system while engaging students in a language activity. Specifically, we investigated whether introducing an extrinsic reward in the first language task and removing it in the second impacts young students’ performance, withdraw from doing the activity, and psychological factors including intrinsic and external motivation, anxiety, perceived difficulty, and frustration. Our results showed that primary school students (grade 6) performed poorly in the second round once the reward was removed. Moreover, 14 % of the students, among them those who won the first round, withdrew from participating in the second round. Furthermore, losers exhibited lower levels of intrinsic motivation but a higher sense of difficulty, frustration, and external motivation, indicating that losing a reward can negatively affect students’ language performance and psychological factors. Also, we found that our experimental results are consistent among the two genders. We conclude the paper with important implications for the use of the extrinsic reward system for language teaching purposes.

研究影响年轻学习者二语习得的因素对研究者和实践者来说是一个有价值的领域。在学校中，语言教师通常采用外部奖励来提高小学生在语言任务中的表现，增加他们的动机。然而，这种做法对这一年龄组的影响在很大程度上仍未被探索，迄今为止还没有进行过实验研究。因此，本研究首次深入探讨了外在奖励制度对学生参与语言活动的影响。具体而言，我们调查了在第一语言任务中引入外部奖励并在第二语言任务中移除它是否会影响年轻学生的表现、退出活动以及包括内在动机和外部动机、焦虑、感知困难和挫折在内的心理因素。我们的研究结果显示，在取消奖励后，小学生（六年级）在第二轮的表现不佳。此外，14 %的学生，其中那些谁赢得了第一轮，退出了参加第二轮。此外，失败者表现出较低的内在动机水平，但有较高的困难感、挫败感和外部动机，这表明失去奖励会对学生的语言表现和心理因素产生负面影响。此外，我们发现我们的实验结果在两性之间是一致的。最后，我们对外在奖励系统在语言教学中的应用提出了重要建议。

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引用次数: 0