Educational Research Review最新文献

Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-17 DOI: 10.1016/j.edurev.2025.100685

Weiqi Xu, Fan Ouyang

With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely learning about robotics, learning through robotics, learning from robotics, and learning with robotics. In learning about robotics, educational robotics are merely the learning objects or contents by learners. In learning through robotics, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In learning from robotics, educational robotics act as tutors to convey and deliver knowledge and information to learners. In learning with robotics, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.

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引用次数: 0

Success of EMI in higher education and its key components: A meta-analytic structural equation modelling approach

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-15 DOI: 10.1016/j.edurev.2025.100684

Hansol Lee , Heath Rose , Ernesto Macaro , Jang Ho Lee

The increasing global demand for English Medium Instruction (EMI) in higher education (HE) highlights the need for empirical research to contribute to its success and suggest ways of mitigating the diverse challenges faced by students and institutions. Identifying the key factors that contribute to successful EMI is critical for improving both content and language learning outcomes for students. In the wake of the recent surge in EMI research, more research synthesis is needed to understand how these factors interact to influence EMI success rather than focusing solely on their isolated, bivariate relationships. To address this gap, we conducted meta-analytic structural equation modelling (MASEM) to examine the structural relationships among the key factors affecting the success of EMI. Synthesising data from 50 studies (N = 15,032), our analysis demonstrates that learners’ engagement and English proficiency are pivotal for both content and language learning, with English proficiency being more important for language learning outcomes, although itself considerably also influenced by learners’ anxiety and motivation. Additionally, the moderator analysis shows that learner engagement plays a more significant role in partial EMI contexts, leading to our recommendation for differentiated institutional support in full and partial EMI settings. However, owing to the limited availability of correlation coefficients, some key factors and moderators were excluded, prompting the need for further empirical research to explore these relationships in greater depth.

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引用次数: 0

Sense of belonging in undergraduate computing students: A scoping review

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-10 DOI: 10.1016/j.edurev.2025.100683

Shamima Nasrin Runa, Andrew McCartan, Yuhan Du, Brett A. Becker, Catherine Mooney

Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these groups to address this unevenness is beneficial for retaining diversity and closing representation gaps, as students persist when they feel they belong. However, student belonging is complex and challenging to measure. For the development of meaningful interventions to level sense of belonging across various groups by improving belonging for those with lower belonging, there is a need for clarity on how 1) sense of belonging is theorised in research into undergraduate students, 2) how it is measured, and 3) how belonging has been operationalised to improve diversity and student retention. This review focuses specifically on computing, as a discipline with persistent representation gaps limiting its development, synthesising existing studies investigating sense of belonging among undergraduate computing students. The PRISMA extension for scoping reviews (PRISMA-Scr) was utilised to source and review 22 relevant peer-reviewed articles published between 2013 and 2022. The review shows that most existing research follows a quantitative study. The research reveals how multiple barriers to student belonging are experienced differently across different student populations. Belongingness has significant disparities relating to gender, race, and sexuality that may explain representation gaps, but attention needs to be paid to how these identities intersect to shape student experiences. The research also suggests various social and academic interventions that can raise sense of belonging. These findings provide valuable insights into undergraduate student belonging that may inform the development of targeted interventions aimed at retaining diverse student cohorts and closing representation gaps, as well as informing future research aimed at fostering and improving sense of belonging among undergraduate computing students.

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引用次数: 0

Review of research on design thinking in K-12 education

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-01 DOI: 10.1016/j.edurev.2025.100682

Lin Lin , Shusheng Shen , Rustam Shadiev , Minghua Yu

Design thinking (DT) has drawn increasing attention in K-12 education. However, research on DT in K-12 education has not yet been comprehensively reviewed. The current review research attempted to bridge this gap in the field. Following the PRISMA guidelines, this review examined 40 empirical studies on DT in K-12 education, with specific emphasis on four key aspects: (1) research areas, (2) incorporation of DT into K-12 education, (3) methodologies, and (4) reported findings in reviewed studies. In terms of the first aspect, the main themes to analyze were identified as participant perspective, instructional intervention, learning assessment, and design mechanism. In terms of the second aspect, it was found that studies were conducted primarily in the context of design, technology, engineering, and STEM (Science, Technology, Engineering, and Mathematics) education in middle schools and durations ranging from three days to nine weeks. In terms of the third aspect, these studies typically carried out qualitative analysis of documents and administered questionnaires, interviews, and observations. The articles described the development of questionnaires, online games, and scales to evaluate DT. In terms of the fourth aspect, the findings showed that DT was welcomed by most participants, and it was capable of optimizing learning processes and helped promote student learning. DT can be developed not only through DT courses but also through programming learning. The effective way to DT was explained through time allocation, modalities, and iteration sequence exploration. Based on the findings, it may be concluded that DT is still in an early development stage in K-12 education, and so research on DT has not yet been broadly established with academic content learning. More studies on subject content learning supported by various DT elements, instruction based on design mechanisms, and technology-supported assessment in K-12 education are needed to impact the educational practice of DT.

设计思维（DT）在 K-12 教育中引起了越来越多的关注。然而，有关 K-12 教育中设计思维的研究尚未得到全面的回顾。本综述研究试图弥补这一领域的空白。按照 PRISMA 准则，本综述研究考察了 40 项有关 K-12 教育中 DT 的实证研究，重点关注四个关键方面：(1) 研究领域；(2) 将 DT 纳入 K-12 教育；(3) 研究方法；(4) 综述研究的报告结果。在第一个方面，确定了主要分析主题为参与者视角、教学干预、学习评估和设计机制。就第二个方面而言，研究发现，这些研究主要是在中学设计、技术、工程和 STEM（科学、技术、工程和数学）教育的背景下进行的，持续时间从 3 天到 9 周不等。在第三个方面，这些研究通常对文件进行定性分析，并进行问卷调查、访谈和观察。这些文章介绍了调查问卷、在线游戏和评估 DT 的量表的开发情况。就第四个方面而言，研究结果表明，DT 受到大多数参与者的欢迎，它能够优化学习过程，有助于促进学生的学习。不仅可以通过 DT 课程发展 DT，还可以通过编程学习发展 DT。通过时间分配、模式和迭代序列探索，解释了 DT 的有效途径。根据研究结果，我们可以得出这样的结论：DT 在 K-12 教育中仍处于早期发展阶段，因此 DT 研究尚未与学科内容学习广泛结合起来。在 K-12 教育中，需要对各种 DT 元素支持的学科内容学习、基于设计机制的教学和技术支持的评估进行更多的研究，以影响 DT 的教育实践。

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引用次数: 0

The effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-03-23 DOI: 10.1016/j.edurev.2025.100680

Lana S. Jago, Padraic Monaghan, Katie Alcock, Kate Cain

The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.

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引用次数: 0

Effectiveness of L1 and pictures in multimedia conditions on learning second-language vocabulary: A meta-analysis

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-03-22 DOI: 10.1016/j.edurev.2025.100681

Caihui Zhang , Giovanni Sala , Fernand Gobet

Multimedia inputs have been often used in second language (L2) vocabulary learning; however, the effective elements in multimedia inputs for L2 vocabulary learning have hardly been established. This study aims to identify the effective element(s) and further clarifies the meaning of different “domains” in multimedia L2 vocabulary learning. Considering that the learning target (L2 vocabulary) belongs to the verbal domain, the meaningful inputs are then constructed as within-domain (i.e. L1-based), cross-domain (i.e. Picture-based), and mixed-domain (i.e. L1+picture-based) learning conditions. The present study firstly conducted an omnibus analysis and then three meta-analyses: (a) within-domain vs. cross-domain (20 studies, 51 effect sizes), (b) within-domain vs. mixed-domain (21 studies, 55 effect sizes), and (c) cross-domain vs. mixed-domain (9 studies, 27 effect sizes), for a total of 2056 participants. Both immediate and available delayed tests were used as dependent variables. Four moderators were used to identify potential predictors. The results indicate that, at the immediate tests, the mixed-domain condition consistently outperforms the within-domain condition (g = 0.334, p < 0.001) and cross-domain condition (g = 0.350, p = 0.001) in facilitating L2 vocabulary learning. However, at the delayed tests, the advantageous effect of the mixed-domain condition only marginally outperformed the cross-domain condition (g = 0.271, p = 0.067). No significant difference was found between the within-domain and cross-domain conditions in L2 vocabulary learning. No significant moderator was detected at either the immediate tests or the delayed tests. These findings highlight the benefit of incorporating both L1 words and pictures into L2 vocabulary learning.

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引用次数: 0

Interdisciplinary knowledge diffusion of educational research, 2002–2021

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-03-18 DOI: 10.1016/j.edurev.2025.100679

Ying Tang , Yu Liu , Yixin Jin , Chenwei Zhang , Xiaojuan Zhang

Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.

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引用次数: 0

Evaluating methodological quality of meta-analyses: A case study of meta-analyses on associations between parental involvement and students’ learning outcomes

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-03-18 DOI: 10.1016/j.edurev.2025.100678

Cheng Yong Tan, Lin Gao

The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.

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引用次数: 0

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