Pub Date : 2025-08-01Epub Date: 2025-07-26DOI: 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.
{"title":"An overview of applications and trends of STEM for learning effectiveness——An umbrella review based on 22 meta-analyses","authors":"Jijian Lu , Hanjie Si , Jiaying Xu , Tugen Xu","doi":"10.1016/j.edurev.2025.100712","DOIUrl":"10.1016/j.edurev.2025.100712","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100712"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144865211","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 : 2025-08-01Epub Date: 2025-07-22DOI: 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.
{"title":"Approaches to critical thinking in primary education classrooms: A systematic review","authors":"Kirsti Marie Jegstad, Sissil Lea Heggernes, Evy Jøsok, Erik Ryen, Ingvill Krogstad Svanes, Hilde Tørnby","doi":"10.1016/j.edurev.2025.100711","DOIUrl":"10.1016/j.edurev.2025.100711","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100711"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738689","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 : 2025-08-01Epub Date: 2025-07-05DOI: 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。
{"title":"Active learning strategies in video learning: A meta-analysis","authors":"Yi Zhang , Rongna Li , Zhongling Pi , Jiumin Yang","doi":"10.1016/j.edurev.2025.100708","DOIUrl":"10.1016/j.edurev.2025.100708","url":null,"abstract":"<div><div>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 (<em>k</em> = 24, <em>g</em> = 0.33), comprehension (<em>k</em> = 33, <em>g</em> = 0.28) and transfer (<em>k</em> = 24, <em>g</em> = 0.43), and increased motivation (<em>k</em> = 8, <em>g</em> = 0.15) and cognitive load (<em>k</em> = 19, <em>g</em> = 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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100708"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621792","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 : 2025-08-01Epub Date: 2025-05-29DOI: 10.1016/j.edurev.2025.100700
Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn
Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.
{"title":"A scoping review of the factors contributing to a sense of belonging in early career teachers","authors":"Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn","doi":"10.1016/j.edurev.2025.100700","DOIUrl":"10.1016/j.edurev.2025.100700","url":null,"abstract":"<div><div>Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100700"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241543","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 : 2025-08-01Epub Date: 2025-07-11DOI: 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.
{"title":"Characteristics of interprofessional collaboration between educational psychological services and schools: A scoping review","authors":"Helene Hallaråker , Elisabeth Hesjedal , Christian Brandmo","doi":"10.1016/j.edurev.2025.100707","DOIUrl":"10.1016/j.edurev.2025.100707","url":null,"abstract":"<div><div>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.</div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100707"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621793","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 : 2025-08-01Epub Date: 2025-06-30DOI: 10.1016/j.edurev.2025.100706
Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter
Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.
{"title":"Measuring spelling skills: A meta-analysis of the convergence of dictation and error detection tasks","authors":"Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter","doi":"10.1016/j.edurev.2025.100706","DOIUrl":"10.1016/j.edurev.2025.100706","url":null,"abstract":"<div><div>Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of <span><math><mrow><mover><mi>r</mi><mo>‾</mo></mover></mrow></math></span> = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100706"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566519","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 : 2025-08-01Epub Date: 2025-04-26DOI: 10.1016/j.edurev.2025.100688
Qingqing Du , Debora L. Roorda , Helma M.Y. Koomen , Suzanne Jak , Marjolein Zee
In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (k = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (k = 8) and between personality similarity and adult–child relationships (k = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with positive parent–child relationships (e.g., warmth) and negatively associated with negative parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with positive parent–child relationships and positively associated with negative parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).
{"title":"When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults","authors":"Qingqing Du , Debora L. Roorda , Helma M.Y. Koomen , Suzanne Jak , Marjolein Zee","doi":"10.1016/j.edurev.2025.100688","DOIUrl":"10.1016/j.edurev.2025.100688","url":null,"abstract":"<div><div>In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (<em>k</em> = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (<em>k</em> = 8) and between personality similarity and adult–child relationships (<em>k</em> = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with <em>positive</em> parent–child relationships (e.g., warmth) and negatively associated with <em>negative</em> parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with <em>positive</em> parent–child relationships and positively associated with <em>negative</em> parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100688"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072519","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 : 2025-08-01Epub Date: 2025-07-16DOI: 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 21st century skills. Although 21st century skills have been widely promoted, this is the first meta-analysis to examine the effects of digital games on 21st 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 21st 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 21st 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 21st century skills.
{"title":"Navigating the double-edged sword: A meta-analysis of the effects of digital games on 21st century skills","authors":"Chao Cheng , Katy Ieong Cheng Ho Weatherly","doi":"10.1016/j.edurev.2025.100710","DOIUrl":"10.1016/j.edurev.2025.100710","url":null,"abstract":"<div><div>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<sup>st</sup> century skills. Although 21<sup>st</sup> century skills have been widely promoted, this is the first meta-analysis to examine the effects of digital games on 21<sup>st</sup> 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<sup>st</sup> century skills (<em>g</em> = 0.55); (b) digital games have a large effect on critical thinking (<em>g</em> = 0.85), a medium effect on communication (<em>g</em> = 0.77), and small effects on collaboration (<em>g</em> = 0.41) and creativity (<em>g</em> = 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<sup>st</sup> 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<sup>st</sup> century skills.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100710"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664743","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 : 2025-08-01Epub Date: 2025-08-07DOI: 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.
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Pub Date : 2025-08-01Epub Date: 2025-05-29DOI: 10.1016/j.edurev.2025.100699
Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li
The present study is contextualized in the rapidly digitalizing world where many parents struggle to maximize their children's online learning opportunities and protect the latter against online risks. It employed three-level meta-analysis to synthesize findings from 88 primary studies (2008–2024) on associations between digital parenting (positive mediation, negative mediation, co-use, general digital parenting) and children's digital wellbeing (positive, negative, digital use). The study is original in the comprehensive examination of associations between the different types of digital parenting and children's digital wellbeing. There are three sets of results. First, digital parenting was negatively associated with children's negative digital wellbeing. The magnitude of association between digital parenting and children's negative digital wellbeing was the largest for co-use, followed by positive and negative mediation. Second, digital parenting was not associated overall with children's positive digital wellbeing or digital use. However, the association between digital parenting and children's positive digital wellbeing was stronger for positive mediation than negative mediation or co-use. Types of digital parenting did not moderate the association between digital parenting and children's digital use. Third, there were some significant moderator effects for children's sex, geographical regions, data sources for digital parenting and children's digital wellbeing, and cross-sectional/longitudinal research designs. The study advances theory by providing evidence that there is no one-size-fits-all approach to digital parenting for comprehensively enhancing children's digital wellbeing. It also emphasizes the need for researchers to differentiate among different types of children's digital wellbeing that are influenced by digital parenting.
{"title":"Meta-analysis of associations between digital parenting and children's digital wellbeing","authors":"Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li","doi":"10.1016/j.edurev.2025.100699","DOIUrl":"10.1016/j.edurev.2025.100699","url":null,"abstract":"<div><div>The present study is contextualized in the rapidly digitalizing world where many parents struggle to maximize their children's online learning opportunities and protect the latter against online risks. It employed three-level meta-analysis to synthesize findings from 88 primary studies (2008–2024) on associations between digital parenting (positive mediation, negative mediation, co-use, general digital parenting) and children's digital wellbeing (positive, negative, digital use). The study is original in the comprehensive examination of associations between the different types of digital parenting and children's digital wellbeing. There are three sets of results. First, digital parenting was negatively associated with children's negative digital wellbeing. The magnitude of association between digital parenting and children's negative digital wellbeing was the largest for co-use, followed by positive and negative mediation. Second, digital parenting was not associated overall with children's positive digital wellbeing or digital use. However, the association between digital parenting and children's positive digital wellbeing was stronger for positive mediation than negative mediation or co-use. Types of digital parenting did not moderate the association between digital parenting and children's digital use. Third, there were some significant moderator effects for children's sex, geographical regions, data sources for digital parenting and children's digital wellbeing, and cross-sectional/longitudinal research designs. The study advances theory by providing evidence that there is no one-size-fits-all approach to digital parenting for comprehensively enhancing children's digital wellbeing. It also emphasizes the need for researchers to differentiate among different types of children's digital wellbeing that are influenced by digital parenting.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100699"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241541","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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