Educational Research Review最新文献_第7页

Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement 数字化学习中通过提示搭建：学习成就有效性的系统回顾和元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 DOI: 10.1016/j.edurev.2025.100686

Herbert Thomann, Viola Deutscher

We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (d = .394), though adjustment for publication bias yielded a more conservative estimate (d = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (d = .465), prompts designed for specific learner groups (d = .513), and combinations of generic and directed prompts (d = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.

我们介绍了对68项关于数字学习提示的实验研究的荟萃分析结果，研究了哪些特征构成了学习成就的有效提示。首先，系统回顾揭示了不同研究中使用的提示的不同特征。其次，使用随机效应模型的定量荟萃分析显示，数字提示显著提高了学习成绩（d = .394），尽管对发表偏倚进行了调整，得出了更保守的估计（d = .220）。它们的有效性在很大程度上受到提示设计特征的影响。基于元回归模型，我们发现基于动作的提示（基于规则的AI）（d = .465）、为特定学习者群体设计的提示（d = .513）以及通用和定向提示的组合（d = .571）的效果最高。地区差异很明显，东亚地区的研究显示出比欧洲地区更大的影响。学习提示的有效性进一步受到学习领域和目标群体的调节。我们的研究结果表明，提示并不是一个普遍的解决方案，而是需要深思熟虑的实施。我们建议实现由学习者行为触发的基于行动的提示，使用日志数据根据专业水平定制提示。设计师应该保持提示简洁，以减少认知负荷。我们建议将基于学习目标的通用和定向提示结合起来。最后，确保学习者熟悉提示用法是至关重要的。这些循证指南有助于优化数字学习提示，以支持不同学习者的需求。

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引用次数: 0

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 : 2025-04-29 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

When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults 当个人变成关系：人格特质与儿童与成人情感关系的元分析与叙事回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-26 DOI: 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).

在本荟萃分析和叙述性回顾中，我们调查了儿童和成人（即父母和教师）的人格特征以及人格相似性是否与二元成人-儿童关系的情感质量相关。我们按照PRISMA指南进行了系统的文献检索。通过进行定量荟萃分析（k = 39），我们检验了儿童和父母的人格特质与亲子关系质量的关系。由于现有的研究数量有限，我们通过叙述回顾来探讨人格特质与师生关系（k = 8）和人格相似性与成人与儿童关系（k = 4）之间的关系。元分析结果表明，儿童的亲和性、严谨性、外向性和开放性与积极的亲子关系（如温暖）呈正相关，与消极的亲子关系（如冲突）负相关。儿童神经质与正向亲子关系负相关，与负向亲子关系正相关。在父母的性格特征上也发现了类似的模式；然而，父母的开放程度对亲子关系的正向或负向影响均不显著。此外，叙述性回顾表明，儿童和教师的人格特质可能与师生关系有关，尤其是关系积极性。最后，初步证据表明，性格相似性似乎与积极的成人-儿童关系呈正相关。虽然我们发现的结果是小到中等量级，但这些发现表明，关注个性可能是更好地理解儿童在各种环境下（例如，家庭，学校）与成人的情感关系的有希望的方法。

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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 : 2025-04-17 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

Success of EMI in higher education and its key components: A meta-analytic structural equation modelling approach 高等教育中EMI的成功及其关键组成部分：一种元分析结构方程建模方法

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-15 DOI: 10.1016/j.edurev.2025.100684

Hansol Lee , Heath Rose , Ernesto Macaro , Jang Ho Lee

The increasing global demand for English Medium Instruction (EMI) in higher education (HE) highlights the need for empirical research to contribute to its success and suggest ways of mitigating the diverse challenges faced by students and institutions. Identifying the key factors that contribute to successful EMI is critical for improving both content and language learning outcomes for students. In the wake of the recent surge in EMI research, more research synthesis is needed to understand how these factors interact to influence EMI success rather than focusing solely on their isolated, bivariate relationships. To address this gap, we conducted meta-analytic structural equation modelling (MASEM) to examine the structural relationships among the key factors affecting the success of EMI. Synthesising data from 50 studies (N = 15,032), our analysis demonstrates that learners’ engagement and English proficiency are pivotal for both content and language learning, with English proficiency being more important for language learning outcomes, although itself considerably also influenced by learners’ anxiety and motivation. Additionally, the moderator analysis shows that learner engagement plays a more significant role in partial EMI contexts, leading to our recommendation for differentiated institutional support in full and partial EMI settings. However, owing to the limited availability of correlation coefficients, some key factors and moderators were excluded, prompting the need for further empirical research to explore these relationships in greater depth.

全球对高等教育（HE）中英语媒介教学（EMI）的需求日益增长，这凸显了对实证研究的需求，以促进其成功，并提出减轻学生和机构面临的各种挑战的方法。确定有助于成功的EMI的关键因素对于提高学生的内容和语言学习成果至关重要。在最近EMI研究激增之后，需要更多的综合研究来了解这些因素如何相互作用以影响EMI的成功，而不是仅仅关注它们孤立的双变量关系。为了解决这一差距，我们进行了元分析结构方程模型（MASEM）来研究影响EMI成功的关键因素之间的结构关系。综合50项研究（N = 15032）的数据，我们的分析表明，学习者的参与度和英语水平对内容和语言学习都至关重要，英语水平对语言学习结果更为重要，尽管英语水平本身也受到学习者焦虑和动机的很大影响。此外，调节分析表明，学习者参与在部分EMI环境中发挥更重要的作用，因此我们建议在完全和部分EMI环境中提供不同的机构支持。然而，由于相关系数的可用性有限，一些关键因素和调节因子被排除在外，需要进一步的实证研究来更深入地探讨这些关系。

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引用次数: 0

Sense of belonging in undergraduate computing students: A scoping review 计算机专业本科生的归属感：范围审查

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-10 DOI: 10.1016/j.edurev.2025.100683

Shamima Nasrin Runa, Andrew McCartan, Yuhan Du, Brett A. Becker, Catherine Mooney

Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these groups to address this unevenness is beneficial for retaining diversity and closing representation gaps, as students persist when they feel they belong. However, student belonging is complex and challenging to measure. For the development of meaningful interventions to level sense of belonging across various groups by improving belonging for those with lower belonging, there is a need for clarity on how 1) sense of belonging is theorised in research into undergraduate students, 2) how it is measured, and 3) how belonging has been operationalised to improve diversity and student retention. This review focuses specifically on computing, as a discipline with persistent representation gaps limiting its development, synthesising existing studies investigating sense of belonging among undergraduate computing students. The PRISMA extension for scoping reviews (PRISMA-Scr) was utilised to source and review 22 relevant peer-reviewed articles published between 2013 and 2022. The review shows that most existing research follows a quantitative study. The research reveals how multiple barriers to student belonging are experienced differently across different student populations. Belongingness has significant disparities relating to gender, race, and sexuality that may explain representation gaps, but attention needs to be paid to how these identities intersect to shape student experiences. The research also suggests various social and academic interventions that can raise sense of belonging. These findings provide valuable insights into undergraduate student belonging that may inform the development of targeted interventions aimed at retaining diverse student cohorts and closing representation gaps, as well as informing future research aimed at fostering and improving sense of belonging among undergraduate computing students.

教育中的归属感包括个人在教育环境中被接受、被重视和被包容的经历。并不是所有的学生都有同样程度的归属感，那些被边缘化或代表性不足的群体的学生的归属感比他们的同龄人要低。在这些群体中培养更强烈的归属感，以解决这种不平衡现象，有利于保持多样性，缩小代表性差距，因为学生们在有归属感的时候会坚持下去。然而，学生归属感的测量是复杂且具有挑战性的。为了开发有意义的干预措施，通过改善归属感较低的群体的归属感来提高不同群体的归属感，需要明确如何1)在本科生研究中建立归属感的理论，2)如何测量归属感，以及3)如何实施归属感以提高多样性和学生保留率。这篇综述特别关注计算机，作为一门学科，持续存在的代表性差距限制了它的发展，综合了现有的研究，调查了本科生计算机学生的归属感。PRISMA范围审查扩展（PRISMA- scr）用于检索和审查2013年至2022年间发表的22篇相关同行评议文章。这篇综述表明，大多数现有的研究都是基于定量研究。这项研究揭示了在不同的学生群体中，学生归属感的多重障碍是如何不同的。归属感在性别、种族和性别方面存在显著差异，这可能解释了代表性差距，但需要注意的是，这些身份是如何交叉的，从而塑造了学生的经历。该研究还提出了各种社会和学术干预措施，可以提高归属感。这些发现为本科生的归属感提供了有价值的见解，可以为有针对性的干预措施的发展提供信息，这些干预措施旨在保留不同的学生群体，缩小代表性差距，并为未来的研究提供信息，旨在培养和提高计算机专业本科生的归属感。

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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 : 2025-04-01 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

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 : 2025-03-23 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

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 : 2025-03-22 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

Interdisciplinary knowledge diffusion of educational research, 2002–2021 教育研究的跨学科知识扩散，2002-2021

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-03-18 DOI: 10.1016/j.edurev.2025.100679

Ying Tang , Yu Liu , Yixin Jin , Chenwei Zhang , Xiaojuan Zhang

Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.

教育作为一门独立的学科，通过吸收各学科的见解，变得更加跨学科。然而，对教育知识如何向其他学术领域扩散的理解存在差距。我们的研究试图通过三个具体目标来弥合这一差距：1)绘制跨学科知识传播过程中的文学景观，2)调查教育知识如何扩散到非教育学科的特征，以及3)检查引用教育研究的非教育主题。我们进一步深入研究教育中的二级学科，以进行更深入和全面的分析。为了实现这些目标，我们回顾了2002年至2021年间发表的小学教育文献，以及这些文献如何在非教育出版物中被引用。分析分为三个阶段，包括描述性分析、跨学科知识扩散指标计算和人工智能辅助关键字识别。我们的研究结果表明，教育对其他领域的跨学科影响越来越大，正如知识传播的数量、分布、广度、多样性和强度等各种指标所证明的那样。本研究的意义在于其新颖的研究重点，定量和定性方法的结合，以及所涵盖的广泛出版物。

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