Educational Research Review最新文献

Technology-enhanced content and language integrated learning: A systematic review of empirical studies

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-11 DOI: 10.1016/j.edurev.2025.100677

Dongpin Hu , Juanjuan Chen , Yan Li , Minhong Wang

Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

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引用次数: 0

A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-10 DOI: 10.1016/j.edurev.2025.100676

Adurangba Victor Oje , Nathaniel J. Hunsu , Logan Fiorella

As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.

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引用次数: 0

Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-03 DOI: 10.1016/j.edurev.2025.100666

Jang Ho Lee , Hansol Lee , Yuen Yi Lo

This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that CLIL was significantly more effective than non-CLIL for FL learning (d = 0.63, SE = 0.21, p = .003), with particularly strong effects observed concerning improving speaking skills (d = 1.24, SE = 0.24, p < .001) and smaller effects for improving other language domains (d = 0.48, SE = 0.18, p = .009). Additionally, publication year was significantly associated with the impact of CLIL on FL learning, with earlier studies reporting slightly stronger effect sizes than later ones, which demonstrated marginally weaker effects (β = −0.07, SE = 0.03, p = .04). In contrast, CLIL and non-CLIL approaches were comparable in terms of aiding academic content learning (d = −0.06, SE = 0.16, p = .72). Moderator analyses suggested that the observed effects of CLIL on content learning might be influenced by pre-existing differences between groups; studies with confirmed group homogeneity indicated a negative effect of CLIL on content learning (d = −0.22, SE = 0.13, p = .09), whereas studies without confirmation of group equivalence showed a positive effect (d = 0.31, SE = 0.22, p = .17).

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引用次数: 0

School ACTIVE, brain active: A meta-analysis and meta-regression on chronic school physical activity effects on cognitive performance in children and adolescents 学校活动、脑活动：长期学校体育活动对儿童和青少年认知表现影响的meta分析和meta回归

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100658

Júlio B. Mello , Rochelle Rocha Costa , Fernando Flores da Silva , Ricardo Martins , Carlos Cristi-Montero

Objective

To describe the chronic physical activity at school effects on children and adolescents' cognitive performance, examining different types of intervention in the school environment.

Design

A systematic review with meta-analysis and meta-regression was conducted including experimental studies reporting the effects of physical activity at school on cognitive performance in children and adolescents.

Data sources

PubMed, Embase, Scopus, and Cochrane Library from database inception to February 30, 2023.

Eligibility criteria for selecting studies

Studies with: (P) healthy children and adolescents, (I) interventions with physical activity at school (sports, general physical activity, and physical exercises), (C) a control group, (O) cognitive flexibility, working memory, inhibitory control, and attention outcomes; and (S) Randomised trials of RCTs and longitudinal designs.

Results

Eighteen studies were included. The interventions were divided into three groups: different team games, general physical activity, and different physical exercises. Physical activity at school was associated with changes in cognitive flexibility (g: 0.244; 95% CI 0.116 to 0.373; p < 0.001; I² = 0%); in working memory (g: 0.123; 95% CI 0.028 to 0.219; p = 0.012; I² = 14%); in inhibitory control (g: 0.122; 95% CI 0.062 to 0.182; p < 0.001; I² = 3%); and in attention (g: 0.100; 95% CI 0.040 to 0.161; p < 0.001; I² = 0%).

Conclusion

Our results support that interventions with chronic physical activity at school have a positive effect on cognitive flexibility, inhibitory control, working memory, and attention in children and adolescents. Subgroup analyses established that the impact on each outcome essentially depends on the type of intervention performed. Meta-regression showed that age was a valid predictor of improvements in working memory.

Prospero registration

CRD42021274668.

探讨学校环境中不同类型的干预对儿童和青少年认知表现的影响，描述学校长期体育活动对儿童和青少年认知表现的影响。

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引用次数: 0

The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia 成人低读写能力在字母正字法上的认知特征：与发展性阅读障碍的系统回顾与比较

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100659

Réka Vágvölgyi , Kirstin Bergström , Aleksandar Bulajić , Jascha Rüsseler , Tânia Fernandes , Michael Grosche , Maria Klatte , Falk Huettig , Thomas Lachmann

Dealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on adults with low literacy skills (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that this developmental disorder is one possible explanation for low literacy skills in adulthood. Twenty-seven studies focusing on the cognitive profile of ALLS met the three predefined criteria of reading level, age, and education. Results showed that ALLS performed worse than literate adults in various tasks at skill and information processing level, and exhibited structural and functional differences at the neurobiological level. The cognitive profile of ALLS was closer to that of primary school children than of literate adults. However, relative to children, ALLS’ literacy skills relied less on phonological and more on orthographic strategies. A narrative comparison of results with meta-analyses on developmental dyslexia showed large, though not complete, overlap in the cognitive profiles. The present results helps to better understand the literacy skills and reading-related cognitive functions of ALLS and may support the development of tailored interventions directed to the specific cognitive difficulties ALLS have.

在现代社会中，处理文本是至关重要的。然而，并不是每个人都能在学校教育中获得足够的读写能力。本系统综述总结和综合了对字母书写系统中读写能力低下的成年人的研究，包括行为和神经生物学研究的结果，并将这些研究结果与发展性阅读障碍的研究结果进行了比较，因为发展性阅读障碍是成年期读写能力低下的一种可能解释。27项关注als认知概况的研究符合三个预定义的标准：阅读水平、年龄和教育程度。结果表明，脑萎缩症患者在技能和信息处理水平上的表现低于识字成人，在神经生物学水平上表现出结构和功能上的差异。与识字的成年人相比，als患者的认知特征更接近小学生。然而，相对于儿童而言，als的读写技能较少依赖于语音，更多依赖于正字法策略。对发展性阅读障碍的meta分析结果进行的叙述性比较显示，尽管不完全，但在认知概况上有很大的重叠。目前的研究结果有助于更好地了解als患者的读写技能和与阅读相关的认知功能，并可能支持针对als患者特定认知困难的量身定制干预措施的发展。

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引用次数: 0

A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs 专业学习社群与教师效能感信念相关的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100660

Shengnan Liu , Yuning Wang , Hongbiao Yin

A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (N = 38,669) to investigate the correlation between PLCs and TEB. Our analysis revealed a statistically significant positive correlation (r = .40) overall. Furthermore, our analysis of relative weights highlighted notable variability in the significance of different dimensions of PLC, with a predominant emphasis on collective focus on student learning (31.76%) and reflective dialog (24.26%) as the primary contributors to TEB. Our findings also showed that PLCs exhibited a stronger correlation with teachers’ collective efficacy beliefs (TCEB) than with self-efficacy beliefs (TSEB). The study also identified the moderating effects of certain cultural dimensions, such as power distance and collectivism, on the correlation between PLCs and TEB. We found that PLCs had a stronger positive correlation to TEB in societies with high power distance and low individualism compared to those with low power distance and high individualism. These results consolidate existing research findings of PLCs, and provide directions for further inquiries to advance the understanding of and research into PLCs.

越来越多的文献探讨了专业学习社区（plc）与教师效能信念（TEB）之间的关系。然而，研究结果并不一致，这对plc在教育中的作用的理论理解和实践意义都提出了挑战。采用荟萃分析方法，本研究综合了44个独立样本（N = 38,669）的数据，以研究plc与TEB之间的相关性。我们的分析显示，总体上有统计学意义的正相关（r = 0.40）。此外，我们对相对权重的分析突出了PLC不同维度的显著差异，主要强调集体关注学生学习（31.76%）和反思性对话（24.26%）是TEB的主要贡献者。我们的研究结果还显示，plc与教师集体效能信念（TCEB）的相关性强于与自我效能信念（TSEB）的相关性。该研究还确定了某些文化维度，如权力距离和集体主义，对plc和TEB之间的相关性的调节作用。我们发现，与低权力距离和高个人主义社会相比，高权力距离和低个人主义社会的plc与TEB有更强的正相关。这些结果巩固了plc的现有研究成果，并为进一步的调查提供了方向，以促进对plc的理解和研究。

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引用次数: 0

Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100648

Amelie Fuchs, Anika Radkowitsch, Daniel Sommerhoff

Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large heterogeneity in prior results. The present meta-analysis examines the conditions under which LPM effectively improves students’ academic performance compared to business-as-usual instruction. We included 87 effect sizes from 25 studies published before June 2024, including a total of 7,379 students. These studies show a small positive effect (g = 0.30) of LPM on students’ reading, writing, and mathematics performance. Moderator analyses showed that the effect of LPM on academic performance was greater when (i) ongoing consultation was provided for teachers during the implementation of LPM and (ii) teachers received data-specific support on how to adjust their teaching. Moreover, our findings suggest that LPM tests should be administered at least weekly to be effective. Overall, our results show that LPM is well suited to addressing the challenges of student heterogeneity for students with and without educational needs. However, further research is needed to investigate in more detail the mechanisms underlying the effectiveness of LPM, particularly concerning the specific content and the extent of the support that needs to be provided to teachers to maximise the potential of LPM.

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引用次数: 0

Exploration of domains of educational purpose in K-12 data literacy education research K-12数据素养教育研究中教育目的域的探索

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100663

Janne Fagerlund, Lauri Palsa, Pekka Mertala

Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account of “good education”, which brings together three interconnected domains—becoming equipped with skills (qualification), becoming a part of social orders (socialization), and becoming the subject of one's own life (subjectification)—to examine prior DLE research and explore how such domains of educational purpose have been portrayed in different ways. Our analysis shows that while there is some need for clarifying meanings of the expressed purposes of DLE, there are recognizable educational goals focused on cultivating data savvy students for present and future societal roles, most notably data-centric professions and coping in everyday data environments. Aims of gaining personal value from data and empowering students for critical engagement with data(fication) were also present to complement DLE in terms of its more subjectification-oriented viewpoints. Overall, intriguing meanings, synergies, and cross-pressures can be identified, calling for the recognition of the pluralistic approaches and cultivation of balance in them to holistically educate students to exist in and with the data-rich world. Further investigations and fundamental discussions about educational emphases in DLE research as well as informed engagement in them in local educational decision-making are encouraged.

数字数据在生活的各个领域中发挥着越来越突出的作用，学校的数据素养教育显得尤为重要。为了更好地理解学生全面发展这一多方面主题的多种教育目的，本文对K-12教育中的“DLE是什么”进行了深入的审查。我们利用Gert Biesta（2009）对“良好教育”的整体描述，将三个相互关联的领域——成为技能的装备（资格），成为社会秩序的一部分（社会化），成为自己生活的主体（主体化）——结合在一起，检查先前的DLE研究，并探索这些教育目的领域是如何以不同的方式被描绘出来的。我们的分析表明，虽然有必要澄清DLE所表达的目的的含义，但有一些可识别的教育目标侧重于培养精通数据的学生，以适应当前和未来的社会角色，尤其是以数据为中心的职业和应对日常数据环境。从数据中获得个人价值和赋予学生批判性地参与数据（化）的目标也被提出，以补充DLE更主体化的观点。总的来说，可以确定有趣的意义，协同作用和交叉压力，要求承认多元方法并培养其中的平衡，以全面教育学生在数据丰富的世界中生存并与之共存。鼓励进一步调查和基本讨论DLE研究的教育重点，以及在当地教育决策中知情参与。

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引用次数: 0

Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021) 将真实实验与虚拟实验相结合能提高物理学习成绩吗？来自荟萃分析的证据（2001-2021）

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100661

Xiao-Ming Wang , Xiao-Han Yu , Dan-dan Yu , Gwo-Jen Hwang , Min Lan

In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of their operation ability. Because of the unique advantages that can be derived from combining the two, combining real and virtual experiments (CRVE) is gradually becoming more widely used in physics teaching. Although much empirical research has been carried out to assess learning achievement in CRVE, few studies have comprehensively investigated the statistical combination of the results from multiple studies regarding learning achievement in CRVE. Therefore, a meta-analysis was conducted in the present study to analyze 27 independent experimental studies after pre-selecting 4523 journal papers published between 2001 and 2021 to systematically examine the effects of CRVE on learning achievement. The findings show that CRVE contributes positively to learning achievement in physics courses compared to real experiments (ES = 0.66). In addition, subgroup analyses revealed that study results are influenced by three moderating variables: physics themes, sample size, and CRVE sequence. We found that learning more complex and abstract physical concepts is more conducive to the strengths of CRVE. Meanwhile, CRVE works best in small-scale courses; among all sequences, the CRVE sequence designed based on the theoretical framework is the most effective in terms of enhancing learning achievement. Finally, some suggestions are made for the application and study of CRVE in the teaching of physics based on the findings of the study.

在物理实验教学中，真实的实验可以为学生提供实践经验，培养学生的操作理念和技能，但效率较低，存在许多不确定因素。相比之下，虚拟实验可以将抽象概念可视化，提高实验成功率，但不能给学生提供真实的体验，也不能充分训练学生的操作能力。由于虚拟与真实相结合的独特优势，虚拟与真实相结合的实验在物理教学中得到了越来越广泛的应用。虽然已经有很多实证研究对CRVE学习成就进行了评估，但很少有研究对CRVE学习成就的多项研究结果的统计组合进行全面的研究。因此，本研究对2001年至2021年间发表的4523篇期刊论文进行meta分析，对27项独立实验研究进行分析，系统考察CRVE对学习成绩的影响。研究结果表明，与真实实验相比，CRVE对物理课程学习成绩有积极的促进作用（ES = 0.66）。此外，亚组分析显示，研究结果受到三个调节变量的影响：物理主题、样本量和CRVE序列。我们发现学习更复杂和抽象的物理概念更有利于发挥CRVE的优势。同时，CRVE在小规模课程中效果最好；在所有序列中，基于理论框架设计的CRVE序列在提高学习成绩方面是最有效的。最后，根据研究结果，对CRVE在物理教学中的应用和研究提出了一些建议。

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引用次数: 0

Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2025.100664

Alie Meedendorp, Marjolein Irene Deunk

As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.

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引用次数: 0