Educational Research Review最新文献_第7页

The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies 学生在校学习成绩的稳定性：一项纵向研究的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-04-29 DOI: 10.1016/j.edurev.2025.100687

Vsevolod Scherrer, Moritz Breit, Franzis Preckel

Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was ρ = .70 (95 % CI: .69, .72). Stability was lower for school marks (ρ = .67) than achievement tests (ρ = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.

学业成绩评估在教育中起着核心作用。例如，它们用于教育诊断，为长期安置决策提供信息，并且是大规模教育监测的重要标准。学生学业成绩的阶序稳定性研究结果具有重要的教育研究和实践意义。虽然低稳定性削弱了将学业成绩用于诊断目的的有效性，但近乎完美的稳定性可能表明教育流动性不足。然而，对学业成绩的阶序稳定性的明确研究却很少。因此，我们对这种稳定性高或低的条件知之甚少。本纵向研究的荟萃分析报告了教师分配的学校分数和学校成就测试的秩序稳定性。共编制了1990个测试-再测试相关系数，涉及来自363项纵向研究的740610名个体参与者。估计5级和两年重测间隔的平均秩序稳定性为ρ = 0.70 （95% CI: 0.69, 0.72）。学业成绩的稳定性（ρ = 0.67）低于学业成绩测试（ρ = 0.72）。稳定性在各年级水平上保持相对稳定，并随着重测间隔的增加而降低。随着时间间隔的增加，稳定性的下降在学校分数中比在成就测试中更为明显：这两个指标在很短的时间间隔内相对稳定，但成就测试结果在长期内要稳定得多。学校分数和成绩测试的稳定性因学校领域和国家而异。

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引用次数: 0

The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis 教师自我效能感与学生学习成绩的关系：系统回顾与元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-06-21 DOI: 10.1016/j.edurev.2025.100701

Kang Ma , Michael Cavanagh , Junhua Zhang , Muhammad Chutiyami

This meta-analysis includes 71 studies representing 254619 teachers and the academic performance of their students. The results indicate significant but small effect sizes for overall TSE constructs on academic performance, r from 0.063 to 0.192. The two largest effect sizes are between overall TSE for subject teaching and overall TSE, outperforming the personal and general efficacy (Gibson & Demo, 1984). Effect sizes of TSE for instructional strategies and classroom management outperformed that for student engagement. The strength between these two constructs does not change with the grade taught and that based on objective academic scores as student outcomes tend to have higher correlation coefficients associated with overall TSE and personal TSE. Limitations and implications are discussed.

本荟萃分析包括71项研究，代表254619名教师及其学生的学习成绩。结果显示，整体TSE建构对学业成绩的影响显著但较小，r从0.063到0.192。两个最大的效应量在学科教学的整体TSE和整体TSE之间，优于个人和一般效能(Gibson &；演示,1984)。TSE对教学策略和课堂管理的效应量优于对学生参与的效应量。这两种构念之间的强度不随教学年级和客观学业成绩而改变，因为学生的成绩往往与整体TSE和个人TSE有更高的相关系数。讨论了局限性和影响。

引用次数: 0

Towards evidence-based music teaching and learning: A meta-analysis 迈向循证音乐教学：一项元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-05-20 DOI: 10.1016/j.edurev.2025.100698

Daniela G. Valache , Marian Ilie , Paul Sârbescu , Paula I. Cazan

This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles that met the inclusion criteria in the effect size calculation, resulting in 25 effect sizes. MTLAs have an overall medium and heterogeneous effect (d = .56, p < .001) on both music literacy and sight reading (d = .54, p < .01) as well as performance and aural skills (d = .51, p < .001). The effects of MTLAs can vary depending on the teaching methodology used, the category of musical-artistic outcomes targeted, and the educational level of the participants. No publication bias was identified.

本荟萃分析调查了音乐教学活动（mtla）对音乐艺术成果的影响。它的目的是作为一个起点，在这一领域培养以证据为基础的教育实践，这是近年来日益强调的需求。从在线搜索引擎查询的93,291篇文章开始，我们只纳入了20篇符合纳入标准的文章的结果来计算效应量，得到25个效应量。mtla总体上具有中等和异质性效应(d = .56, p <；.001)，音乐素养和视读(d = .54, p <；.01)，以及表现和听觉技能(d = .51, p <；措施)。mtla的效果取决于所使用的教学方法、目标音乐艺术成果的类别以及参与者的教育水平。未发现发表偏倚。

引用次数: 0

Review of research on design thinking in K-12 education K-12教育中设计思维的研究综述

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-04-01 DOI: 10.1016/j.edurev.2025.100682

Lin Lin , Shusheng Shen , Rustam Shadiev , Minghua Yu

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

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

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引用次数: 0

Effectiveness of L1 and pictures in multimedia conditions on learning second-language vocabulary: A meta-analysis 多媒体条件下母语和图片对二语词汇学习效果的meta分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-03-22 DOI: 10.1016/j.edurev.2025.100681

Caihui Zhang , Giovanni Sala , Fernand Gobet

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

多媒体输入经常用于第二语言词汇学习；然而，多媒体输入对二语词汇学习的有效因素尚未确定。本研究旨在识别多媒体二语词汇学习中的有效因素，并进一步阐明不同“域”在多媒体二语词汇学习中的意义。考虑到学习目标（二语词汇）属于语言域，将有意义的输入构建为域内（即基于L1）、跨域（即基于图片）和混合域（即基于L1+图片）的学习条件。本研究首先进行了综合分析，然后进行了三项荟萃分析：(a)域内vs跨域（20项研究，51个效应量），(b)域内vs混合域（21项研究，55个效应量），(c)跨域vs混合域（9项研究，27个效应量），共2056名参与者。即时测试和可用延迟测试均作为因变量。四个调节因子被用来识别潜在的预测因子。结果表明，在即时测试中，混合域条件始终优于域内条件(g = 0.334, p <；跨域条件（g = 0.350, p = 0.001）对二语词汇学习的促进作用。然而，在延迟测试中，混合域条件的有利效果仅略优于跨域条件（g = 0.271, p = 0.067）。二语词汇学习的域内条件和跨域条件无显著差异。在立即测试或延迟测试中均未检测到重要的减缓剂。这些发现强调了将母语词汇和图片结合到第二语言词汇学习中的好处。

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引用次数: 0

Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety 性与性别差异学生的支持性学校策略：欺凌受害经历与学校安全感关联的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-04-29 DOI: 10.1016/j.edurev.2025.100689

Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams

Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.

性和性别不同的中学生比他们的异性恋、顺性同龄人更容易遭受欺凌，在学校里感到更不安全。因此，明确各种针对lgbtq的校本策略（列举政策、学校员工培训、包容性课程、gsa）与这些学校经验的关联至关重要。此外，重要的是确定谁从这些策略中获益最多，以及研究特征的差异如何影响研究结果。本研究采用多元元分析模型和近似方差-协方差矩阵，探讨以lgbtq为目标的校本策略与学生欺凌受害经历和校园安全感受之间的关系。我们的研究结果表明，采用lgbtq目标策略的中学学生报告的欺凌受害率较低，学校安全感较高，尽管两者之间的关联并不大。虽然这些策略似乎更有利于性别多样化的学生，因此似乎有助于缩小差距，但有色人种的学生似乎受益较少。此外，与研究报告相比，同行评议的研究显示，在多种结果（如受害类型或学生分组）中，差异更大。关于学校员工培训在这些结果中的作用，存在着显著的研究差距。

{"title":"Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety","authors":"Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams","doi":"10.1016/j.edurev.2025.100689","DOIUrl":"10.1016/j.edurev.2025.100689","url":null,"abstract":"<div><div>Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100689"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937542","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}

引用次数: 0

A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments 教育虚拟现实环境中基于证据的设计和教学原则的系统回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-02-10 DOI: 10.1016/j.edurev.2025.100676

Adurangba Victor Oje , Nathaniel J. Hunsu , Logan Fiorella

As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.

随着虚拟现实（VR）越来越多地融入教育环境，研究人员正在利用多媒体和生成性学习理论来加强教学虚拟现实的设计和实施，以获得有效的教育体验。本文系统回顾了基于证据的多媒体设计和教学原则在虚拟现实教育中的应用研究现状。共分析了48份报告，其中包括63项独立研究，以评估这些原则的学习效果。沉浸是研究最广泛的原则，而预训练在设计原则中显示出最大的VR学习效果。此外，当将总结等生成性学习活动纳入VR教育活动时，可以观察到中等到大型的学习效果。审查还确定了可能缓和这些原则的学习效果的潜在边界条件。这一系统综述强调了现有的知识差距，并为基于虚拟现实的教育的实践和未来研究提供了有价值的启示。

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引用次数: 0

Technology-enhanced content and language integrated learning: A systematic review of empirical studies 技术增强的内容与语言整合学习：实证研究的系统回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-02-11 DOI: 10.1016/j.edurev.2025.100677

Dongpin Hu , Juanjuan Chen , Yan Li , Minhong Wang

Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

内容与语言整合学习（CLIL），即用非母语学习学科内容，作为一种创新的英语教学方式得到了广泛的推广。最近，技术被集成到CLIL程序中。鉴于对技术增强型CLIL （TECLIL）的研究越来越多，以及以往研究的局限性，本文对TECLIL的实证研究进行了系统综述。本文基于2014-2023年发表在SSCI期刊上的20篇论文，总结了TECLIL实证研究的主要特征、TECLIL项目中应用的技术类型、TECLIL研究中报告的学习成果以及TECLIL在实践中设计和实施的典型案例。确定了TECLIL程序中应用的七种技术。使用频率最高的是远程协作工具，其次是在线学习平台、多媒体、虚拟学习环境、社交网络应用、语言工具和智能会话工具。在TECLIL课程中探索的语言技能侧重于生产技能（例如，口语和写作）而不是接受技能（例如，听力和阅读）。在TECLIL研究中，通常评估学科知识和语言技能方面的认知学习结果，而较少关注情感结果。总体而言，技术的使用对内容知识的获取产生了较小的影响（效应量= 0.29），但对语言成就没有实质性影响（效应量= 0.16）。尽管对TECLIL的研究越来越多，但需要更多的实证研究来确定TECLIL程序的有效设计以及TECLIL对认知和情感结果的影响。

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引用次数: 0

The effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis 学前词汇和语法对早期阅读理解和单词阅读的影响：系统回顾和元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-03-23 DOI: 10.1016/j.edurev.2025.100680

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

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

词汇和语法的口语技能与早期阅读能力有关，但它们与阅读的不同方面——理解、单词阅读和假词阅读——之间的关系尚未得到系统的比较。一项对72项纵向研究（包括来自23,387名儿童的499项相关性）的荟萃分析检验了学龄前儿童的词汇和语法与正式学校教育开始时儿童阅读理解、单词阅读和假词阅读之间的预测关系。学龄前词汇和语法对早期阅读的各个方面都有显著的、中等的影响。这种关系不受学前口语评估的性质(接受性vs表达性；反应的复杂性)，也不受学龄前口头语言测量和学龄早期阅读测量之间的时间间隔的影响。开始接受正规教育的年龄（作为开始接受正规阅读教学的替代指标）调节了学龄前词汇量和学龄词汇阅读之间的影响大小，揭示了更早接受正规教育的影响更大。因此，学前词汇和语法对早期阅读的各个方面都有直接的影响，这突出了早期口头语言支持的好处，特别是当阅读教学在儿童正规学校教育的早期开始时。

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引用次数: 0

Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships 机器人在教育中的角色：基于提出的学习者-机器人关系框架的系统回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 Epub Date: 2025-04-17 DOI: 10.1016/j.edurev.2025.100685

Weiqi Xu, Fan Ouyang

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

随着计算机和信息技术的发展，机器人教育为重塑教育系统中的教学和学习过程提供了潜力。从教育系统的角度来看，了解机器人在教育中的作用以及它们与学习者的关系是至关重要的。具体而言，本系统综述提出了一个基于两个维度（即学习者代理、机器人交互性）的概念框架，并回顾了2010年至2023年的92项实证研究，明确了机器人角色的四类，即学习机器人、通过机器人学习、从机器人学习和用机器人学习。在学习机器人的过程中，教育机器人仅仅是学习者学习的对象或内容。在机器人学习中，教育机器人作为学习工具或辅助工具，学习者可以利用自己的代理来操作或设计机器人。在学习机器人的过程中，教育机器人充当导师的角色，向学习者传达和传递知识和信息。在机器人学习中，教育机器人作为学习者的同伴或伙伴，与学习者合作，提供情感支持，解决问题和构建知识。此外，本研究还考察了四种机器人角色的应用教育背景（即教育领域、教育水平）和学习效果。总体而言，机器人教育的未来发展强调学习者代理和机器人交互，以实现以学习者为中心，机器人友好的学习目标。

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引用次数: 0