Pub Date : 2026-02-01Epub Date: 2026-01-16DOI: 10.1016/j.edurev.2026.100766
Shurui Bai , Yingxue Liu , Khe Foon Hew , Michael Sailer , Ya Xiao
Tangible rewards, such as class participation scores, are often incorporated into gamified learning to motivate students. This systematic review synthesised evidence from 16 studies with 18 independent interventions to examine how tangible rewards have been designed and implemented in gamified learning and how they relate to academic performance. Across the studies, tangible rewards varied widely in form, contingency and stakes, ranging from small tokens and badges to extra course grades. The result found that the “exceeding a norm” reward contingency with “low-stakes rewards” associates with more positive academic performance in gamified classes. Based on qualitative insights, good reward administration practices include giving students autonomy in choosing rewards and recognizing learning progress with playful elements (e.g., Lego bricks). However, due to the limited number of interventions, more empirical evidence is needed to clarify whether and under what conditions tangible rewards can enhance academic performance in gamified learning.
{"title":"Effects of reward strategies in gamified learning on academic performance: A systematic review","authors":"Shurui Bai , Yingxue Liu , Khe Foon Hew , Michael Sailer , Ya Xiao","doi":"10.1016/j.edurev.2026.100766","DOIUrl":"10.1016/j.edurev.2026.100766","url":null,"abstract":"<div><div>Tangible rewards, such as class participation scores, are often incorporated into gamified learning to motivate students. This systematic review synthesised evidence from 16 studies with 18 independent interventions to examine how tangible rewards have been designed and implemented in gamified learning and how they relate to academic performance. Across the studies, tangible rewards varied widely in form, contingency and stakes, ranging from small tokens and badges to extra course grades. The result found that the “exceeding a norm” reward contingency with “low-stakes rewards” associates with more positive academic performance in gamified classes. Based on qualitative insights, good reward administration practices include giving students autonomy in choosing rewards and recognizing learning progress with playful elements (e.g., Lego bricks). However, due to the limited number of interventions, more empirical evidence is needed to clarify whether and under what conditions tangible rewards can enhance academic performance in gamified learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100766"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145995236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-12-15DOI: 10.1016/j.edurev.2025.100760
Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark
The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.
{"title":"Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review","authors":"Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark","doi":"10.1016/j.edurev.2025.100760","DOIUrl":"10.1016/j.edurev.2025.100760","url":null,"abstract":"<div><div>The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100760"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145784431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-12-08DOI: 10.1016/j.edurev.2025.100757
Quentin Brouhier , Isabel Raemdonck , Virginie März
Although professional development has been widely studied, the professional learning of late-career teachers remains an underexplored area. This mixed-methods systematic review synthesises findings from 12 peer-reviewed studies published between 2000 and 2024, focusing on teachers aged 50 and above. The analysis, structured around the Job Demands-Resources model, examined how professional learning is defined, experienced and supported in the later stages of teaching careers. The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group. Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices. The review identifies late-career teachers' preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice. However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. Using the job demands-resources model, the review categorises key job demands (e.g., workload, role ambiguity) and resources (e.g., collegial support, autonomy, self-efficacy) that influence late-career teachers’ engagement in learning. It highlights a notable gap in tailored interventions addressing their specific needs. The review concludes with both theoretical and practical implications, advocating for more nuanced, context-sensitive approaches to professional learning that value the continued growth, contributions and well-being of teachers in the later stages of their careers.
{"title":"Professional learning of late-career teachers: A systematic literature review","authors":"Quentin Brouhier , Isabel Raemdonck , Virginie März","doi":"10.1016/j.edurev.2025.100757","DOIUrl":"10.1016/j.edurev.2025.100757","url":null,"abstract":"<div><div>Although professional development has been widely studied, the professional learning of late-career teachers remains an underexplored area. This mixed-methods systematic review synthesises findings from 12 peer-reviewed studies published between 2000 and 2024, focusing on teachers aged 50 and above. The analysis, structured around the Job Demands-Resources model, examined how professional learning is defined, experienced and supported in the later stages of teaching careers. The findings revealed significant inconsistencies in how late-career teachers are defined, whether by age, experience or perceived expertise, highlighting the lack of a coherent conceptualisation for this group. Similarly, professional learning was operationalised in various ways across studies, ranging from formal, structured programmes to informal, workplace-embedded practices. The review identifies late-career teachers' preference for socially embedded and collaborative learning opportunities, such as mentoring, dialogue and reflective practice. However, mentoring late-career teachers is typically seen as a one-way relationship where only the mentee learns, rather than as a shared learning experience in which both mentor and mentee grow together. Using the job demands-resources model, the review categorises key job demands (e.g., workload, role ambiguity) and resources (e.g., collegial support, autonomy, self-efficacy) that influence late-career teachers’ engagement in learning. It highlights a notable gap in tailored interventions addressing their specific needs. The review concludes with both theoretical and practical implications, advocating for more nuanced, context-sensitive approaches to professional learning that value the continued growth, contributions and well-being of teachers in the later stages of their careers.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100757"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145732704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2026-01-16DOI: 10.1016/j.edurev.2026.100767
Yuchun Zhong , Kai Guo , Lingran Xu , Luke Kutszik Fryer
This review systematically analysed 64 studies from Google Scholar, Web of Science, and Scopus to examine how Virtual Reality supports the development of 4Cs skills (i.e., creativity, critical thinking, collaboration, and communication). This review defined skill development in three phases: acquisition, retention, and transfer. Through content analysis, it was found that 39 studies reported statistically positive impacts, 12 studies with descriptive results, six studies of mixed impacts, and seven indicated nonsignificant impacts of VR on 4Cs skills acquisition. Effect sizes were reported in 23 articles, and more than half of the studies on creativity, communication, and critical thinking found large effects. Evidence for VR's impact on collaboration was limited, with only one study reporting a small to medium effect size. Moreover, skill retention after VR-based instruction was assessed in nine studies: five demonstrated a significant increase in retention, three detected no significant effect on communication skills, and one reported that VR and other multimedia methods yielded similar outcomes for critical thinking retention. Surprisingly, only two studies focused on skill transfer, with one study quantitatively indicating a positive impact of VR on promoting transfer of critical thinking skills to near-transfer context. This review also identified an array of factors, including individual, psychological, technological, and contextual factors that might influence the extent of skill acquisition, retention, or transfer. The review concludes with recommendations on close alignment with theories and increased focus on long-term skills retention, cross-domain transferability after exposure to VR learning interventions.
本文系统分析了b谷歌Scholar、Web of Science和Scopus的64项研究，以研究虚拟现实如何支持4c技能（即创造力、批判性思维、协作和沟通）的发展。这篇综述将技能发展分为三个阶段：习得、保留和转移。通过内容分析发现，有39项研究报告了统计学上的积极影响，12项研究报告了描述性结果，6项研究报告了混合影响，7项研究报告了VR对4c技能习得的不显著影响。23篇文章报告了效应大小，超过一半的关于创造力、沟通和批判性思维的研究发现了很大的影响。VR对合作影响的证据有限，只有一项研究报告了小到中等的效应大小。此外，在九项研究中评估了基于VR的教学后的技能保留情况：五项研究表明保留情况显著增加，三项研究发现沟通技巧没有显著影响，一项研究报告称VR和其他多媒体方法在批判性思维保留方面产生了相似的结果。令人惊讶的是，只有两项研究关注技能转移，其中一项研究定量地表明VR对促进批判性思维技能向近迁移环境的转移有积极影响。本综述还确定了一系列因素，包括个人因素、心理因素、技术因素和环境因素，这些因素可能影响技能获得、保留或转移的程度。该综述最后提出了与理论密切一致的建议，并增加了对长期技能保留的关注，以及接触虚拟现实学习干预后的跨领域可转移性。
{"title":"From virtual to reality: A systematic review of the impact of virtual reality on skill acquisition, retention, and transfer","authors":"Yuchun Zhong , Kai Guo , Lingran Xu , Luke Kutszik Fryer","doi":"10.1016/j.edurev.2026.100767","DOIUrl":"10.1016/j.edurev.2026.100767","url":null,"abstract":"<div><div>This review systematically analysed 64 studies from Google Scholar, Web of Science, and Scopus to examine how Virtual Reality supports the development of 4Cs skills (i.e., creativity, critical thinking, collaboration, and communication). This review defined skill development in three phases: acquisition, retention, and transfer. Through content analysis, it was found that 39 studies reported statistically positive impacts, 12 studies with descriptive results, six studies of mixed impacts, and seven indicated nonsignificant impacts of VR on 4Cs skills acquisition. Effect sizes were reported in 23 articles, and more than half of the studies on creativity, communication, and critical thinking found large effects. Evidence for VR's impact on collaboration was limited, with only one study reporting a small to medium effect size. Moreover, skill retention after VR-based instruction was assessed in nine studies: five demonstrated a significant increase in retention, three detected no significant effect on communication skills, and one reported that VR and other multimedia methods yielded similar outcomes for critical thinking retention. Surprisingly, only two studies focused on skill transfer, with one study quantitatively indicating a positive impact of VR on promoting transfer of critical thinking skills to near-transfer context. This review also identified an array of factors, including individual, psychological, technological, and contextual factors that might influence the extent of skill acquisition, retention, or transfer. The review concludes with recommendations on close alignment with theories and increased focus on long-term skills retention, cross-domain transferability after exposure to VR learning interventions.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100767"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145995234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2026-01-07DOI: 10.1016/j.edurev.2026.100763
Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen
Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: planning, implementation, reflection, and post-reflection. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.
{"title":"Video-based teacher professional development for dialogic teaching: A systematic review","authors":"Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen","doi":"10.1016/j.edurev.2026.100763","DOIUrl":"10.1016/j.edurev.2026.100763","url":null,"abstract":"<div><div>Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: <em>planning</em>, <em>implementation</em>, <em>reflection</em>, and <em>post-reflection</em>. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"50 ","pages":"Article 100763"},"PeriodicalIF":10.6,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145956727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-15DOI: 10.1016/j.edurev.2025.100736
Andreas Widmann, Regina H. Mulder
This systematic review aims at a better understanding of change in team learning behaviours in work teams by integrating findings regarding team learning over time. Based on technical (e.g., longitudinal studies) and content-related (e.g., focus on work teams) selection criteria 15 longitudinal studies that examine change in team learning behaviours in work teams were found. A narrative synthesis of relevant findings was conducted. This review provides definitions of the various types of change in team learning behaviours (dynamics, pattern, development and minor change) that are identified by analysing and integrating the results of the found studies, whereby different kinds of change in learning behaviours in work teams are identified. Based on the findings, implications are drawn for practice to sustainably foster work teams, for instance by ensuring stable team learning conditions for work teams to counteract decreases in the engagement in team learning behaviours. Furthermore, needs for future research are derived, such as the need for mixed methods studies with more than three measurement points in short intervals.
{"title":"Change in team learning behaviours in work teams – A systematic review","authors":"Andreas Widmann, Regina H. Mulder","doi":"10.1016/j.edurev.2025.100736","DOIUrl":"10.1016/j.edurev.2025.100736","url":null,"abstract":"<div><div>This systematic review aims at a better understanding of change in team learning behaviours in work teams by integrating findings regarding team learning over time. Based on technical (e.g., longitudinal studies) and content-related (e.g., focus on work teams) selection criteria 15 longitudinal studies that examine change in team learning behaviours in work teams were found. A narrative synthesis of relevant findings was conducted. This review provides definitions of the various types of change in team learning behaviours (dynamics, pattern, development and minor change) that are identified by analysing and integrating the results of the found studies, whereby different kinds of change in learning behaviours in work teams are identified. Based on the findings, implications are drawn for practice to sustainably foster work teams, for instance by ensuring stable team learning conditions for work teams to counteract decreases in the engagement in team learning behaviours. Furthermore, needs for future research are derived, such as the need for mixed methods studies with more than three measurement points in short intervals.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100736"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-08-29DOI: 10.1016/j.edurev.2025.100728
Qian Tian, Xudong Zheng
The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.
{"title":"The impact of artificial intelligence on students’ 4C skills: A meta-analysis","authors":"Qian Tian, Xudong Zheng","doi":"10.1016/j.edurev.2025.100728","DOIUrl":"10.1016/j.edurev.2025.100728","url":null,"abstract":"<div><div>The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100728"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-11-21DOI: 10.1016/j.edurev.2025.100748
Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger
Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (j = 143, k = 1110, N = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (r = .329, d = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing if links exist to investigating why.
有证据表明，精细运动技能（FMS）与学业和认知发展有关；然而，研究结果不明确，散布在多个学科中，缺乏充分的综合。我们进行了第一次全面的荟萃分析，研究了FMS不同方面（即灵巧性、速度、书写运动、双手操作、一般）和广泛的学术认知技能（即阅读、写作、数学和认知的子类别）之间的联系。文献检索确定了21225篇文章，得到118项符合条件的相关研究（j = 143, k = 1110, N = 79856）。FMS与学业认知技能表现出显著和中等的关系（r = .329, d = .697）。笔迹运动技能和写作表现出最大的效应值。中介分析表明，认知技能在FMS与学业技能之间起中介作用。总体而言，研究结果表明，FMS与学术技能共享认知过程，但FMS在功能上仍与学术技能相关，尤其是写作。讨论的重点是教育意义，而不是确定是否存在联系，而是调查原因。
{"title":"Keep the hands in mind: A meta-analysis of correlations between fine motor skills and reading, writing, mathematics, and cognitive development in children and adolescents","authors":"Sebastian P. Suggate, Viktoria L. Karle, Tanja Kipfelsberger, Heidrun Stoeger","doi":"10.1016/j.edurev.2025.100748","DOIUrl":"10.1016/j.edurev.2025.100748","url":null,"abstract":"<div><div>Evidence suggests that fine motor skills (FMS) relate to academic and cognitive development; however, findings are unclear, strewn across multiple disciplines, and lack adequate synthesis. We conducted the first comprehensive meta-analysis examining the links between different FMS facets (i.e., dexterity, speed, graphomotor, bimanual, general) and a broad range of academic-cognitive skills (i.e., sub-categories of reading, writing, mathematics, and cognition). A literature search identified 21,225 articles resulting in 118 eligible correlational studies (<em>j</em> = 143, <em>k</em> = 1110, <em>N</em> = 79,856). FMS exhibited significant and moderate relations with academic-cognitive skills (<em>r</em> = .329, <em>d</em> = .697). Graphomotor skills and writing showed the largest effect sizes. Mediation analysis suggested that cognitive skills mediated the link between FMS and academic skills. Overall, findings suggest that FMS share cognitive processes with academic skills, but that FMS are still related functionally to academic skills, especially writing. The discussion focuses on educational implications, moving beyond establishing <em>if</em> links exist to investigating <em>why</em>.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100748"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-23DOI: 10.1016/j.edurev.2025.100737
Shuzhen Chen, Alan C.K. Cheung
Generative artificial intelligence (Gen-AI) is transforming higher education by enhancing students' learning outcomes. Noteworthy, the magnitude of effect sizes has not reached consensus, reflecting substantial variability arising from contextual conditions and methodological approaches. To bridge this gap, grounded in activity theory-mobile computer-supported collaborative learning (AT-MCSCL) framework, this meta-analysis comprehensively synthesized 57 studies and 97 estimations and confirmed that Gen-AI had large effect size on university students’ learning outcomes (g+ = 0.804), particularly in language skills (g+ = 2.331), academic achievement (g+ = 0.633), affective-motivational status (g+ = 0.617), and higher-order thinking (g+ = 0.580), except for a lack of statistically significant effect on metacognition (g+ = 0.078). Meanwhile, this study revealed moderators related to learner, tool, roles, rules and contextual features: (a) freshmen and language learners benefited the most; (b) outcomes measured by tests, studies with medium-sized samples (40–100), medium (4–12 weeks) intervention, and published in journals yielded the higher effect sizes; (c) studies conducted in classroom settings, Middle East, low ICT levels, low socioeconomic status, and higher power distance produced higher effect sizes. This study provides more robust evidence to effectiveness of Gen-AI in higher education and elucidates contextual heterogeneity comprehensively, offering reliable insights for Gen-AI integration in diverse learning environments.
{"title":"Effect of generative artificial intelligence on university students learning outcomes: A systematic review and meta-analysis","authors":"Shuzhen Chen, Alan C.K. Cheung","doi":"10.1016/j.edurev.2025.100737","DOIUrl":"10.1016/j.edurev.2025.100737","url":null,"abstract":"<div><div>Generative artificial intelligence (Gen-AI) is transforming higher education by enhancing students' learning outcomes. Noteworthy, the magnitude of effect sizes has not reached consensus, reflecting substantial variability arising from contextual conditions and methodological approaches. To bridge this gap, grounded in activity theory-mobile computer-supported collaborative learning (AT-MCSCL) framework, this meta-analysis comprehensively synthesized 57 studies and 97 estimations and confirmed that Gen-AI had large effect size on university students’ learning outcomes (<em>g</em><sup>+</sup> = 0.804), particularly in language skills (<em>g</em><sup>+</sup> = 2.331), academic achievement (<em>g</em><sup>+</sup> = 0.633), affective-motivational status (<em>g</em><sup>+</sup> = 0.617), and higher-order thinking (<em>g</em><sup>+</sup> = 0.580), except for a lack of statistically significant effect on metacognition (<em>g</em><sup>+</sup> = 0.078). Meanwhile, this study revealed moderators related to learner, tool, roles, rules and contextual features: (a) freshmen and language learners benefited the most; (b) outcomes measured by tests, studies with medium-sized samples (40–100), medium (4–12 weeks) intervention, and published in journals yielded the higher effect sizes; (c) studies conducted in classroom settings, Middle East, low ICT levels, low socioeconomic status, and higher power distance produced higher effect sizes. This study provides more robust evidence to effectiveness of Gen-AI in higher education and elucidates contextual heterogeneity comprehensively, offering reliable insights for Gen-AI integration in diverse learning environments.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100737"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-08-22DOI: 10.1016/j.edurev.2025.100715
Dagmar Sedláčková , Jiří Kantor , Liliana Belkin , Jana Marečková , Alžběta Smrčková , Jian Du , Jiaoli Li , Zuzana Svobodová , Zachary Munn
Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.
{"title":"The experiences of students with physical disabilities in inclusive education: A qualitative systematic review","authors":"Dagmar Sedláčková , Jiří Kantor , Liliana Belkin , Jana Marečková , Alžběta Smrčková , Jian Du , Jiaoli Li , Zuzana Svobodová , Zachary Munn","doi":"10.1016/j.edurev.2025.100715","DOIUrl":"10.1016/j.edurev.2025.100715","url":null,"abstract":"<div><div>Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100715"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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