Learning and Instruction最新文献

How knowledge structures transform into scientific creative thinking in the science education context: Behavioral and neural evidence 知识结构如何在科学教育背景下转化为科学创造性思维：行为和神经证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-31 DOI: 10.1016/j.learninstruc.2026.102322

Chaoqun Ye , Senqing Qi , Yuhong Lin , Yangping Li , Weiping Hu

Background

A core goal of contemporary education is to enable learners to actively construct coherent knowledge structures, while fostering critical thinking, creativity, and problem-solving abilities. However, the neurocognitive mechanisms underlying the transformation of knowledge structures into creative thinking remain largely unknown.

Aims

This study explored neurocognitive mechanisms by which knowledge structures transform into scientific creative thinking by combining electroencephalography (EEG) and machine learning.

Sample

Participants were 60 first-year undergraduate students who had been enrolled for 3 months.

Methods

Participants first completed knowledge structure tasks, followed by scientific creativity tasks. Brain activity during creative thinking was simultaneously recorded using EEG.

Results

Students with well-structured knowledge scored higher on fluency, flexibility, and originality of scientific creativity than those with ill-structured knowledge. The cognitive processing patterns underlying scientific creative thinking are modulated by knowledge structures. Students with well-structured knowledge showed greater activation of brain theta and alpha neural oscillations related to knowledge integration, cognitive control, and conceptual restructuring. Students with ill-structured knowledge exhibited stronger activation of beta and gamma neural oscillations related to visual processing and episodic memory retrieval. Regarding neural mechanism, the theta-alpha neural oscillations in the frontal-central and parietal regions, along with beta oscillations in the occipital region, decode the neural mechanisms that underpin knowledge structure transformation into scientific creative thinking. Critically, these neural oscillations patterns successfully predicted knowledge structures differences.

Conclusions

This study establishes a neurodynamic framework linking knowledge structures to scientific creativity, revealing how brain activity scaffolds innovation and informing strategies to foster creativity in education.

当代教育的一个核心目标是使学习者能够主动构建连贯的知识结构，同时培养批判性思维、创造力和解决问题的能力。然而，知识结构转化为创造性思维的神经认知机制在很大程度上仍然未知。目的将脑电图（EEG）与机器学习相结合，探讨知识结构转化为科学创造性思维的神经认知机制。样本参与者是60名入学3个月的一年级本科生。方法被试先完成知识结构任务，再完成科学创造力任务。同时用脑电图记录创造性思维时的脑活动。结果知识结构合理的学生在科学创造力的流畅性、灵活性和独创性方面得分高于知识结构不合理的学生。科学创造性思维的认知加工模式受知识结构的调节。知识结构良好的学生表现出与知识整合、认知控制和概念重构相关的大脑θ和α神经振荡的更大激活。知识结构不良的学生表现出与视觉加工和情景记忆提取相关的β和γ神经振荡的更强激活。在神经机制方面，额中央和顶叶区域的θ - α神经振荡以及枕部区域的β神经振荡解码了支撑知识结构转化为科学创造性思维的神经机制。关键是，这些神经振荡模式成功地预测了知识结构的差异。本研究建立了一个将知识结构与科学创造力联系起来的神经动力学框架，揭示了大脑活动如何支撑创新，并为教育中培养创造力的策略提供信息。

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引用次数: 0

Multimodal perspectives on affective dynamics in an intelligent tutoring system 智能辅导系统中情感动态的多模态研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-30 DOI: 10.1016/j.learninstruc.2025.102310

Anja Henke , Jason M. Harley , Negar Matin , Johann Chevalère , Verena V. Hafner , Niels Pinkwart , Rebecca Lazarides

Background

Research has highlighted the relevance of affective processes for learning but often relies on self-reports without accounting for inter- and intraindividual dynamics. Multimodal research allows for a more comprehensive assessment of these dynamics. Most multimodal studies, however, rely on lab contexts, reducing ecological validity of results. The present study aims to address this gap.

Aims

We examine situated inter- and intraindividual variability in concurrent activity emotions and affective activation and their interrelations with learning behaviour (prompt compliance) and domain knowledge after learning in an intelligent tutoring system.

Sample

The sample consisted of 83 students (M_age = 15.52, SD = 1.90; girls = 56.6 %) from four secondary schools.

Methods

We combined logfile data (prompt compliance), with electrodermal activity assessment (affective activation), standardized tests data (domain knowledge), and two types of self-report data: experience-sampling to capture concurrent activity emotions over time and topic-related emotions. Two-level dynamic structural equation models were applied.

Results

Results revealed concurrent emotions and prompt compliance to be self-predictive over time. Topic-related boredom and confusion were linked to concurrent boredom and confusion. Person-level affective activation negatively predicted person-level domain knowledge after learning, suggesting high activation may deplete cognitive resources. Topic-related boredom and confusion positively predicted increases in aggregated affective activation, suggesting these emotions drive activation.

Conclusions

The study shows that once an emotion is established, it can persist for the learning session and that especially initial boredom can be detrimental for following learning processes and that particularly affective activation can deplete learning performance (domain knowledge after learning).

研究强调了情感过程与学习的相关性，但往往依赖于自我报告，而没有考虑到个体间和个体内部的动态。多模式研究允许对这些动态进行更全面的评估。然而，大多数多模态研究依赖于实验室环境，降低了结果的生态有效性。本研究旨在解决这一差距。目的研究在智能辅导系统中学习后并发活动情绪和情感激活的个体间和个体内部变异及其与学习行为（及时服从）和领域知识的相互关系。样本包括来自四所中学的83名学生（Mage = 15.52, SD = 1.90，女生= 56.6%）。方法我们结合日志文件数据（及时依从性）、皮电活动评估（情感激活）、标准化测试数据（领域知识）和两种类型的自我报告数据：经验抽样（捕捉随时间推移的并发活动情绪）和主题相关情绪。采用两级动力结构方程模型。结果显示，随着时间的推移，并发情绪和迅速依从性具有自我预测性。与话题相关的无聊和困惑与同时发生的无聊和困惑有关。个体层面情感激活负向预测个体层面学习后的领域知识，提示高激活可能消耗认知资源。与主题相关的无聊和困惑正向预测了聚合情感激活的增加，表明这些情绪驱动了激活。研究表明，一旦建立了一种情绪，它可以在学习过程中持续存在，特别是最初的无聊可能对后续的学习过程有害，特别是情感激活会消耗学习表现（学习后的领域知识）。

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引用次数: 0

From heartbeats to actions: Multimodal learning analytics of cognitive and behavior engagement in real classrooms 从心跳到行动：真实课堂中认知和行为参与的多模态学习分析

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-29 DOI: 10.1016/j.learninstruc.2026.102325

Enqi Fan , Matt Bower , Jens Siemon

Background

In the classroom, there may be a mismatch between students’ external behavior and their internal cognitive states. For example, students may exhibit attentive behavior but not be engaged in deep cognitive processing.

Aims

This study combined time-on-task and heart rate variability (HRV) data to explore the dynamic relationship between student behavior and cognition. By comparing Video Learning Classrooms (VLC) with Traditional Learning Classrooms (TLC), the influence of different teaching settings on students’ learning states was explored.

Sample

45 students (paired sample) from German vocational schools and high schools.

Methods

Time-on-task in the classroom was coded (in 10-s intervals) as a measure of students' dynamic behavior. The HRV indicator RMSSD (root mean square of successive differences) measured students’ dynamic cognition.

Results

Kruskal-Wallis tests revealed significant differences in HRV between the two classroom settings for all time-on-task categories (p < 0.001). Spearman's correlation analysis showed a significant negative correlation between time-on-task and HRV (VLC: ρ = −0.1621; TLC: ρ = −0.2184). In the VLC, students had more cognitive load when performing learning tasks, but the cognitive fluctuations were more stable. The TLC, on the other hand, showed greater cognitive fluctuations.

Conclusion

Combining behavioral and physiological data using the MMLA can more accurately capture students' learning states. The study found that the impact of different instructional settings on students' learning states differs. Video tutorials help to stabilize students' cognitive engagement, while traditional classrooms place higher demands on students’ self-regulation abilities.

在课堂上，学生的外部行为和他们的内部认知状态之间可能存在不匹配。例如，学生可能表现出专注的行为，但没有进行深度认知处理。目的本研究结合任务时间和心率变异性（HRV）数据，探讨学生行为与认知之间的动态关系。通过对视频学习课堂（VLC）与传统学习课堂（TLC）的比较，探讨不同教学环境对学生学习状态的影响。样本：来自德国职业学校和高中的45名学生（配对样本）。方法将课堂上的任务完成时间（每隔10秒）进行编码，作为学生动态行为的衡量标准。HRV指标RMSSD（均方根逐次差）衡量学生动态认知。结果skruskal - wallis检验显示，两种教室设置在所有任务时间类别上的HRV有显著差异（p < 0.001）。Spearman相关分析显示，任务时间与HRV呈显著负相关（VLC: ρ = - 0.1621; TLC: ρ = - 0.2184）。在VLC中，学生在执行学习任务时的认知负荷更大，但认知波动更稳定。另一方面，薄层色谱显示出更大的认知波动。结论MMLA结合行为和生理数据可以更准确地捕捉学生的学习状态。研究发现，不同的教学环境对学生学习状态的影响是不同的。视频教学有助于稳定学生的认知投入，而传统课堂对学生的自我调节能力要求更高。

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引用次数: 0

Spatial skills in early childhood education 幼儿教育中的空间技能

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-29 DOI: 10.1016/j.learninstruc.2025.102308

Katarzyna Bobrowicz , Angélica Mendes

Background

Spatial skills are a host of abilities that underpin processing of spatial information, such as shapes, locations, and inter-relations among entities and frames of reference (cf. Newcombe & Shipley, 2015). Spatial skills develop in early childhood and are malleable through pedagogical activities, which potentially makes them an important part of early educational curricula around the world.

Aims

The present study aimed to chart out the curricular representation and scope of spatial skills in fifty-two countries across six continents.

Sample

A total of 81 documents with curricular guidelines pertaining to early childhood education across fifty-two countries were collected and analyzed.

Methods

This study involved mixed methods, as the data was coded with a deductive six-phase latent thematic analysis (Braun & Clarke, 2006; Clarke & Braun, 2015). Five themes with a total of sixteen indicators were identified based on previous literature. The proportions of occurrences for each indicator were calculated and compared across the country-specific curricula. Descriptive statistics and Kruskal-Wallis tests were employed to address hypotheses posed in the study.

Results

The results showed that all countries but two mentioned diverse spatial skills, but the extent of such representation did not vary across curricula directed at infancy and toddlerhood, or the preschool years, or the entire early childhood. Although the development and the malleability of spatial skills was recognized, the sociodemographic diversity was not. Finally, most curricula included concrete pedagogical activities fostering spatial skills.

Conclusions

The representation of spatial skills was diverse and widespread around the world, both in the Global North and in the Global South.

空间技能是支撑空间信息处理的一系列能力，例如形状、位置以及实体和参照系之间的相互关系（参见Newcombe &； Shipley, 2015）。空间技能是在儿童早期发展起来的，并可通过教学活动加以塑造，这可能使其成为世界各地早期教育课程的重要组成部分。本研究旨在绘制出六大洲52个国家空间技能课程的代表性和范围。样本共收集和分析了52个国家的81份有关幼儿教育课程指南的文件。方法本研究采用混合方法，因为数据采用演绎六阶段潜在主题分析编码（Braun & Clarke, 2006; Clarke & Braun, 2015）。根据以前的文献，确定了五个主题，共16个指标。对每个指标的出现比例进行了计算，并在各国具体课程中进行了比较。采用描述性统计和Kruskal-Wallis检验来解决研究中提出的假设。结果显示，除了两个国家之外，所有国家都提到了不同的空间技能，但这种代表性的程度在针对婴幼儿、学龄前或整个幼儿期的课程中并没有变化。虽然空间技能的发展和可塑性得到了承认，但社会人口的多样性却没有得到承认。最后，大多数课程包括培养空间技能的具体教学活动。在全球范围内，无论是在全球北方还是在全球南方，空间技能的表现都是多样化和广泛的。

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引用次数: 0

Judgments of learning in the wild: Establishing ecological validity with an intelligent tutoring system in a field study 野外学习的判断：在野外研究中建立智能辅导系统的生态效度

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-20 DOI: 10.1016/j.learninstruc.2025.102293

Marc Philipp Janson , Samuel Wissel , Franziska Ingendahl , Monika Undorf

Background

The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relatively artificial learning materials and low-stakes tests.

Aims

We evaluate the predictive validity of JOLs for learning performance and effort regulation in an ecologically valid learning environment by requesting aggregate JOLs in an intelligent tutoring system.

Sample

90 German university students used an intelligent tutoring system that provided practice exercises for self-regulated preparation for a statistics exam over the course of a semester.

Methods

Aggregate JOLs for each chapter of the statistics course were assessed once per week (279 assessments in total). Dependent variables were learning performance as well as absolute and relative learning effort for each chapter, derived from the intelligent tutoring system's log files.

Results

JOLs significantly predicted learning performance (β = 0.20, p < .001) and effort regulation (β_absolute = −0.12, p < .001, β_relative = −0.07, p = .002).

Conclusions

The present research demonstrates that JOLs have predictive power in real-world learning. It thus bridges the gap between experimental cognitive research and applied educational research on metamemory and self-regulation.

自我学习进度的监测是自我调节学习模式的一个关键过程，也是自我调节学习和学业成功的关键预测因素。学习判断（JOLs）是评估人们对学习监控的一种既定措施，已被发现可以预测学习者的后续表现和努力调节。然而，大多数研究都是在实验室环境中进行的，涉及相对人工的学习材料和低风险的测试。目的通过在智能辅导系统中请求聚合job，评估job对生态有效学习环境中学习绩效和努力调节的预测有效性。德国大学生使用一种智能辅导系统，在一个学期的课程中为统计学考试提供自我调节的练习。方法每周对统计学课程各章的总JOLs进行1次评估，共279次。因变量为学习成绩，以及每一章的绝对和相对学习努力，来源于智能辅导系统的日志文件。结果jols显著预测学习成绩（β = 0.20, p < .001）和努力调节（β绝对值= - 0.12,p < .001， β相对= - 0.07,p = .002）。结论JOLs在现实学习中具有预测能力。因此，它弥合了实验认知研究与元记忆和自我调节的应用教育研究之间的差距。

{"title":"Judgments of learning in the wild: Establishing ecological validity with an intelligent tutoring system in a field study","authors":"Marc Philipp Janson , Samuel Wissel , Franziska Ingendahl , Monika Undorf","doi":"10.1016/j.learninstruc.2025.102293","DOIUrl":"10.1016/j.learninstruc.2025.102293","url":null,"abstract":"<div><h3>Background</h3><div>The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relatively artificial learning materials and low-stakes tests.</div></div><div><h3>Aims</h3><div>We evaluate the predictive validity of JOLs for learning performance and effort regulation in an ecologically valid learning environment by requesting aggregate JOLs in an intelligent tutoring system.</div></div><div><h3>Sample</h3><div>90 German university students used an intelligent tutoring system that provided practice exercises for self-regulated preparation for a statistics exam over the course of a semester.</div></div><div><h3>Methods</h3><div>Aggregate JOLs for each chapter of the statistics course were assessed once per week (279 assessments in total). Dependent variables were learning performance as well as absolute and relative learning effort for each chapter, derived from the intelligent tutoring system's log files.</div></div><div><h3>Results</h3><div>JOLs significantly predicted learning performance (<em>β</em> = 0.20, <em>p</em> < .001) and effort regulation (<em>β</em><sub><em>absolute</em></sub> = −0.12, <em>p</em> < .001, <em>β</em><sub><em>relative</em></sub> = −0.07, <em>p</em> = .002).</div></div><div><h3>Conclusions</h3><div>The present research demonstrates that JOLs have predictive power in real-world learning. It thus bridges the gap between experimental cognitive research and applied educational research on metamemory and self-regulation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102293"},"PeriodicalIF":4.9,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145996174","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

Tracking college student's learning gains using EEG hyperscanning: An interpersonal neuroscience approach development and validation 利用脑电图超扫描追踪大学生学习收益：人际神经科学方法的发展与验证

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-20 DOI: 10.1016/j.learninstruc.2026.102323

Haiqing Yu , Leijin Shu , Yongzhi Huang , Tzyy-Ping Jung , Minpeng Xu , Dong Ming

Background

Understanding college students' learning gains holds significant utility both for their self-regulation, and for teachers' online adaptation of instructional approach. EEG hyperscanning and brain-to-brain coupling (BBC) studies provide insight into students’ learning gains at the interpersonal level.

Aims

We proposed that a nonlinear BBC between teachers and students can reveal the shared cognitive processes during knowledge transmission and thus inform the learning gains. The main rationale is that the neural activities of teachers and students are dynamically coupled rather than aligned during teaching and learning.

Sample

Participants were 32 college students, in eight groups of four students each, and one lecturer. There was an asymmetric knowledge status between teacher and students in terms of the learning content.

Methods

Synchronized EEG and speech data were collected during eight well-scripted lessons, which involved in-class tests, teacher-led lectures, and self-reports. We introduced Cross-Sample Entropy to calculate the nonlinear BBC. The representative behavioral and neural features were quantified, including question-level and lesson-level learning gains, subjective experience, and BBC between student dyads, student-to-group, and student-to-teacher.

Results

Nonlinear BBC among students was complementary driven by shared attention and social closeness. Meanwhile, the teacher increased the interaction with students with less prior knowledge, thereby benefiting knowledge transmission. It was accompanied by a stronger nonlinear BBC. Importantly, only the nonlinear BBC, rather than the linear measure, showed sensitivity to differences in learning gains.

Conclusions

These findings demonstrated the feasibility of BBC tracking the students’ learning gains as a neural marker. Furthermore, it provided inter-brain neuroscience evidence supporting the Prediction-Transmission hypothesis and suggested enhancing interaction to facilitate knowledge transmission to students with less prior knowledge.

背景了解大学生的学习收获对大学生的自我调节和教师在线适应教学方法都有重要意义。脑电图超扫描和脑对脑耦合（BBC）研究从人际层面对学生的学习收益进行了深入研究。目的提出师生间的非线性BBC可以揭示知识传播过程中的共同认知过程，从而为学习成果提供信息。其基本原理是，在教与学的过程中，教师和学生的神经活动是动态耦合的，而不是对齐的。样本参与者是32名大学生，分为8组，每组4名学生和一名讲师。在学习内容上，师生之间存在不对称的知识状态。方法在8节精心编写的课堂测试、教师主导讲座和自我报告中采集同步脑电和语音数据。我们引入了交叉样本熵来计算非线性BBC。代表性的行为和神经特征被量化，包括问题水平和课程水平的学习收益，主观经验，以及学生对学生，学生对小组和学生对老师之间的BBC。结果在共同关注和社会亲近感的驱动下，学生间的非线性BBC是互补的。同时，教师增加了与前人知识较少的学生的互动，有利于知识的传播。它伴随着一个更强的非线性BBC。重要的是，只有非线性BBC，而不是线性测量，对学习收益的差异表现出敏感性。结论本研究结果证明了BBC作为一种神经标记跟踪学生学习成果的可行性。此外，本研究还提供了支持预测-传递假说的脑际神经科学证据，并建议加强互动，以促进知识向先验知识较少的学生传递。

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引用次数: 0

Toward an inclusive understanding of collaborative learning using MMLA: Exploring multimodal participation dynamics by gender and linguistic diversity 对使用MMLA的协作学习的包容性理解：探索性别和语言多样性的多模态参与动态

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-17 DOI: 10.1016/j.learninstruc.2026.102317

Hakeoung Hannah Lee , Hanall Sung , Sylvia Celedón-Pattichis , Marios S. Pattichis

Background

Sociocultural learning theories highlight that knowledge is socially constructed through interactions among individuals, tools, and the environment. To foster a more inclusive understanding of collaborative learning, it is important to explore how learners from diverse backgrounds participate. However, capturing and analyzing multimodal participation in real-world settings remains a challenge.

Aims

This study examines how gender and linguistic background differences shape multimodal participation dynamics in collaborative learning groups within a real-world, out-of-school Computer-Supported Collaborative Learning (CSCL) environment.

Sample

Participants included 33 middle school students with diverse cultural and linguistic backgrounds, participating in a bilingual, integrated computer science and mathematics program. Five student groups varied in gender composition (female-dominant vs. male-dominant) and linguistic background (multilingual vs. English-dominant).

Methods

We employ an innovative MMLA approach that integrates an Artificial Intelligence-based video analysis system and multimodal data modeling using Epistemic Network Analysis, layered with qualitative video-based interaction analysis, to analyze multimodal participation dynamics.

Results

While individual-level differences based on gender or linguistic diversity were not significant, the results revealed notable differences in multimodal participation dynamics at the group level. The distinct patterns exhibited by groups with dominant gender and language backgrounds illuminate the varied pathways through which roles, tasks, and ideas are negotiated and contributions are made.

Conclusions

This study highlights the need to value and attend to multimodal participation dynamics, particularly by recognizing nonverbal modes of participation. We can take meaningful steps toward creating inclusive CSCL environments by leveraging the strengths of diverse learners, embracing a multimodal perspective, and adopting innovative methods to capture the complexity of CSCL.

社会文化学习理论强调知识是通过个体、工具和环境之间的相互作用而形成的。为了促进对协作学习更具包容性的理解，探索来自不同背景的学习者如何参与是很重要的。然而，在现实环境中捕获和分析多模式参与仍然是一个挑战。目的本研究探讨了性别和语言背景差异如何影响现实世界校外计算机支持的协作学习（CSCL）环境中协作学习群体的多模态参与动态。样本参与者包括33名具有不同文化和语言背景的中学生，他们参加了一个双语、综合计算机科学和数学课程。五个学生组在性别构成（女性占主导地位vs男性占主导地位）和语言背景（多语种vs英语占主导地位）方面各不相同。方法我们采用了一种创新的MMLA方法，该方法集成了基于人工智能的视频分析系统和使用认知网络分析的多模态数据建模，并与基于视频的定性交互分析分层，以分析多模态参与动态。结果虽然基于性别和语言多样性的个体水平差异不显著，但结果显示群体水平上的多模态参与动态存在显著差异。具有主导性别和语言背景的群体所表现出的独特模式，阐明了角色、任务和想法的协商和贡献的不同途径。本研究强调了重视和关注多模态参与动态的必要性，特别是通过认识非语言参与模式。我们可以采取有意义的步骤，利用不同学习者的优势，采用多模式的视角，采用创新的方法来捕捉CSCL的复杂性，从而创造包容性的CSCL环境。

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引用次数: 0

From emergency to institutionalisation: Teacher readiness and practices in synchronous hybrid education 从紧急到制度化：同步混合教育中的教师准备和实践

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-16 DOI: 10.1016/j.learninstruc.2026.102321

Marlene Wagner , Gerti Pishtari , Tobias Ley

Background

Synchronous hybrid education gained prominence during COVID-19 and continues to be adopted, given its benefits. However, it poses challenges for teachers and students. Investigating teachers’ readiness to implement this approach and identifying good practices from experienced hybrid teachers is crucial for smooth adoption.

Aims

This study explored teachers’ readiness for synchronous hybrid education, focusing on their perceptions of possibilities, benefits and challenges, and their teaching practices related to technology integration and learning activities.

Sample

Eighty teachers from four vocational secondary schools participated. One group (n = 12) consisted of teachers who currently teach regular hybrid classes, while the other group (n = 68) experienced it during the COVID-19 pandemic but does not currently teach in hybrid mode. The groups were comparable in age, gender, and teaching experience.

Methods

We used a cross-sectional group comparison design and collected quantitative and qualitative data.

Results

Both groups reported similar perceptions of possibilities and benefits, with connecting learners to people, content, and resources being rated as the highest. Institutionalised hybrid teachers valued student autonomy more strongly, while emergency hybrid teachers highlighted peer collaboration. Challenges reported by institutionalised hybrid teachers included student-related, pedagogical, interpersonal, technological, and spatial issues. Notably, institutionalised hybrid teachers used more advanced technologies and constructive learning activities, likely reflecting hybrid teaching experience and curricular demands.

Conclusions

This study highlights the importance of identifying teachers’ needs and difficulties, as well as good practices from experienced hybrid teachers, to provide teachers with tailored professional development and support and ensure a smooth transition to synchronous hybrid education.

背景同步混合教育在2019冠状病毒病疫情期间受到重视，鉴于其好处，将继续被采用。然而，这给教师和学生带来了挑战。调查教师对实施这种方法的准备情况，并从经验丰富的混合教师那里找出好的做法，对于顺利采用至关重要。目的本研究探讨教师对同步混合教育的准备情况，重点关注他们对可能性、利益和挑战的看法，以及他们与技术整合和学习活动相关的教学实践。样本：来自4所职业中学的80名教师参与了调查。一组（n = 12）由目前教授常规混合课程的教师组成，而另一组（n = 68）在COVID-19大流行期间经历过这种情况，但目前没有以混合模式教学。两组在年龄、性别和教学经验上具有可比性。方法采用横断面分组比较设计，收集定量和定性资料。结果两组人都报告了类似的可能性和好处，将学习者与人、内容和资源联系起来被评为最高。制度化混合型教师更重视学生的自主性，而紧急混合型教师则强调同伴合作。机构混合教师报告的挑战包括与学生相关的、教学的、人际的、技术的和空间的问题。值得注意的是，制度化的混合型教师使用更先进的技术和建设性的学习活动，可能反映了混合型教学经验和课程需求。本研究强调了识别教师需求和困难的重要性，以及经验丰富的混合教师的良好实践，为教师提供量身定制的专业发展和支持，并确保顺利过渡到同步混合教育。

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引用次数: 0

Interleaved practice in physics benefits from collaboration 物理学的交叉练习得益于合作

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-13 DOI: 10.1016/j.learninstruc.2025.102307

Maria Danzglock , Roland Berger , Martin Hänze

Background

Interleaved practice is a desirable difficulty that has been suggested to promote deeper conceptual understanding. However, its effectiveness appears to diminish when learning material becomes too complex, likely due to increased cognitive load.

Aims

This study investigates whether collaborative learning can enhance the effectiveness of interleaved practice when students engage with complex physics content.

Sample

A total of 376 upper secondary students (Grade 12/13) participated in the study.

Methods

A 2 × 2 between-subjects field experiment was conducted with four conditions (interleaved vs. blocked practice × collaborative vs. individual learning). The learning content focused on the motion of charged particles in electric and magnetic fields. Learning success was assessed through knowledge tests administered immediately after practice and after an 8-week delay.

Results

A significant practice type × social format interaction emerged. The interleaved–collaboration condition yielded the highest learning gains, both immediately and after 8 weeks. Collaboration showed no overall main effect, and interleaving showed no main effect on immediate gains and a negative main effect on delayed gains.

Conclusions

The findings suggest that collaboration mitigates the cognitive demands of interleaved practice, enabling its benefits to unfold even in complex learning contexts. The results highlight that desirable difficulties are not universally effective but require appropriate instructional support. Combining interleaved practice with collaborative learning emerges as a powerful strategy to foster lasting conceptual understanding in science education.

背景：交叉练习是一种理想的难度，可以促进更深层次的概念理解。然而，当学习材料变得过于复杂时，它的有效性似乎会降低，这可能是由于认知负荷的增加。摘要目的探讨协作学习是否能提高学生参与复杂物理内容时穿插练习的有效性。共有376名高中生（12/13年级）参与了本研究。方法采用2 × 2被试现场实验，分为交错式与闭塞式练习、协作式与个体式学习四种情况。学习内容侧重于带电粒子在电场和磁场中的运动。通过在练习后立即进行的知识测试和在8周后进行的知识测试来评估学习成功。结果出现了显著的实践类型×社会形式交互作用。在交叉协作条件下，无论是立即还是8周后，学习收益都最高。协作没有整体的主效应，交织对即时收益没有主效应，对延迟收益有负主效应。研究结果表明，协作减轻了交错练习的认知需求，即使在复杂的学习环境中，其益处也得以展现。结果强调，理想的困难并不是普遍有效的，但需要适当的教学支持。在科学教育中，将交叉实践与协作学习相结合是培养持久概念理解的有力策略。

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引用次数: 0

Spaced instruction for psychological concepts: Insights from interpersonal brain synchronization and students’ perceptions of teaching 心理学概念的间隔教学：来自人际大脑同步和学生教学感知的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-12 DOI: 10.1016/j.learninstruc.2026.102320

Xiaojun Cheng , Wenyuan Liao , Haichan Cui , Yafeng Pan , Yinying Hu

Background

Spaced instruction, which reinforces concepts through repetitions over time or across topics, improves learning outcomes compared to massed instruction, which involves minimal or no intervals between repetitions. While researchers have explored the mechanisms from an individual perspective (i.e., student learning), neurocognitive mechanism of spaced instruction remains elusive.

Aims

This study aimed to investigate spaced instruction in laboratory settings that simulate real-world teaching scenarios and to elucidate its underlying neural mechanisms.

Sample and methods

This study recruited two groups (the spaced and massed groups) to learn psychological concepts via instructional videos. Throughout the video recording and viewing sessions, the brain activities of the teacher and student were measured by using EEG.

Results

The spaced group exhibited superior learning outcomes compared to the massed group. Furthermore, these improved learning outcomes in the spaced group were positively associated with perceived teacher-student interaction and positive evaluations of teaching quality. At the neural level, the spaced group showed greater interpersonal brain synchronization (IBS) between the teacher and student in the alpha band of the frontal cortex compared to the massed group. This increased IBS in the spaced group predicted superior learning outcomes and was associated with positive evaluations of teaching quality. Further mediation analysis suggested that the positive evaluations mediated the relation between IBS and learning outcomes.

Conclusions

This study highlight the potential role of students’ perceptions of teaching in the spacing effect, providing deeper insight into its underlying mechanisms.

间隔教学，通过一段时间或跨主题的重复来强化概念，与集中教学相比，可以提高学习效果，集中教学只需要很少的重复时间或没有间隔。虽然研究人员已经从个体角度（即学生学习）探索了这种机制，但间隔教学的神经认知机制仍然难以捉摸。目的本研究旨在探讨在实验室环境下模拟真实教学场景的间隔教学，并阐明其潜在的神经机制。样本和方法本研究招募了两组（间隔组和密集组）通过教学视频学习心理学概念。在录像和观看过程中，利用脑电图测量了教师和学生的大脑活动。结果间隔学习组的学习效果明显优于密集学习组。此外，间隔组的这些学习成果的改善与师生互动感知和教学质量的积极评价呈正相关。在神经水平上，与密集组相比，间隔组师生在额叶皮层α带表现出更大的人际大脑同步（IBS）。间隔组IBS的增加预示着更好的学习成果，并与对教学质量的积极评价有关。进一步的中介分析表明，积极评价在IBS与学习成绩之间起中介作用。结论本研究强调了学生对教学的认知在间隔效应中的潜在作用，为其潜在机制提供了更深入的认识。

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引用次数: 0