Educational Research Review最新文献_第5页

Delving into data on students’ instructional knowledge: A scoping review of the empirical research 学生教学知识的数据挖掘：实证研究的范围回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-18 DOI: 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.

学生对微观教育的认识，特别是他们对如何提供教育的认识，可能会影响他们对学习环境的看法，而这种看法往往无法适应实际情况。这种差异可能会对学习产生负面影响。因此，为了确保学习环境的有效性，必须考虑到学生的所谓“教学知识”。然而，由于现有研究的高度分散，这一工作相当困难。为了解决这一问题，本综述旨在确定高等教育学生教学知识的实证文献的特征，特别关注理论基础、概念化、工具化、研究目标和发现。在初步检索数据库后，采用系统滚雪球法检索相关文献。根据特定的资格标准进行筛选，结果纳入71份出版物。研究结果表明，缺乏理论基础，这些理论基础高度多样化，但也有一些共同点。同样，许多概念化也被确定，将教学知识揭示为一个分层结构，可以映射到许多维度，例如，描述所在的知识领域。关于所使用的工具，研究主要依赖于一种特定类型的自我报告，很少有心理测量学上健全的工具来评估教学知识。此外，分析显示，研究主要围绕三类目标展开，主要集中在描述性出版物上，研究结果往往在很大程度上是不确定的。本文最后提出了一个全面的、可操作的教学知识概念化和更新的教学知识模型，为进一步的研究提供了坚实的基础。

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引用次数: 0

The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies GenAI对学习结果的影响：实验研究的系统回顾和荟萃分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100714

Xiaoli Han , Hongchao Peng , Mingzhuo Liu

Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. While a growing body of literature reports anecdotal or correlational evidence of GenAI's educational potential, rigorous causal evaluations remain limited. To bridge this gap, this study conducted a systematic review and meta-analysis of experimental and quasi-experimental studies investigating the effect of GenAI on learning outcomes. Following PRISMA guidelines, we screened five academic databases and identified 68 relevant studies published between 2022 and 2025. These studies yielded a total of 337 effect sizes across various educational levels, subject domains, and instructional contexts. The meta-analysis revealed a moderate overall positive effect of GenAI on learning outcomes (SMD = 0.45, 95 % CI [0.43, 0.47]), suggesting that GenAI-supported interventions are generally more effective than traditional instruction. However, substantial heterogeneity was observed across studies (I² = 95 %), indicating that the magnitude of GenAI's impact varies significantly depending on contextual and methodological factors. Moderator analyses revealed stronger effects in primary and secondary education, within natural science disciplines, and in short-term interventions with smaller sample sizes. These patterns point to both the promise and the complexity of GenAI integration in educational practice. In conclusion, while GenAI shows considerable promise for enhancing learning outcomes, its true potential will only be realized through sustained, efforts to evaluate how, when, and for whom these technologies work best in diverse learning ecosystems.

ChatGPT、Claude和Gemini等生成式人工智能（GenAI）工具正越来越多地集成到教育环境中，这引发了人们对它们对学生学习的实际影响的质疑。虽然越来越多的文献报道了GenAI教育潜力的轶事或相关证据，但严格的因果评估仍然有限。为了弥补这一差距，本研究对研究GenAI对学习结果影响的实验和准实验研究进行了系统回顾和荟萃分析。根据PRISMA指南，我们筛选了五个学术数据库，并确定了2022年至2025年间发表的68项相关研究。这些研究在不同的教育水平、学科领域和教学环境中产生了总共337个效应值。荟萃分析显示，GenAI对学习结果有中等程度的总体积极影响（SMD = 0.45, 95% CI[0.43, 0.47]），这表明GenAI支持的干预措施通常比传统教学更有效。然而，在所有研究中观察到大量的异质性（I2 = 95%），表明GenAI的影响程度因环境和方法因素而有很大差异。调节分析显示，在中小学教育、自然科学学科和样本量较小的短期干预中，影响更强。这些模式既表明了GenAI在教育实践中的应用前景，也表明了其复杂性。总之，虽然GenAI在提高学习成果方面显示出巨大的希望，但只有通过持续努力评估这些技术在不同的学习生态系统中如何、何时以及为谁发挥最佳作用，才能实现其真正的潜力。

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引用次数: 0

The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review 高等教育目标设定与目标导向的概念：系统的文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100709

Kõue Heintalu , Katrin Saks , Natalia Edisherashvili , Izaak Dekker

Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2 × 2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.

学生目标在高等教育的实践和理论中都起着至关重要的作用，特别是在理解和增强学生动机方面。然而，在概念层面上，目标是通过单独和孤立的框架来研究的，这使得从业者和研究人员有效地结合两种学术流的见解的能力变得复杂。本系统综述旨在全面检查和描述自2018年以来高等教育背景下目标设定和目标取向研究中使用的框架（198项研究）和概念区别和特征（48项研究）。所选择的研究必须讨论学生的学习过程，涉及目标设定和目标定位，并发表在英文学术期刊上。目标设定概念最常使用目标设定理论，而目标导向主要使用成就目标理论（2×2模型）。总结性内容分析表明，目标设定框架主要强调目标本身的概念，包括其结构、目标承诺、实施意图以及导致目标实现的过程。相比之下，目标取向框架更深入地研究了驱动目标追求的潜在动机，探索了相关的态度，解决了具体的教育目标和策略，情感因素以及个人为其结果设定的详细标准。由于这些理论是互补的，我们提出了一个综合目标设定和定向（IGSO）理论，它可以帮助研究和理解目标追求动机如何与目标的设定、监测和评估相关联。

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引用次数: 0

An overview of applications and trends of STEM for learning effectiveness——An umbrella review based on 22 meta-analyses STEM在学习效率方面的应用和趋势概述——基于22项荟萃分析的概括性综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100712

Jijian Lu , Hanjie Si , Jiaying Xu , Tugen Xu

This paper aims to study the current status of STEM application effectiveness and the impact of different moderating variables (subject areas, teaching periodicity, educational levels, teaching methods) on STEM learning effectiveness, in order to propose future application trends of STEM education. This study adopts the umbrella review approach to search and select 22 relevant meta-analyses published in international journals, covering 1266 meta-analyses, over 23 countries, and over 226, 845 students and systematically reviews the learning effectiveness of STEM education in terms of subject areas, teaching periodicity, educational levels, and teaching methods. The overall learning effectiveness of STEM education is generally below 0.7, with an impact on learning achievement of 0.42, an impact on higher-order thinking skills of 0.57, and an impact on cognitive outcomes of 0.59. Meanwhile, moderating variables (subject areas, teaching periodicity, educational levels, teaching methods) all have an impact on STEM learning effectiveness.

本文旨在研究STEM应用有效性的现状，以及不同调节变量（学科领域、教学周期、教育水平、教学方法）对STEM学习有效性的影响，从而提出STEM教育未来的应用趋势。本研究采用伞式综述的方法，检索并选择22篇发表在国际期刊上的相关meta分析，涵盖1266篇meta分析，涉及23个国家，超过226845名学生，从学科领域、教学周期、教育水平和教学方法等方面系统地回顾了STEM教育的学习有效性。STEM教育的整体学习效能普遍低于0.7，对学习成就的影响为0.42，对高阶思维技能的影响为0.57，对认知结果的影响为0.59。同时，调节变量（学科领域、教学周期、教育水平、教学方法）都对STEM学习效果有影响。

引用次数: 0

Approaches to critical thinking in primary education classrooms: A systematic review 小学教育课堂中批判性思维的方法：系统回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100711

Kirsti Marie Jegstad, Sissil Lea Heggernes, Evy Jøsok, Erik Ryen, Ingvill Krogstad Svanes, Hilde Tørnby

In this article, we investigate what characterises the international research literature on critical thinking in social studies, science education and language education in primary schools. Through a systematic review of 105 articles published in English between 2010 and 2021, we answer two research questions: 1) What characterises the research literature on critical thinking in primary schools regarding publication rate, geographical origin, method, grade level and school subject? 2) What characterises the studies focusing on classroom practices to develop critical thinking? The latter question includes three sub-questions, focusing on research methods, theoretical grounding and types of classroom approaches. The results from the review show an increased research interest in critical thinking in primary schools since 2017, especially in language education and science education. The publications were unevenly geographically distributed. The bulk of them were conducted in grades 4–6, with grades 1–2 representing the lowest number. A variety of theoretical approaches were represented, but several studies lacked a firm theoretical grounding in critical thinking theory. Through an inductive analysis, classroom approaches were categorised as textual, dialogic, digital or practical. Through the review, we show that the careful selection of subject content that can activate students in critical dialogue can be a fruitful approach to developing young learners’ critical thinking skills to foster well-rounded thinkers with a critical spirit. Further research is needed from a broader range of geographical contexts to probe the connections between different theoretical perceptions of critical thinking and their related concepts and to add knowledge about the development of critical thinking in grades 1–2.

在这篇文章中，我们调查了关于小学社会研究、科学教育和语言教育中批判性思维的国际研究文献的特点。通过对2010年至2021年间发表的105篇英文论文的系统回顾，我们回答了两个研究问题：1)关于小学批判性思维的研究文献在发表率、地理来源、方法、年级水平和学校学科方面有什么特点？2)注重课堂实践培养批判性思维的研究有什么特点？后一个问题包括三个子问题，重点是研究方法，理论基础和课堂方法的类型。审查结果显示，自2017年以来，对小学批判性思维的研究兴趣有所增加，特别是在语言教育和科学教育方面。出版物在地理上分布不均。大部分是在4-6年级进行的，1-2年级的人数最少。各种各样的理论方法都有代表，但一些研究缺乏批判性思维理论的坚实理论基础。通过归纳分析，课堂教学方法可分为文本教学、对话教学、数字教学和实践教学。通过回顾，我们表明，精心选择能够激活学生批判性对话的主题内容，对于培养年轻学习者的批判性思维技能，培养具有批判性精神的全面思考者是一种富有成效的方法。需要在更广泛的地理背景下进行进一步的研究，以探索批判性思维的不同理论观念与其相关概念之间的联系，并增加关于1-2年级批判性思维发展的知识。

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引用次数: 0

Characteristics of interprofessional collaboration between educational psychological services and schools: A scoping review 教育心理服务与学校跨专业合作的特征：一个范围综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100707

Helene Hallaråker , Elisabeth Hesjedal , Christian Brandmo

Interprofessional collaboration is the preferred working approach for supporting children with special educational needs. Furthermore, educational psychology services (EPS) have been identified as a significant means of realizing the ideals of inclusive education for at-risk children. However, the literature on interprofessional collaboration is highly dominated by research in healthcare context with limited focus on educational settings. To address this gap, this scoping review provides an overview of research on interprofessional collaborations in educational settings, specifically between EPS and primary and lower secondary schools.

A systematic search was conducted in the PsycINFO, Pro Quest, and Web of Science databases yielding 1212 references. After screening, 156 references were reviewed in full text and 46 records were included in the final sample. These records included a wide range of methodologies (qualitative, quantitative, and mixed methods) and document types (articles, doctoral theses, and handbook chapters). After extraction and analysis, our results revealed inconsistent terminology related to interprofessional collaboration and identified three levels of rationale for collaboration: individual, systemic, and a combination of both. Organizational issues were the most commonly reported challenges. Notably, few studies incorporated the perspectives of children and caregivers, and there was limited exploration of student outcomes. We conclude this review by providing implications for future research.

跨专业合作是支持有特殊教育需要的儿童的首选工作方式。此外，教育心理服务（EPS）已被确定为实现风险儿童全纳教育理想的重要手段。然而，关于跨专业合作的文献主要集中在医疗保健方面的研究，对教育环境的关注有限。为了解决这一差距，本范围审查概述了教育环境中跨专业合作的研究，特别是EPS与小学和初中之间的合作。

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引用次数: 0

Navigating the double-edged sword: A meta-analysis of the effects of digital games on 21st century skills 驾驭双刃剑：数字游戏对21世纪技能影响的元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100710

Chao Cheng , Katy Ieong Cheng Ho Weatherly

Digital games are a double-edged sword; while they may pose potential negative effects for players, they are also recognized as valuable tools for fostering 21^st century skills. Although 21^st century skills have been widely promoted, this is the first meta-analysis to examine the effects of digital games on 21^st century skills, specifically focusing on all 4C skills: critical thinking, creativity, collaboration, and communication. Drawing on 50 effect sizes from 37 studies, the results indicate: (a) digital games have a positive, medium overall effect on 21^st century skills (g = 0.55); (b) digital games have a large effect on critical thinking (g = 0.85), a medium effect on communication (g = 0.77), and small effects on collaboration (g = 0.41) and creativity (g = 0.37); (c) moderator analysis has identified factors including targeted disciplines, game type, online status, experimental design, sample size, grade level, and type of control group as moderators of the effects of digital games on 21^st century skills. This study highlights the importance of integrating digital games into education, suggesting that game design should prioritize critical thinking and communication as key objectives, while also incorporating activities that promote collaboration and creativity. It further underscores the urgent need for a unified scale to assess 21^st century skills.

数字游戏是一把双刃剑；虽然它们可能会给玩家带来潜在的负面影响，但它们也被认为是培养21世纪技能的宝贵工具。虽然21世纪技能已经得到了广泛的推广，但这是第一次检验数字游戏对玩家21世纪技能影响的荟萃分析，特别关注所有4C技能：批判性思维、创造力、协作和沟通。根据37份出版物的50个效应大小，结果表明：(a)数字游戏对21世纪技能具有积极的中等总体影响（g = 0.55）；(b)数字游戏对批判性思维的影响较大（g = 0.85），对沟通的影响中等（g = 0.77），对协作（g = 0.41）和创造力的影响较小（g = 0.37）；(c)调节因子分析确定了目标学科、游戏类型、在线状态、实验设计、样本量、年级水平和对照组类型等因素作为数字游戏对21世纪技能影响的调节因子。该研究强调了将数字游戏整合到教育中的重要性，表明游戏设计应该优先考虑批判性思维和沟通作为关键目标，同时还应纳入促进合作和创造力的活动。报告进一步强调，迫切需要一个统一的量表来评估21世纪的技能。

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引用次数: 0

Unpacking the digital literacy–self-regulated learning nexus: A systematic review and a three-level meta-analysis 解开数字识字与自我调节学习的联系：系统回顾和三层元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100713

Min Lan , Haixia Liu , Qianqian Pan

This systematic review and meta-analysis rigorously investigate the relationship between digital literacy (DL) and self-regulated learning (SRL) across a range of quantitative studies, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Analyzing data from 31 studies, the results reveal a moderate yet statistically significant correlation between DL and SRL (r = .37), with significant moderation effects observed in relation to the conceptual and operational definitions underlying the measurement instruments, participant characteristics, and geographical contexts. These findings contribute to a deeper understanding of the DL-SRL relationship, highlighting the methodological and contextual diversity that characterizes this area of research. Moreover, the review identifies a critical gap in the literature: the lack of an integrative theoretical framework guiding empirical investigations into the DL-SRL nexus. Despite limitations concerning sample diversity and geographical representation, this study offers a robust foundation for future research. It calls for more theoretically grounded and culturally inclusive studies to further elucidate the complexities of DL and SRL in contemporary educational environments.

本系统评价和荟萃分析严格调查了数字素养（DL）和自我调节学习（SRL）之间的关系，通过一系列定量研究，坚持系统评价和荟萃分析（PRISMA）指南的首选报告项目。分析了31项研究的数据，结果显示DL和SRL之间存在适度但统计上显著的相关性（r = 0.37），在测量工具、参与者特征和地理背景的概念和操作定义方面观察到显著的调节效应。这些发现有助于加深对DL-SRL关系的理解，突出了该研究领域的方法和背景多样性特征。此外，该综述还指出了文献中的一个关键空白：缺乏一个综合的理论框架来指导对DL-SRL关系的实证研究。尽管在样本多样性和地理代表性方面存在局限性，但本研究为未来的研究提供了坚实的基础。它需要更多的理论基础和文化包容性的研究，以进一步阐明在当代教育环境下DL和SRL的复杂性。

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引用次数: 0

Understanding the use of physical computing in K-12 education: A systematic literature review 理解物理计算在K-12教育中的应用：系统的文献综述

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-07-14 DOI: 10.1016/j.edurev.2025.100705

Katherine Vergara , Pedro O. Rossel , Valeria Herskovic

Physical computing is a field that involves the use of sensors, actuators, and microcontrollers to build systems that interact with the environment. This approach has been used in education, particularly to teach computer science, programming, computational thinking, and design concepts. This systematic review explores the use of physical computing in K-12 education, with a focus on what educational interventions are like, how they are assessed, their effects, and how students experience them. We included 43 scientific studies that describe the methodology and assessment process used in the intervention. We found that physical computing interventions have three types of expected educational outcomes: to learn physical computing itself, to improve other learning outcomes, or to improve attitudinal variables. The interventions use a variety of educational methods to achieve their goals; as well as a variety of instruments to measure outcomes. A common lesson structure has emerged, widely adopted across classrooms, including a short lecture followed by a hands-on phase, usually including teamwork to foster collaboration. Further comparative and long-term studies are needed to understand how physical computing interventions affect students, especially those who are underrepresented.

物理计算是一个涉及使用传感器、执行器和微控制器来构建与环境交互的系统的领域。这种方法已被用于教育，特别是教授计算机科学、编程、计算思维和设计概念。这篇系统综述探讨了物理计算在K-12教育中的应用，重点是什么是教育干预，它们是如何评估的，它们的影响，以及学生如何体验它们。我们纳入了43项描述干预方法和评估过程的科学研究。我们发现物理计算干预有三种类型的预期教育成果：学习物理计算本身，改善其他学习成果，或改善态度变量。干预措施使用各种教育方法来实现其目标；以及各种测量结果的工具。一种通用的课程结构已经出现，在各个教室广泛采用，包括一个简短的讲座，然后是实践阶段，通常包括团队合作，以促进合作。需要进一步的比较和长期研究来了解物理计算干预如何影响学生，特别是那些代表性不足的学生。

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引用次数: 0

Active learning strategies in video learning: A meta-analysis 视频学习中的主动学习策略：一个元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-07-05 DOI: 10.1016/j.edurev.2025.100708

Yi Zhang , Rongna Li , Zhongling Pi , Jiumin Yang

Active learning strategies embedded in video content have become increasingly prominent tools for enhancing learners' educational experiences. However, the literature offers varied results concerning their effectiveness. In this research, we conducted a series of meta-analyses to assess the influence of active learning strategies on learners' motivation, cognitive load, and learning performance. On the basis of our criteria, 46 articles were included, encompassing 54 studies comparing active strategies with passive video watching. Most of these studies (74 %) were conducted between 2019 and 2025 and focused primarily on adults (93 %) and STEM disciplines (75 %), with embedded questions being the most common strategy (46 %). The meta-analysis results revealed that active learning strategies had a significant positive effect on learning performance, including retention (k = 24, g = 0.33), comprehension (k = 33, g = 0.28) and transfer (k = 24, g = 0.43), and increased motivation (k = 8, g = 0.15) and cognitive load (k = 19, g = 0.19). Additionally, our moderator analysis revealed that learners’ characteristics (i.e., age) and video attributes (i.e., pace, setting) significantly influenced the outcomes associated with active learning strategies. This research, grounded in various theoretical frameworks, highlights the potential of active learning strategies to increase the efficiency and quality of video-based education.

嵌入在视频内容中的主动学习策略已经成为增强学习者教育体验的重要工具。然而，关于它们的有效性，文献提供了不同的结果。在本研究中，我们进行了一系列的荟萃分析来评估主动学习策略对学习者动机、认知负荷和学习绩效的影响。根据我们的标准，纳入了46篇文章，包括54项比较主动策略和被动视频观看的研究。大多数研究（74%）是在2019年至2025年之间进行的，主要关注成年人（93%）和STEM学科（75%），其中嵌入问题是最常见的策略（46%）。元分析结果显示，主动学习策略对学习绩效有显著的正向影响，包括记忆（k = 24, g = 0.33）、理解（k = 33, g = 0.28）和迁移（k = 24, g = 0.43），以及动机（k = 8, g = 0.15）和认知负荷（k = 19, g = 0.19）的增加。此外，我们的调节因子分析显示，学习者的特征（即年龄）和视频属性（即节奏，设置）显著影响与主动学习策略相关的结果。本研究以各种理论框架为基础，强调了主动学习策略在提高视频教育效率和质量方面的潜力。

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引用次数: 0