Educational Research Review最新文献_第9页

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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引用次数: 0

Evaluating methodological quality of meta-analyses: A case study of meta-analyses on associations between parental involvement and students’ learning outcomes 评估统合分析的方法学质量：父母参与与学生学习成果关系的统合分析个案研究

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.2025.100678

Cheng Yong Tan, Lin Gao

The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.

本研究对41项荟萃分析的方法质量进行了综合评估，以检验父母参与与学生学习成果之间的关系。它为评估荟萃分析的方法学质量开发了一个全面的方法学框架。该框架包括不同的方面，从目标和概念化到元分析结果的报告，解决了元分析中的高级方法学主题，并考虑了元分析本身对局限性的方法学反思和对未来研究的建议。将该框架应用于41项荟萃分析使我们能够确定各种方法的优势和需要改进的领域。优势包括对问题的明确定义，对主要研究的全面搜索，可靠的编码，关注主要研究的方法学质量，报告效应大小的大小和变化，以及调查发表偏倚。需要改进的领域涉及关键变量的概念和操作定义、搜索和编码初级研究的透明度、澄清模型假设、处理依赖效应大小和缺失数据、调查统计异常值、确定统计能力、使用元回归、为初级研究提供汇总表以及解释效应大小。这项研究的重要之处在于，它为提高父母参与的荟萃分析方法的严谨性指明了前进的方向，并提供了一个全面的评估框架，可用于类似地确定其他领域的荟萃分析的优势和需要改进的领域。

{"title":"Evaluating methodological quality of meta-analyses: A case study of meta-analyses on associations between parental involvement and students’ learning outcomes","authors":"Cheng Yong Tan, Lin Gao","doi":"10.1016/j.edurev.2025.100678","DOIUrl":"10.1016/j.edurev.2025.100678","url":null,"abstract":"<div><div>The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100678"},"PeriodicalIF":9.6,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143725707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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 : 2025-02-11 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

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 : 2025-02-10 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

Effects of content and language integrated learning at the primary school level: A multi-level meta-analysis 小学阶段内容与语言整合学习的效果：一项多层次元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-03 DOI: 10.1016/j.edurev.2025.100666

Jang Ho Lee , Hansol Lee , Yuen Yi Lo

This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that CLIL was significantly more effective than non-CLIL for FL learning (d = 0.63, SE = 0.21, p = .003), with particularly strong effects observed concerning improving speaking skills (d = 1.24, SE = 0.24, p < .001) and smaller effects for improving other language domains (d = 0.48, SE = 0.18, p = .009). Additionally, publication year was significantly associated with the impact of CLIL on FL learning, with earlier studies reporting slightly stronger effect sizes than later ones, which demonstrated marginally weaker effects (β = −0.07, SE = 0.03, p = .04). In contrast, CLIL and non-CLIL approaches were comparable in terms of aiding academic content learning (d = −0.06, SE = 0.16, p = .72). Moderator analyses suggested that the observed effects of CLIL on content learning might be influenced by pre-existing differences between groups; studies with confirmed group homogeneity indicated a negative effect of CLIL on content learning (d = −0.22, SE = 0.13, p = .09), whereas studies without confirmation of group equivalence showed a positive effect (d = 0.31, SE = 0.22, p = .17).

本荟萃分析综合了内容与语言整合学习（CLIL）对小学生的影响，CLIL是一种用外语教授非语言科目的方法。数据集包括28个样本（N = 214,103），来自21个（准）实验研究，评估外语（FL）或学术内容学习。一项多层级荟萃分析显示，CLIL课程对外语学习的效果显著高于非CLIL课程（d = 0.63, SE = 0.21, p = 0.003），其中口语技能的提高效果尤其显著(d = 1.24, SE = 0.24, p <；.001)，其他语言领域的改善效果较小（d = 0.48, SE = 0.18, p = 0.009）。此外，出版年份与CLIL对外语学习的影响显著相关，早期研究报告的效应值略高于后期研究报告的效应值（β = - 0.07, SE = 0.03, p = 0.04）。相比之下，CLIL和非CLIL方法在辅助学术内容学习方面具有可比性（d = - 0.06, SE = 0.16, p = 0.72）。调节因子分析表明，CLIL对内容学习的影响可能受到组间既存差异的影响；证实组同质性的研究表明CLIL对内容学习有负面影响（d = - 0.22, SE = 0.13, p = 0.09），而未证实组等价性的研究显示CLIL对内容学习有积极影响（d = 0.31, SE = 0.22, p = 0.17）。

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引用次数: 0

School ACTIVE, brain active: A meta-analysis and meta-regression on chronic school physical activity effects on cognitive performance in children and adolescents 学校活动、脑活动：长期学校体育活动对儿童和青少年认知表现影响的meta分析和meta回归

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100658

Júlio B. Mello , Rochelle Rocha Costa , Fernando Flores da Silva , Ricardo Martins , Carlos Cristi-Montero

Objective

To describe the chronic physical activity at school effects on children and adolescents' cognitive performance, examining different types of intervention in the school environment.

Design

A systematic review with meta-analysis and meta-regression was conducted including experimental studies reporting the effects of physical activity at school on cognitive performance in children and adolescents.

Data sources

PubMed, Embase, Scopus, and Cochrane Library from database inception to February 30, 2023.

Eligibility criteria for selecting studies

Studies with: (P) healthy children and adolescents, (I) interventions with physical activity at school (sports, general physical activity, and physical exercises), (C) a control group, (O) cognitive flexibility, working memory, inhibitory control, and attention outcomes; and (S) Randomised trials of RCTs and longitudinal designs.

Results

Eighteen studies were included. The interventions were divided into three groups: different team games, general physical activity, and different physical exercises. Physical activity at school was associated with changes in cognitive flexibility (g: 0.244; 95% CI 0.116 to 0.373; p < 0.001; I² = 0%); in working memory (g: 0.123; 95% CI 0.028 to 0.219; p = 0.012; I² = 14%); in inhibitory control (g: 0.122; 95% CI 0.062 to 0.182; p < 0.001; I² = 3%); and in attention (g: 0.100; 95% CI 0.040 to 0.161; p < 0.001; I² = 0%).

Conclusion

Our results support that interventions with chronic physical activity at school have a positive effect on cognitive flexibility, inhibitory control, working memory, and attention in children and adolescents. Subgroup analyses established that the impact on each outcome essentially depends on the type of intervention performed. Meta-regression showed that age was a valid predictor of improvements in working memory.

Prospero registration

CRD42021274668.

探讨学校环境中不同类型的干预对儿童和青少年认知表现的影响，描述学校长期体育活动对儿童和青少年认知表现的影响。

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引用次数: 0

The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia 成人低读写能力在字母正字法上的认知特征：与发展性阅读障碍的系统回顾与比较

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-02-01 DOI: 10.1016/j.edurev.2024.100659

Réka Vágvölgyi , Kirstin Bergström , Aleksandar Bulajić , Jascha Rüsseler , Tânia Fernandes , Michael Grosche , Maria Klatte , Falk Huettig , Thomas Lachmann

Dealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on adults with low literacy skills (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that this developmental disorder is one possible explanation for low literacy skills in adulthood. Twenty-seven studies focusing on the cognitive profile of ALLS met the three predefined criteria of reading level, age, and education. Results showed that ALLS performed worse than literate adults in various tasks at skill and information processing level, and exhibited structural and functional differences at the neurobiological level. The cognitive profile of ALLS was closer to that of primary school children than of literate adults. However, relative to children, ALLS’ literacy skills relied less on phonological and more on orthographic strategies. A narrative comparison of results with meta-analyses on developmental dyslexia showed large, though not complete, overlap in the cognitive profiles. The present results helps to better understand the literacy skills and reading-related cognitive functions of ALLS and may support the development of tailored interventions directed to the specific cognitive difficulties ALLS have.

在现代社会中，处理文本是至关重要的。然而，并不是每个人都能在学校教育中获得足够的读写能力。本系统综述总结和综合了对字母书写系统中读写能力低下的成年人的研究，包括行为和神经生物学研究的结果，并将这些研究结果与发展性阅读障碍的研究结果进行了比较，因为发展性阅读障碍是成年期读写能力低下的一种可能解释。27项关注als认知概况的研究符合三个预定义的标准：阅读水平、年龄和教育程度。结果表明，脑萎缩症患者在技能和信息处理水平上的表现低于识字成人，在神经生物学水平上表现出结构和功能上的差异。与识字的成年人相比，als患者的认知特征更接近小学生。然而，相对于儿童而言，als的读写技能较少依赖于语音，更多依赖于正字法策略。对发展性阅读障碍的meta分析结果进行的叙述性比较显示，尽管不完全，但在认知概况上有很大的重叠。目前的研究结果有助于更好地了解als患者的读写技能和与阅读相关的认知功能，并可能支持针对als患者特定认知困难的量身定制干预措施的发展。

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