Learning and Instruction最新文献

英文中文

Can the effects of generative drawing on lasting learning be optimized through integration of retrieval practice?

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-25 DOI: 10.1016/j.learninstruc.2025.102143

Seokyoung Kim , Roman Abel , Detlev Leutner , Philipp Schmiemann , Julian Roelle

Background

Creating drawings to depict the content of an expository text triggers generative processes that contribute to the construction of coherent mental models and thus improves comprehension. However, the triggered generative processes scarcely contribute to consolidation of the mental models in memory. Hence, a promising means to optimize drawing in terms of lasting learning is incorporating retrieval practice, which has been shown to serve a robust consolidation function.

Aims

The goal of the present study was to investigate whether incorporating retrieval practice into drawing would foster lasting learning.

Sample

Participants were N = 308 students.

Methods

After reading an expository text, students were randomly assigned to one of two conditions. In the closed-then-open-book condition, learners first created their drawings without access to the text and hence were required to retrieve the previously read information from memory. Afterwards, they were asked to revise their drawings with access to the text. In the open-book condition, learners could access the text in all phases. Learning outcomes were assessed two and eight weeks later.

Results

The closed-then-open-book drawing was not superior in terms of learning outcomes. Mediation analyses suggest that the closed-then-open-book format fostered learning via increased retrieval practice but at the same time hindered learning via decreased mental model quality.

Conclusions

Implementing drawing in a closed-then-open-book format could in principle be a fruitful means to optimize drawing in terms of lasting learning. However, instructional support which ensures that mental model quality is not compromised is needed to exploit its full potential.

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引用次数: 0

Magnitude-based reasoning can reduce the natural number bias when comparing fractions: An intervention study

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-24 DOI: 10.1016/j.learninstruc.2025.102109

Michael D’Erchie , Johannes Rosenkranz , Sabrina Schwarzmeier , Thomas Dresler , Andreas Obersteiner

Background

When comparing fractions, students often focus on the natural number components rather than on the fractions’ numerical values (e.g., they reason that 2/4 > 1/2 because 2 > 1 and 4 > 2). This phenomenon is known as natural number bias. To date, there has been little research on ways to reduce this bias.

Aims

We investigated whether an increased ability to reason about fraction magnitude can improve students’ accuracy and reduce the natural number bias when comparing fractions.

Sample

Participants were 225 sixth-grade students from German academic-track secondary schools.

Methods

We used a three-arm randomized pretest-posttest intervention design. For six weeks (18 sessions), the intervention group received computer-based training linking visual representations to symbolic fractions to activate fraction magnitude. One control group used a different tool for fraction learning that did not focus on fraction magnitude, while the other control group received no training.

Results

On average, students in the intervention group improved their fraction comparison accuracy by 15% (control groups: 3% and 6%, respectively). Pretest and posttest results revealed interindividual differences in accuracy for fraction pairs congruent or incongruent with naïve natural number-based reasoning. In the intervention group, 74% of students who showed a typical natural number bias at pretest no longer showed it at posttest, a higher percentage than for both control groups (15% and 22%, respectively).

Conclusions

Students’ increased ability to reason about fraction magnitude reduced the natural number bias, challenging previous research that the bias is persistent. The findings contribute to discussions about effective ways to reduce biased reasoning in mathematics.

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引用次数: 0

A cornerstone of adaptivity – A meta-analysis of the expertise reversal effect

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-17 DOI: 10.1016/j.learninstruc.2025.102142

Leonard Tetzlaff , Bianca Simonsmeier , Tabea Peters , Garvin Brod

Background

Different learners thrive under different instructional conditions, thus requiring adaptivity. Such differential effects became known as aptitude-treatment interactions (ATIs). An example of an ATI is the expertise reversal effect. The expertise reversal effect is present when instructional assistance leads to increased learning gains in novices, but decreased learning gains in experts.

Aims

We conducted a meta-analysis to evaluate the strength of the expertise reversal effect as well as to identify potential moderators.

Sample

A standardized literature search was conducted in the online databases PsycINFO and ERIC in December 2022 and November 2024. Of 1590 identified studies, 176 effect sizes from 60 experimental studies and a total of 5924 participants were finally included in the meta-analysis.

Methods

The meta-analysis followed the PRISMA guidelines (Page et al., 2021). The data was analyzed using the metafor package in R, accounting for dependency among effect sizes.

Results

Low prior knowledge learners learn better from high-assistance instruction (d = 0.505). High prior knowledge learners learn better from low-assistance instruction (d = −0.428). These effects are moderated by the type of prior knowledge assessment, the educational status of the sample, and the domain of the learned content.

Conclusion

Our results suggest that the expertise reversal effect is robust across a wide variety of contexts. However, for younger students and some fields of study (i.e., humanities and language learning), the evidence for effectiveness is less clear.

Furthermore, the expertise reversal effect is not symmetrical: providing novices with assistance has a stronger effect than withholding assistance from experts.

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引用次数: 0

Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-17 DOI: 10.1016/j.learninstruc.2025.102116

Jutta Mägdefrau , Christof Wecker , Katharina Engelmann , Andreas Michler , Isolde Baumgartner , Matthias Böhm

Background

Research indicates that situation-specific experiences during the learning process affect learner engagement and learning strategies. Learner and task characteristics also affect situational interest and the use of learning strategies.

Aims

This study explores how diverse learners, faced with various tasks, experience task-specific situational interest and employ different cognitive learning strategies.

Sample

Participants were 801 students from 30 classes across 19 secondary schools in Germany.

Methods

This study spanned one academic year and focused on three instructional units in a history class. The participants were assigned 34 self-directed tasks. Learner characteristics were assessed at the beginning of the year, and task characteristics were retrospectively coded. Situational interest and the use of appropriate learning strategies were measured using pen-and-paper questionnaires. A cross-classified multilevel approach was used to analyse the data.

Results

Cross-classified path analysis showed that situational interest was influenced by learner characteristics (e.g. subject-related interest) and task characteristics (e.g. writing load or real-life connections). Situational interest significantly predicted the appropriate use of learning strategies, which varied across learners, tasks, and encounters.

Conclusions

The findings emphasise the significance of adopting a situation-specific approach to understanding the use of learning strategies. Situational interest and the use of learning strategies are influenced not only by learner characteristics but also by task characteristics.

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引用次数: 0

Reward and competition in motivation and learning: Myths, pitfalls, and insights

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-15 DOI: 10.1016/j.learninstruc.2025.102139

Sung-il Kim

引用次数: 0

How can scientific inquiry groups improve learning performance? ——Analysis based on the combination of NCA and fsQCA

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-11 DOI: 10.1016/j.learninstruc.2025.102135

Xiaoyue Wang , Cixiao Wang

Background

Collaborative problem-solving (CPS) ability is the core quality necessary for students' current study and future work. The performance of CPS in practical teaching contexts is affected by a combination of multiple factors. Revealing the mechanism of complex and diverse group characteristics on CPS level is a breakthrough in current research.

Aims

The paper intends to integrate structural, motivational, and interactive characteristics of groups to explore their synergistic pathways in influencing the effectiveness of CPS within groups.

Sample

Participants were 129 primary school students.

Methods

This study created guided problem-solving scenarios. Students worked in groups of 5–6, conducted two rounds of scientific inquiry activities, and completed a group worksheet and a reflective questionnaire.

Results

This paper found that the learning performance of scientific inquiry groups is the result of the synergistic effect of various group characteristics. Groups with high-quality performance demonstrate three driving patterns: high morale groups riven by high information interaction, heterogeneous groups driven by high motivation and information interaction, and heterogeneous groups driven by interpersonal interaction. Moreover, the characteristics of interpersonal interaction or information interaction are essential to achieve high-quality group performance. High-quality group performance can't be separated from the group characteristics of heterogeneity, learning motivation or self-efficacy.

Conclusions

For cultivating CPS skills., teachers should comprehensively consider multiple group characteristics and create favorable group conditions through group design. They should also promote collaborative communication through value guidance and rule establishment., and enhance the effectiveness of information interaction by designing external learning support, thereby improving group learning performance.

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引用次数: 0

Can you have your cake and eat it too? 你能把蛋糕也吃掉吗？

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-11 DOI: 10.1016/j.learninstruc.2025.102140

Mary McCaslin

引用次数: 0

Peers’ ideas enhance creativity in collaborative design

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-07 DOI: 10.1016/j.learninstruc.2025.102134

Zhongling Pi , Yuan Yang , Xin Zhao , Xiying Li , Sirui Chen

Background

Engaging students in collaborative engineering design activities has become increasingly popular in the field of design education. Numerous studies suggest that exposure to peers’ ideas can inspire students and enhance their creativity.

Aims

This study investigates the impact of the timing of idea exposure on students’ design processes and creativity within a collaborative engineering design setting.

Sample

A total of 67 undergraduate students were randomly assigned to one of two conditions: those exposed to a peer's idea before sharing their own ideas (Early Exposure condition), and those exposed to a peer's idea after sharing their own ideas (Late Exposure condition).

Methods

This study employed Eye tracking and screen recording to capture students’ design processes. An independent samples T-test was conducted to examine differences in creativity, time-course analysis was employed to investigate fluctuations in fixation duration over time, and lag sequential analysis was used to identify differences in behavioral patterns between the two conditions.

Results

The study's findings revealed that exposure to a peer idea after sharing one's own significantly enhances student creativity in a collaborative design context. This exposure increased certain behavioral sequences, which are crucial in design activities. Furthermore, students' fixation duration on a peer's ideas mediated the relationship between the timing of idea exposure and the feasibility of their artifacts.

Conclusions

The current study enriches our understanding of how exposure to a peer idea influences student design processes and creativity within a collaborative design context.

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引用次数: 0

No need for webcams with synchronous online learning 同步在线学习无需网络摄像头

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-06 DOI: 10.1016/j.learninstruc.2025.102131

Wanling Zhu , Xiaoxue Leng , Richard E. Mayer , Fuxing Wang

Background

When an instructor is delivering a synchronous online lecture using slides, an important consideration is whether to turn on the instructor's camera (i.e., creating instructor presence) and the student's camera (i.e., creating student presence).

Aims

This study primarily focuses on the effect of instructor presence and student presence in synchronous online classes on learning outcomes (retention and transfer tests), subjective ratings (judgment of learning, mental effort, perceived difficulty, and social presence), and the learning process (head movements and facial expressions).

Sample

Thirty-three university students was recruited in this study.

Methods

A 2 × 2 within-subject design was used in which instructor presence (webcam on vs. webcam off) and student presence (webcam on vs. webcam off) were manipulated. Students came to a simulated real online teaching laboratory for four consecutive days to learn different English vocabulary words, with a different condition on each day. The learning conditions and material sequences were counterbalanced among the participants.

Results

Turning off the instructor's camera led to better retention and transfer test scores, lower ratings of social presence, and more head movement (indicating less stress). Turning off the student's camera did not affect retention or transfer test scores, but did result in happier facial expression along with lower ratings of mental effort and confidence in learning.

Conclusions

The results are consistent with the distraction hypothesis and suggest that there is no need for webcams in synchronous online lectures.

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引用次数: 0

Jargon avoidance in the public communication of science: Single- or double-edged sword for information evaluation? 在公众科学传播中避免使用术语：信息评估的单刃剑还是双刃剑？

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-04-05 DOI: 10.1016/j.learninstruc.2025.102121

Julian Fick , Luca Rudolph , Friederike Hendriks

Background

Evaluating scientific information has become challenging due to information complexity and the loss of gatekeepers, especially online (McGrew et al., 2018). A common strategy to improve nonexperts understanding of scientific information is to avoid jargon. This, however might cause recipients to overestimate their understanding of the subject (easiness effect; Scharrer et al., 2012, 2019) and lower the perceived expertise of the author (Zimmermann & Jucks, 2018).

Aims

With our study, we ask whether there is a middle-ground, where the advantages of reducing jargon - namely increasing text comprehensiveness - are utilized, while avoiding its downsides. Additionally, we examined whether processing fluency and metacognitive judgments explain the easiness effect.

Methods

In an online survey (N = 1192), participants read a text with varying jargon levels and were asked (besides others) about their agreement with the text, their certainty of this agreement, their desire to consult an expert, and perceptions of the author's expertise, integrity, and benevolence.

Results

We could not conceptually replicate the adverse effects of avoiding jargon, but obtained positive effects on the perceptions of author's integrity and benevolence. While fluency significantly mediated the relationship between jargon usage and the credibility variables, metacognitive judgements did not.

Conclusions

Thus, appropriately avoiding jargon does not necessarily lead to overestimated judgment abilities and can even enhance trust in scientific experts. We discuss study design, text comprehensibility, and the robustness of the easiness effect for further implications in science communication.

背景由于信息的复杂性和把关人的缺失，尤其是网络信息的缺失，对科学信息的评估已成为一项挑战（McGrew et al.）提高非专家对科学信息理解的一个常见策略是避免使用行话。然而，这可能会导致接收者高估自己对主题的理解（易懂效应；Scharrer 等人，2012，2019），并降低对作者专业知识的感知（Zimmermann & Jucks, 2018）。我们的研究旨在询问是否存在一个中间地带，即在避免其弊端的同时，利用减少行话的优势（即增加文本的全面性）。此外，我们还研究了处理流畅性和元认知判断是否能解释简易效应。方法在一项在线调查（N = 1192）中，参与者阅读了一篇带有不同程度行话的文章，并被问及（除其他外）他们对文章的认同度、认同的确定性、咨询专家的愿望，以及对作者的专业知识、诚信和仁慈的看法。结果我们无法从概念上复制避免行话的不利影响，但在对作者诚信和仁慈的看法上获得了积极影响。结论因此，适当避免使用专业术语并不一定会导致高估判断能力，甚至可以增强对科学专家的信任。我们讨论了研究设计、文本可理解性和易用性效应的稳健性，以期对科学传播产生进一步的影响。

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