Pub Date : 2025-11-01Epub Date: 2025-11-12DOI: 10.1016/j.edurev.2025.100744
Meng Xiong , Timothy Teo
Despite growing interest in the use of generative artificial intelligence (GenAI) in second language education, its impact on learners' motivation in English as a second or foreign language (ESL/EFL) contexts remains unclear due to inconsistent findings and limited theory-based synthesis. This meta-analysis synthesized 47 effect sizes from 24 empirical studies (N = 7075) to examine the effects of GenAI-supported interventions on ESL/EFL learner motivation. A three-level model revealed a moderate and statistically significant overall effect (g = 0.611, p < .001). Stronger effects were observed for motivation types such as the Ideal L2 Self, L2 Learning Experience, and self-efficacy, while intrinsic, extrinsic, and Ought-to L2 Self motivation showed non-significant effects. Moderator analyses based on the usefulness framework identified three significant contextual factors: communication format , use context, and ESL/EFL learning setting. Specifically, multimodal formats combining text and voice yielded stronger effects than single-mode formats, in-class applications were more effective than after-class use, and GenAI produced larger motivational gains in EFL settings than in ESL ones. These findings offer theory-informed insights and practical guidance for developing GenAI-supported language learning interventions that align with learners’ motivational profiles and instructional contexts.
尽管人们对在第二语言教育中使用生成式人工智能（GenAI）越来越感兴趣，但由于研究结果不一致和基于理论的综合有限，它对英语作为第二语言或外语（ESL/EFL）语境下学习者动机的影响仍不清楚。本荟萃分析综合了来自24项实证研究（N = 7075）的47个效应值，以检验genai支持的干预措施对ESL/EFL学习者动机的影响。三水平模型显示总体效果中等且有统计学意义（g = 0.611, p < .001）。理想二语自我、二语学习经验和自我效能等动机类型的影响较强，而内在动机、外在动机和应向二语自我动机的影响不显著。基于有用性框架的主持人分析确定了三个重要的语境因素：沟通格式、使用语境和ESL/EFL学习环境。具体来说，结合文本和语音的多模态格式比单模态格式产生更强的效果，课堂应用比课后使用更有效，GenAI在EFL环境中比在ESL环境中产生更大的激励收益。这些发现为开发符合学习者动机概况和教学背景的基因人工智能支持的语言学习干预措施提供了理论依据和实践指导。
{"title":"Unveiling the effects of GenAI on motivation of learning English as a second/foreign language: Evidence from meta-analysis","authors":"Meng Xiong , Timothy Teo","doi":"10.1016/j.edurev.2025.100744","DOIUrl":"10.1016/j.edurev.2025.100744","url":null,"abstract":"<div><div>Despite growing interest in the use of generative artificial intelligence (GenAI) in second language education, its impact on learners' motivation in English as a second or foreign language (ESL/EFL) contexts remains unclear due to inconsistent findings and limited theory-based synthesis. This meta-analysis synthesized 47 effect sizes from 24 empirical studies (N = 7075) to examine the effects of GenAI-supported interventions on ESL/EFL learner motivation. A three-level model revealed a moderate and statistically significant overall effect (g = 0.611, p < .001). Stronger effects were observed for motivation types such as the Ideal L2 Self, L2 Learning Experience, and self-efficacy, while intrinsic, extrinsic, and Ought-to L2 Self motivation showed non-significant effects. Moderator analyses based on the usefulness framework identified three significant contextual factors: communication format , use context, and ESL/EFL learning setting. Specifically, multimodal formats combining text and voice yielded stronger effects than single-mode formats, in-class applications were more effective than after-class use, and GenAI produced larger motivational gains in EFL settings than in ESL ones. These findings offer theory-informed insights and practical guidance for developing GenAI-supported language learning interventions that align with learners’ motivational profiles and instructional contexts.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100744"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145509518","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: 2025-10-06DOI: 10.1016/j.edurev.2025.100732
François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters
Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.
{"title":"Financial literacy programs in school settings: a scoping review","authors":"François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters","doi":"10.1016/j.edurev.2025.100732","DOIUrl":"10.1016/j.edurev.2025.100732","url":null,"abstract":"<div><div>Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100732"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416088","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: 2025-09-04DOI: 10.1016/j.edurev.2025.100729
Feifan Pang , Jesus Alfonso D. Datu
Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.
{"title":"Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review","authors":"Feifan Pang , Jesus Alfonso D. Datu","doi":"10.1016/j.edurev.2025.100729","DOIUrl":"10.1016/j.edurev.2025.100729","url":null,"abstract":"<div><div>Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100729"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060523","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: 2025-08-30DOI: 10.1016/j.edurev.2025.100727
Chao Wang , Xiao Hu
Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning.
{"title":"Teacher online professional learning: A systematic literature review","authors":"Chao Wang , Xiao Hu","doi":"10.1016/j.edurev.2025.100727","DOIUrl":"10.1016/j.edurev.2025.100727","url":null,"abstract":"<div><div>Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100727"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050088","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: 2025-08-18DOI: 10.1016/j.edurev.2025.100717
Morane Stevens , Fien Depaepe , Jan Elen
Students' knowledge of micro-level education – specifically, their knowledge of how education is provided – may impact their perception of the learning environment, which is often ill-adjusted to the situation. This discrepancy may negatively affect learning. To ensure the effectiveness of learning environments, it is therefore essential to take into account students' so-called ‘instructional knowledge’. However, this is made considerably difficult by the highly fragmented nature of available research. To address this issue, this scoping review aims to identify what characterizes the empirical literature on higher education students' instructional knowledge, with particular attention to theoretical foundations, conceptualizations, instrumentalizations, research aims, and findings. After an initial database search, systematic snowballing methods were employed to search for relevant literature. A screening based on specific eligibility criteria resulted in 71 included publications. Findings reveal a scarcity of theoretical underpinnings, which are highly diverse but also share some commonalities. Similarly, numerous conceptualizations were identified, revealing instructional knowledge as a layered construct that can be mapped onto a number of dimensions, such as, for instance, the knowledge domain in which descriptions are situated. Regarding the instruments used, research relies primarily on a specific type of self-report, and there are few psychometrically sound instruments to assess instructional knowledge. Furthermore, the analysis revealed that the research primarily revolves around three categories of aims, with a predominant focus on descriptive publications, and findings tend to be largely inconclusive. The review concludes by proposing a comprehensive, operationalizable conceptualization and updated model of instructional knowledge, providing a strong foundation for further research.
{"title":"Delving into data on students’ instructional knowledge: A scoping review of the empirical research","authors":"Morane Stevens , Fien Depaepe , Jan Elen","doi":"10.1016/j.edurev.2025.100717","DOIUrl":"10.1016/j.edurev.2025.100717","url":null,"abstract":"<div><div>Students' knowledge of micro-level education – specifically, their knowledge of how education is provided – may impact their perception of the learning environment, which is often ill-adjusted to the situation. This discrepancy may negatively affect learning. To ensure the effectiveness of learning environments, it is therefore essential to take into account students' so-called ‘instructional knowledge’. However, this is made considerably difficult by the highly fragmented nature of available research. To address this issue, this scoping review aims to identify what characterizes the empirical literature on higher education students' instructional knowledge, with particular attention to theoretical foundations, conceptualizations, instrumentalizations, research aims, and findings. After an initial database search, systematic snowballing methods were employed to search for relevant literature. A screening based on specific eligibility criteria resulted in 71 included publications. Findings reveal a scarcity of theoretical underpinnings, which are highly diverse but also share some commonalities. Similarly, numerous conceptualizations were identified, revealing instructional knowledge as a layered construct that can be mapped onto a number of dimensions, such as, for instance, the knowledge domain in which descriptions are situated. Regarding the instruments used, research relies primarily on a specific type of self-report, and there are few psychometrically sound instruments to assess instructional knowledge. Furthermore, the analysis revealed that the research primarily revolves around three categories of aims, with a predominant focus on descriptive publications, and findings tend to be largely inconclusive. The review concludes by proposing a comprehensive, operationalizable conceptualization and updated model of instructional knowledge, providing a strong foundation for further research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100717"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898720","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.2025.100716
Rebecca Upsher , Sanjana Prabhakar , Tatjana Damjanovic , Sarah Conner , Jo Ward , Katie Rakow , Luqmaan Waqar , Helen Lawson , Nicola Byrom
This stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the University Mental Health Charter's domains. A narrative synthesis of 341 studies was conducted, extracted from 265 reviews. Interventions were stratified by the Mental Health Charter's domains—Live, Learn, and Support—and analysed for their impact on mental health outcomes. The “Live” domain, particularly proactive interventions and mentally healthy environments, had the highest number of studies, predominantly conducted via Randomised Controlled Trials. The “Learn” domain largely comprised quasi-experimental studies, while the “Support” domain featured pre-post designs without control groups. Interventions were primarily conducted in person and were universal, targeting undergraduate students, with North America being the most frequent research location. For the most frequent mental health outcomes (anxiety, depression, and stress), interventions showed mixed effectiveness across all domains, with no significant association between the type of intervention and its impact. Most studies were rated as having medium evidence strength, with less than 10 % classified as strong evidence. The findings highlight a critical need for diversified research focusing on underrepresented areas within the Mental Health Charter, such as academic progression and partnerships with external care providers. Additionally, there is a call for standardised outcome measures to enhance the robustness of future meta-analyses and the overall evidence quality. Addressing these gaps will support the effective implementation of a whole-university approach to student mental health.
{"title":"Aligning interventions with the University Mental Health Charter: A stratified review of reviews of mental health and wellbeing interventions for higher education students","authors":"Rebecca Upsher , Sanjana Prabhakar , Tatjana Damjanovic , Sarah Conner , Jo Ward , Katie Rakow , Luqmaan Waqar , Helen Lawson , Nicola Byrom","doi":"10.1016/j.edurev.2025.100716","DOIUrl":"10.1016/j.edurev.2025.100716","url":null,"abstract":"<div><div>This stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the University Mental Health Charter's domains. A narrative synthesis of 341 studies was conducted, extracted from 265 reviews. Interventions were stratified by the Mental Health Charter's domains—Live, Learn, and Support—and analysed for their impact on mental health outcomes. The “Live” domain, particularly proactive interventions and mentally healthy environments, had the highest number of studies, predominantly conducted via Randomised Controlled Trials. The “Learn” domain largely comprised quasi-experimental studies, while the “Support” domain featured pre-post designs without control groups. Interventions were primarily conducted in person and were universal, targeting undergraduate students, with North America being the most frequent research location. For the most frequent mental health outcomes (anxiety, depression, and stress), interventions showed mixed effectiveness across all domains, with no significant association between the type of intervention and its impact. Most studies were rated as having medium evidence strength, with less than 10 % classified as strong evidence. The findings highlight a critical need for diversified research focusing on underrepresented areas within the Mental Health Charter, such as academic progression and partnerships with external care providers. Additionally, there is a call for standardised outcome measures to enhance the robustness of future meta-analyses and the overall evidence quality. Addressing these gaps will support the effective implementation of a whole-university approach to student mental health.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100716"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901705","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: 2025-09-12DOI: 10.1016/j.edurev.2025.100730
Jennifer G. Cromley, Runzhi Chen
Richard E. Ma
yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's g effect sizes using a multilevel regression approach in the metafor package in R. The overall effect was g = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.
Richard E. Ma
{"title":"A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types","authors":"Jennifer G. Cromley, Runzhi Chen","doi":"10.1016/j.edurev.2025.100730","DOIUrl":"10.1016/j.edurev.2025.100730","url":null,"abstract":"<div><div>Richard E. Ma</div><div>yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's <em>g</em> effect sizes using a multilevel regression approach in the <em>metafor</em> package in R. The overall effect was <em>g</em> = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100730"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094152","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: 2025-11-04DOI: 10.1016/j.edurev.2025.100742
Adrie J. Visscher , Natasha Dmoshinskaia , Marta Pellegrini , Anny Rey-Naizaque
Enormous sums of money are spent worldwide on teacher professional development (TPD), seeking to optimize the quality of in-service teachers’ teaching. An important question is whether this pays off in terms of improved student achievement, which we investigated in this meta-analysis of 128 (quasi-)experimental, high-quality studies with 356 effect sizes. Results showed an average effect size of 0.09, 95 % CI [0.07, 0.11], considered a medium-size effect on student achievement (Kraft, 2023). Effects varied greatly, with the 95 % prediction interval ranging from −0.15 to 0.32. We used confirmatory and exploratory multiple meta-regression models to examine the effects of potential moderators. The confirmatory model revealed that grade level and publication status were predictors of the effect, while TPD goal did not explain differences in effects on student achievement. The exploratory model seemed to indicate that the number of learning-theory principles applied in designing the TPD (out of these four: teacher performance standards, teacher self-regulation, teacher coaching and teacher cooperation) positively influenced student outcomes. Interestingly, the number of TPD hours and the type of trainer were not statistically significant predictors of TPD effectiveness. We reflect upon the findings and the state-of-the-art of TPD research and formulate recommendations for its further development.
{"title":"(When) do teacher professional development interventions improve student Achievement? A meta-analysis of 128 high-quality studies","authors":"Adrie J. Visscher , Natasha Dmoshinskaia , Marta Pellegrini , Anny Rey-Naizaque","doi":"10.1016/j.edurev.2025.100742","DOIUrl":"10.1016/j.edurev.2025.100742","url":null,"abstract":"<div><div>Enormous sums of money are spent worldwide on teacher professional development (TPD), seeking to optimize the quality of in-service teachers’ teaching. An important question is whether this pays off in terms of improved student achievement, which we investigated in this meta-analysis of 128 (quasi-)experimental, high-quality studies with 356 effect sizes. Results showed an average effect size of 0.09, 95 % CI [0.07, 0.11], considered a medium-size effect on student achievement (Kraft, 2023). Effects varied greatly, with the 95 % prediction interval ranging from −0.15 to 0.32. We used confirmatory and exploratory multiple meta-regression models to examine the effects of potential moderators. The confirmatory model revealed that grade level and publication status were predictors of the effect, while TPD goal did not explain differences in effects on student achievement. The exploratory model seemed to indicate that the number of learning-theory principles applied in designing the TPD (out of these four: teacher performance standards, teacher self-regulation, teacher coaching and teacher cooperation) positively influenced student outcomes. Interestingly, the number of TPD hours and the type of trainer were not statistically significant predictors of TPD effectiveness. We reflect upon the findings and the state-of-the-art of TPD research and formulate recommendations for its further development.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100742"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145441387","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: 2025-11-08DOI: 10.1016/j.edurev.2025.100743
Sumin Hong , Taeyeon Eom , Jewoong Moon
Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.
{"title":"Virtual reality simulation to foster authentic learning in pre-service teacher education: A systematic literature review","authors":"Sumin Hong , Taeyeon Eom , Jewoong Moon","doi":"10.1016/j.edurev.2025.100743","DOIUrl":"10.1016/j.edurev.2025.100743","url":null,"abstract":"<div><div>Pre-service teacher education faces an ongoing challenge in bridging theory and practice. This systematic review synthesizes findings from 52 empirical studies (2016–2025) to address a critical gap: how the pedagogical design of virtual reality (VR) simulations aligns with authentic learning principles. Using Herrington and Oliver's authentic learning framework, we analyze the characteristics of these simulations and the extent to which they embody authenticity. Findings reveal a landscape of short, infrequent interventions that prioritize affective outcomes like self-efficacy over skill-based competencies. While VR simulations show promise, key authentic learning elements—such as in-situ collaboration, adaptive scaffolding, and authentic assessment—are consistently underdeveloped or externalized from the immersive environment. This review highlights a significant pedagogical-technological misalignment and proposes a research agenda focused on integrating robust assessment, longitudinal tracking of skill transfer, and the inclusion of psychomotor learning domains.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100743"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472940","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: 2025-09-12DOI: 10.1016/j.edurev.2025.100731
Chloe S. Gordon , Kelly Ferber , Tanya Notley , Rachel F. Rodgers , Emma Bradshaw , Geetanjali Basarkod , Joel Anderson , Siân A. McLean , Simone Mizzi , Hannah K. Jarman , Jessica Dickson , Taren Sanders , Amy Slater , Erin Pearson , Theresa Dicke
Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (r = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.
{"title":"The relationship between media literacy and well-being: A systematic review and meta-analysis","authors":"Chloe S. Gordon , Kelly Ferber , Tanya Notley , Rachel F. Rodgers , Emma Bradshaw , Geetanjali Basarkod , Joel Anderson , Siân A. McLean , Simone Mizzi , Hannah K. Jarman , Jessica Dickson , Taren Sanders , Amy Slater , Erin Pearson , Theresa Dicke","doi":"10.1016/j.edurev.2025.100731","DOIUrl":"10.1016/j.edurev.2025.100731","url":null,"abstract":"<div><div>Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (<em>r</em> = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100731"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093989","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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