Learning and Instruction最新文献_第3页

In their hands: Multimodal learning analytics as reflective-practice resources empowering mathematics teachers’ professional development 在他们手中：多模态学习分析作为反思性实践资源，促进数学教师的专业发展

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-26 DOI: 10.1016/j.learninstruc.2025.102272

Alik Palatnik , Catalina Lomos , Dor Abrahamson

Background

Educational researchers have been using multimodal data (e.g., eye-tracking) to study teachers’ instructional practices. Yet, by and large, these technologies have not been handed over to teachers as resources for self-reflection.

Aims

This exploratory study aimed to develop and evaluate novel methodologies for supporting teachers in using multimodal data, specifically eye-tracking-overlaid multiple-point-of-view videos, as resources for deepening their understanding of learning and teaching.

Sample and methods

Five pre-service mathematics teachers (PSMT) participated in this study. First, they collaboratively constructed a body-scale polyhedron while wearing eye-tracking devices. In a subsequent structured reflection session, the participants collectively analyzed eye-tracking-overlaid multiple-point-of-view recordings of their construction activity. Drawing on Goodwin's Co-Operative Action theory, the researchers then qualitatively micro-analyzed the PSMTs' individual and interactive multimodal behaviors in both activities.

Results

The technology enabled the PSMTs to highlight, code, and elaborate on nuanced aspects of individuals’ perceptual and social behaviors during the construction activity. These insights led to a spontaneous generalization of pedagogical implications for their own prospective facilitation of classroom group work.

Conclusions

Supplementing PSMTs' video-based reflection on their own activity with multiple-point-of-view gaze data from their mobile eye trackers enriches the PSMTs’ microgenetic analysis of their own collaborative multimodal learning process, in turn potentially leading more generally to pedagogical inferences for their own prospective professional practice.

教育研究者一直在使用多模态数据（如眼动追踪）来研究教师的教学实践。然而，总的来说，这些技术并没有作为自我反思的资源交给教师。本探索性研究旨在开发和评估新的方法，以支持教师使用多模态数据，特别是眼动追踪覆盖的多视角视频，作为加深他们对学习和教学理解的资源。样本与方法5名职前数学教师参与本研究。首先，他们在佩戴眼球追踪设备的同时合作构建了一个身体尺度的多面体。在随后的结构化反思环节中，参与者集体分析了眼动追踪覆盖的多视角建筑活动记录。根据古德温的合作行为理论，研究人员定性地微观分析了psmt在两种活动中的个体和互动多模态行为。结果该技术使psmt能够突出、编码和详细说明个体在构建活动中的感知和社会行为的细微方面。这些见解导致了他们自己对课堂小组工作的前瞻性促进的教学含义的自发概括。结论：用移动眼动仪的多视角注视数据补充psmt对自己活动的基于视频的反思，丰富了psmt对自己的协作多模式学习过程的微遗传学分析，进而可能为他们自己未来的专业实践提供更普遍的教学推断。

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引用次数: 0

Individual and situational expectancy, value, and cost motivational beliefs at Hispanic-Serving Institutions 西班牙裔服务机构的个人和情境期望、价值和成本动机信念

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102304

Claudia C. Sutter , Delaram A. Totonchi , Jamie DeCoster , Chris S. Hulleman , Kenneth E. Barron

Background

Following growing calls to investigate the situational nature of motivation across diverse institutional contexts and student populations, this study examined fluctuations in students’ motivational beliefs–expectancy, value, and costs–across multiple time points in an introductory statistics course.

Aims

We aimed to replicate and extend prior work conducted at predominantly White/Asian institutions by exploring whether dynamic patterns of motivation generalize to Hispanic-Serving Institutions (HSIs), addressing the need for more inclusive research on situational motivation.

Sample

The sample consisted of 439 students enrolled in an introductory statistics and data science course at several HSIs.

Methods

Using an intensive longitudinal design, we measured students’ motivational beliefs at multiple time points. We analyzed overall trajectories, within- and between-student variability, associations with course performance, and the moderating role of demographic factors.

Results

Consistent with past research, we found substantial within-student variability in motivational beliefs across expectancy, value, and cost. However, associations between motivation and performance, as well as demographic moderators, differed from those observed in prior studies conducted at predominantly White/Asian institutions.

Conclusions

Findings highlight the importance of examining motivation as a dynamic, context-dependent process. Results highlight the need for further research into how situational and contextual factors shape motivation and academic outcomes across diverse student populations and institutional settings.

随着越来越多的人呼吁在不同的机构背景和学生群体中调查动机的情境性质，本研究在统计学入门课程中考察了学生动机信念（期望、价值和成本）在多个时间点上的波动。目的我们旨在通过探索动机的动态模式是否可以推广到西班牙裔服务机构（hsi）来复制和扩展先前在以白人/亚裔为主的机构中进行的工作，以解决对情境动机进行更具包容性研究的需求。样本由439名在几所hsi参加统计学和数据科学入门课程的学生组成。方法采用密集的纵向设计，在多个时间点测量学生的动机信念。我们分析了总体轨迹、学生内部和学生之间的可变性、与课程表现的关联以及人口因素的调节作用。结果与过去的研究一致，我们发现学生在期望、价值和成本方面的动机信念存在很大的差异。然而，动机和表现之间的联系，以及人口统计学调节因素，与之前在以白人/亚裔为主的机构进行的研究中观察到的结果不同。研究结果强调了将动机作为一个动态的、依赖于情境的过程进行研究的重要性。结果强调需要进一步研究情境和背景因素如何影响不同学生群体和机构设置的动机和学术成果。

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引用次数: 0

Isolated or integrated? – Instructional approaches to foster professional vision of teaching quality 孤立的还是集成的？-教学方法以培养专业的教学质素视野

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102301

Jasmin Lilian Bauersfeld , Patricia Bourcevet , Heike Hahn , Bernadette Gold

Background

Student teachers must develop professional vision related to foci on classroom management (PVCM), instructional support (PVIS), and emotional support (PVES). PV can be enhanced through video-based analyses within adequate instructional approaches. Evidence suggests that both isolated and integrated approaches may foster learning. Student teachers could analyze all foci simultaneously (integrated) or successively (isolated).

Aims

The study investigates the effect of isolated or integrated instructional approaches versus a control group (CG) and individual prerequisites on PV and the simultaneous focus of multiple teaching quality foci. It extends existing research by applying instructional principles to teacher education and enhancing multiple foci of PV.

Sample

Participants were 140 student teachers.

Method

In a quasi-experimental pre-post-test study, participants attended three-week seminars, preparing each session with texts on teaching quality. The intervention groups analyzed classroom videos. The CG and the isolated group focused on a different teaching quality dimension weekly, whereas the integrated group focused on all dimensions. Pre-post-tests measured PV, the simultaneous focus, and individual prerequisites of learning opportunities and interest.

Results

The CG was outperformed by the isolated group in PVES and by the integrated group in PVCM and the simultaneous focus. Comparing the intervention groups, the isolated group performed better in PVES and the integrated group in the simultaneous focus. Individual prerequisites had no effects.

Conclusions

The findings highlight the lack of integration between pedagogy and content in teacher education programs and indicate that it may not matter whether aspects of teaching quality are taught in isolated or integrated approaches.

实习教师必须发展与课堂管理焦点（PVCM）、教学支持（PVIS）和情感支持（PVES）相关的专业视野。在适当的教学方法中，可以通过基于视频的分析来增强PV。有证据表明，孤立和综合的方法都可以促进学习。学生教师可以同时（整体）或依次（孤立）分析所有焦点。目的研究孤立或综合教学方法与对照组（CG）和个人先决条件对PV和多重教学质量焦点同时关注的影响。将教学原理应用到教师教育中，增强PV的多焦点，是对已有研究的延伸。样本参与者为140名实习教师。方法在准实验前-后测试研究中，参与者参加了为期三周的研讨会，每次会议都准备有关教学质量的文本。干预组分析了课堂视频。CG组和孤立组每周关注一个不同的教学质量维度，而综合组则关注所有维度。前-后测试测量PV，同时关注，以及学习机会和兴趣的个人先决条件。结果在PVES中，CG效果优于隔离组，在PVCM和同时聚焦中，CG效果优于整合组。与干预组比较，孤立组在PVES上的表现优于综合组在同时聚焦上的表现。个别先决条件没有影响。结论：研究结果强调了教师教育项目中教学法和教学内容之间缺乏整合，并表明教学质量的各个方面是采用孤立的还是综合的方法进行教学可能并不重要。

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引用次数: 0

STEM class momentary investigation: Teaching and learning engagement STEM课堂瞬间调查：教与学的参与

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-21 DOI: 10.1016/j.learninstruc.2025.102270

Ssu-Kuang Chen, Sunny S.J. Lin

Background

In STEM project-based learning (PjBL) classrooms, hands-on and inquiry-based activities foster learning and attention. Given the dynamic and time-constrained nature of these classes, understanding student learning engagement is crucial.

Aims

We aimed to identify teaching approaches through moment-to-moment classroom observations and examine how STEM self-efficacy, prior knowledge, gender, and teaching approaches influenced learning engagement.

Sample

Observations included 78 classes with 312 students from two elementary schools, seven middle schools, and one high school in Taiwan. Surveys were collected from 179 students (58 % males) across 49 classes.

Methods

Student engagement and teaching behaviors were recorded every minute. Cluster analysis classified teacher behaviors into distinct teaching approaches, and the proportion of class minutes devoted to each cluster was calculated. Multilevel linear models were used to test how class-level teaching approaches and student-level factors predicted five engagement types: passive, active, constructive, interactive, and irrelevant behaviors.

Results

Two teaching approaches emerged: teacher-centered and student-centered. Student-centered activities were associated with more constructive, fewer passive behaviors. Prior knowledge positively influenced constructive and interactive engagement, while reducing irrelevant behaviors. Student-centered activities weakened the positive association between prior knowledge and active engagement, while strengthening the relationship between self-efficacy and interactive engagement. Females were more passive, whereas males were more constructive.

Conclusions

Student-centered activities, prior knowledge, and male gender contributed to higher-order engagement in STEM-PjBL classes. Student-centered teaching moderated learning processes by weakening the link between prior knowledge and active engagement while strengthening the connection between self-efficacy and interactive engagement. Practical suggestions were offered based on these findings.

在基于STEM项目的学习（PjBL）课堂中，动手和探究性活动促进了学习和注意力。考虑到这些课程的动态性和时间有限性，了解学生的学习参与度至关重要。我们旨在通过实时的课堂观察来确定教学方法，并研究STEM自我效能感、先验知识、性别和教学方法如何影响学习参与。样本观察包括台湾地区两所小学、七所初中及一所高中的78个班级共312名学生。调查收集了来自49个班级的179名学生（58%为男性）。方法每分钟记录学生参与情况和教学行为。聚类分析将教师行为划分为不同的教学方法，并计算每个类的课堂时间占比。使用多层线性模型来测试课堂水平教学方法和学生水平因素如何预测五种参与类型：被动，主动，建设性，互动和无关行为。结果形成了以教师为中心和以学生为中心的两种教学模式。以学生为中心的活动更有建设性，消极行为更少。先验知识积极影响建设性和互动性参与，同时减少无关行为。以学生为中心的活动削弱了先验知识与主动投入的正相关关系，而强化了自我效能感与互动投入的关系。女性更被动，而男性更有建设性。结论以学生为中心的活动、先验知识和男性性别对STEM-PjBL课堂的高阶参与度有影响。以学生为中心的教学弱化了先验知识与主动参与之间的联系，强化了自我效能感与互动参与之间的联系，从而调节了学习过程。在此基础上提出了切实可行的建议。

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引用次数: 0

The roles of growth mindset and feedback type in shaping students’ responses to academic setbacks 成长心态和反馈类型在塑造学生学业挫折反应中的作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-11 DOI: 10.1016/j.learninstruc.2026.102319

Xingyu Liu , Xiaojing Gu , Hang Zeng

Background

Growth mindset helps students cope more effectively with academic setbacks, whereas different types of feedback play distinct roles in shaping students’ mindsets and, in turn, their responses to setbacks. However, previous work often used feedback to temporarily induce shifts in mindset without considering preexisting mindsets, and little is known about how these factors interact to shape motivation and behavior. Additionally, evidence on the effects of mixed feedback and different types of critical feedback remains limited.

Aims

We examine how mindsets and types of praise/critical feedback (person, process, or mixed feedback) influence students’ postfailure responses. Specifically, Studies 1a and 1b examined the effects of mindset and praise, whereas Studies 2a and 2b focused on mindset and critical feedback.

Sample

Study 1a: 115 university students; Study 1b: 168 high school students; Study 2a: 119 university students; and Study 2b: 172 high school students.

Methods

Students with different mindsets were randomly assigned to receive one type of praise/critical feedback. Postfailure responses were assessed after they received an artificial academic setback.

Results

Across studies, students with a growth mindset consistently demonstrated more adaptive responses to setbacks, regardless of the type of praise or critical feedback they received. Interestingly, we found that mixed praise feedback outperformed pure person or process praise feedback in terms of promoting persistence on a task among university students, but this was true only for students with higher growth mindset scores.

Conclusions

These findings underscore the value of fostering growth mindsets and suggest feedback should be tailored to existing mindsets.

成长心态有助于学生更有效地应对学业挫折，而不同类型的反馈在塑造学生的心态以及他们对挫折的反应方面发挥着不同的作用。然而，之前的研究经常使用反馈来暂时诱导心态的转变，而不考虑先前存在的心态，而且对于这些因素如何相互作用来塑造动机和行为知之甚少。此外，关于混合反馈和不同类型的关键反馈的影响的证据仍然有限。目的我们研究心态和表扬/批评反馈的类型（个人、过程或混合反馈）如何影响学生的失败后反应。具体来说，研究1a和1b考察了心态和表扬的影响，而研究2a和2b则关注心态和批评反馈。样本研究1a: 115名大学生；研究1b: 168名高中生；研究2a: 119名大学生；研究2b: 172名高中生。方法不同心态的学生被随机分配接受一种表扬/批评反馈。失败后的反应在他们受到人为的学业挫折后进行评估。结果在研究中，拥有成长型思维模式的学生对挫折始终表现出更强的适应性反应，无论他们收到的是哪种表扬或批评反馈。有趣的是，我们发现，在促进大学生对任务的坚持方面，混合表扬反馈比单纯的个人或过程表扬反馈表现得更好，但这只适用于成长型心态得分较高的学生。这些发现强调了培养成长型心态的价值，并建议反馈应该针对现有的心态进行调整。

{"title":"The roles of growth mindset and feedback type in shaping students’ responses to academic setbacks","authors":"Xingyu Liu , Xiaojing Gu , Hang Zeng","doi":"10.1016/j.learninstruc.2026.102319","DOIUrl":"10.1016/j.learninstruc.2026.102319","url":null,"abstract":"<div><h3>Background</h3><div>Growth mindset helps students cope more effectively with academic setbacks, whereas different types of feedback play distinct roles in shaping students’ mindsets and, in turn, their responses to setbacks. However, previous work often used feedback to temporarily induce shifts in mindset without considering preexisting mindsets, and little is known about how these factors interact to shape motivation and behavior. Additionally, evidence on the effects of mixed feedback and different types of critical feedback remains limited.</div></div><div><h3>Aims</h3><div>We examine how mindsets and types of praise/critical feedback (person, process, or mixed feedback) influence students’ postfailure responses. Specifically, Studies 1a and 1b examined the effects of mindset and praise, whereas Studies 2a and 2b focused on mindset and critical feedback.</div></div><div><h3>Sample</h3><div>Study 1a: 115 university students; Study 1b: 168 high school students; Study 2a: 119 university students; and Study 2b: 172 high school students.</div></div><div><h3>Methods</h3><div>Students with different mindsets were randomly assigned to receive one type of praise/critical feedback. Postfailure responses were assessed after they received an artificial academic setback.</div></div><div><h3>Results</h3><div>Across studies, students with a growth mindset consistently demonstrated more adaptive responses to setbacks, regardless of the type of praise or critical feedback they received. Interestingly, we found that mixed praise feedback outperformed pure person or process praise feedback in terms of promoting persistence on a task among university students, but this was true only for students with higher growth mindset scores.</div></div><div><h3>Conclusions</h3><div>These findings underscore the value of fostering growth mindsets and suggest feedback should be tailored to existing mindsets.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102319"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145976240","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

Applying multimodal learning analytics to naturalistic recordings of clinical simulations: Towards an accurate and scalable pipeline for automated feedback generation 将多模态学习分析应用于临床模拟的自然记录：为自动反馈生成精确和可扩展的管道

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-22 DOI: 10.1016/j.learninstruc.2025.102267

Vitaliy Popov , Steve Nguyen , Xavier Ochoa

Background

Educational audiovisual recordings, spanning domains from teacher training to clinical simulations, often remain underutilized due to the intensive human labor required for comprehensive analysis and timely feedback.

Aims

This study addresses this challenge by developing and evaluating a multimodal learning analytics (MmLA) pipeline that integrates state-of-the-art visual, speech, and language models to automatically capture complex communication skills.

Sample

244 medical and social work students practicing breaking bad news in a team-based simulated clinical scenario.

Methods

We developed and evaluated the MmLA pipeline, which integrates speech extraction, gaze tracking, and semantic analysis using a Large Language Model (LLM). We empirically evaluated the pipeline by measuring the accuracy of each feature-extraction stage, including diarized transcript generation, visual-attention pattern tracking, and LLM-based semantic evaluation of discourse, against human assessors, and by comparing the final automated predictions with human-generated scores.

Results

The developed MmLA pipeline effectively extracts and fuses features from naturalistic videos of standardized patient simulations, approaching human-level accuracy, though diarization remains challenging with a moderate 29.9 % SER (lower is better). The predictive model using behavioral, verbal, and semantic features achieved 81.82 % accuracy in assessing interaction comfort, with eye contact emerging as the most influential predictor.

Conclusions

By leveraging the most common multimodal data sources, such as video and audio, the study provides a scalable methodological blueprint that can be adapted to diverse educational settings to foster communication skills.

从教师培训到临床模拟的教学视听记录，由于需要大量的人力来进行全面分析和及时反馈，因此往往没有得到充分利用。本研究通过开发和评估多模态学习分析（MmLA）管道来解决这一挑战，该管道集成了最先进的视觉、语音和语言模型，以自动捕获复杂的沟通技巧。244名医学和社会工作专业的学生在一个以团队为基础的模拟临床场景中练习打破坏消息。方法我们开发并评估了MmLA管道，该管道使用大型语言模型（LLM）集成了语音提取，凝视跟踪和语义分析。我们通过测量每个特征提取阶段（包括日记化转录生成、视觉注意模式跟踪和基于llm的话语语义评估）的准确性来对管道进行实证评估，并将最终的自动预测与人工生成的分数进行比较。开发的MmLA管道有效地从标准化患者模拟的自然视频中提取和融合特征，接近人类水平的精度，尽管分割仍然具有挑战性，SER为29.9%（越低越好）。使用行为、语言和语义特征的预测模型在评估交互舒适度方面达到了81.82%的准确率，其中眼神接触是最具影响力的预测因素。通过利用最常见的多模式数据源，如视频和音频，该研究提供了一个可扩展的方法蓝图，可以适应不同的教育环境，以培养沟通技能。

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引用次数: 0

Multi-group comparison of STEM education approaches STEM教育方法的多组比较

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-22 DOI: 10.1016/j.learninstruc.2025.102305

Yuk Ming Tang , Yee Kiu Chan , Ran Wei , G.T.S. Ho

Background

Immersive technologies, such as Mixed Reality (MR), are increasingly integrated into STEM education to enhance student motivation and learning outcomes. However, the effectiveness of MR compared to traditional methods, particularly across gender and curriculum stages, remains underexplored.

Aims

The research aims to compare the effectiveness of traditional and MR-supported STEM education, examining the roles of autonomy, motivation, class participation, and creativity across gender and junior/senior curriculum stages.

Sample(s)

The experimental setup compared traditional paper-based notes with an MR application (Microsoft HoloLens) for teaching 3D geometry. Randomization was conducted individually, with 281 secondary school students assigned to traditional (n = 116) or MR-supported (n = 165) groups using a random number generator, balanced across gender and curriculum stage (junior: ages 13–14 or below; senior: ages 15–16 or above).

Methods

A 3D geometry topic was taught using traditional paper-based notes or an MR application via Microsoft HoloLens. A 17-item questionnaire, based on Self-Determination Theory, measured autonomy, motivation, participation, creativity, and learning effectiveness on a 5-point Likert scale. Multi-group analysis and t-tests assessed differences across gender and curriculum stages, with reliability and validity confirmed via Cronbach's alpha, composite reliability, and average variance extracted.

Results

MR-supported instruction significantly enhanced learning effectiveness and motivation for junior students (p < 0.05) and learning effectiveness, motivation, participation, and creativity for senior students (p < 0.05). Male students preferred MR, showing reduced gender disparities compared to traditional methods, where females scored higher.

Conclusions

MR-supported instruction boosts motivation and effectiveness, particularly for seniors, and narrows gender gaps. Educators should tailor MR integration to enhance engagement across diverse student groups.

混合现实（MR）等沉浸式技术越来越多地融入STEM教育，以提高学生的学习动机和学习成果。然而，与传统方法相比，MR的有效性，特别是跨性别和课程阶段的有效性，仍未得到充分探索。该研究旨在比较传统和mr支持的STEM教育的有效性，研究自主、动机、课堂参与和创造力在性别和初中/高中课程阶段的作用。实验设置将传统的纸质笔记与MR应用程序（Microsoft HoloLens）进行比较，以教授3D几何。随机化是单独进行的，281名中学生使用随机数生成器被分配到传统（n = 116）或mr支持（n = 165）组，在性别和课程阶段（低年级：13-14岁或以下；高年级：15-16岁或以上）之间进行平衡。方法采用传统的纸质笔记或通过微软HoloLens的MR应用程序进行三维几何主题的教学。以自主决定理论为基础，采用李克特5分制对自主性、动机、参与性、创造性和学习效率进行了测量。多组分析和t检验评估了性别和课程阶段之间的差异，通过Cronbach's alpha、复合信度和提取的平均方差来确认信度和效度。结果smr支持教学显著提高了初中生的学习效能、动机（p < 0.05）和高中生的学习效能、动机、参与和创造力（p < 0.05）。男性学生更喜欢MR，与女性得分更高的传统方法相比，这显示出性别差异较小。结论smr支持的教学提高了积极性和有效性，特别是对老年人，并缩小了性别差距。教育工作者应该调整MR整合，以提高不同学生群体的参与度。

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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 : 2026-04-01 Epub 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

Utilizing AI and machine learning in vocal training programs: A contemporary approach 在声乐训练项目中利用人工智能和机器学习：一种当代方法

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-27 DOI: 10.1016/j.learninstruc.2025.102278

Di Wu

Background

The integration of machine learning methods into vocal training has emerged as a transformative approach in music education. Artificial intelligence (AI) is increasingly utilized to enhance vocal instruction, offering personalized and adaptive learning experiences. However, the effectiveness of AI-based methods compared to traditional approaches requires further exploration.

Aims

This study aims to evaluate the impact of AI-driven vocal training programs on the development of key vocal skills, accessibility, adaptability, and personalized learning. The research seeks to determine whether AI-based instruction leads to measurable improvements in vocal performance.

Sample

The study analyzed a diverse group of vocal students (N = 120) with varying levels of experience. Participants were divided into two groups: one receiving AI-assisted training and the other following traditional vocal instruction methods.

Methods

A comparative analysis was conducted using quantitative assessments of vocal skill development. Key parameters, including articulation, diction, breath control, and intonation accuracy, were evaluated. AI-based training programs were also assessed for their adaptability and effectiveness using standardized scoring metrics.

Results

Findings indicate a statistically significant improvement in vocal training outcomes with AI-based methods (p < 0.001). Notable advantages were observed in accessibility (t = 11.18), adaptability (t = 10.51), and personalized learning (t = 9.45). AI training programs received high effectiveness scores (8.7–9.5/10) and adaptability ratings (7.9–9.7/10). However, limitations included reduced live performance interaction (9/10) and challenges in handling emotional nuances (8/10).

Conclusions

AI-driven vocal training offers significant benefits, enhancing accessibility, skill development, and learning efficiency. Despite some limitations, AI presents a promising tool for modernizing vocal education and accelerating student progress.

将机器学习方法整合到声乐训练中已经成为音乐教育的一种变革性方法。人工智能（AI）越来越多地用于增强声乐教学，提供个性化和自适应的学习体验。然而，与传统方法相比，基于人工智能的方法的有效性需要进一步探索。本研究旨在评估人工智能驱动的声乐训练项目对关键声乐技能发展、可及性、适应性和个性化学习的影响。这项研究旨在确定基于人工智能的教学是否会导致声音表现的显著改善。该研究分析了一组不同的声乐学生（N = 120），他们有不同程度的经验。参与者被分为两组：一组接受人工智能辅助训练，另一组接受传统的声乐教学方法。方法采用嗓音技能发展的定量评价方法进行对比分析。评估关键参数，包括发音、措辞、呼吸控制和语调准确性。基于人工智能的培训项目还使用标准化评分指标评估了它们的适应性和有效性。研究结果表明，基于人工智能的方法在语音训练结果上有统计学上显著的改善（p < 0.001）。在可及性（t = 11.18）、适应性（t = 10.51）和个性化学习（t = 9.45）方面均有显著优势。人工智能训练项目获得了较高的有效性评分（8.7-9.5/10）和适应性评分（7.9-9.7/10）。然而，限制包括减少现场表演互动（9/10）和处理情感细微差别的挑战（8/10）。结论人工智能驱动的声乐训练具有显著的效果，提高了可及性、技能发展和学习效率。尽管存在一些局限性，但人工智能是一种很有前途的工具，可以使声乐教育现代化，加快学生的进步。

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引用次数: 0

Integrating translanguaging pedagogy in EFL higher education: Student perceptions and implications for teacher education in monolingual contexts 在高等英语教育中整合跨语言教学法：单语情境下学生对教师教育的感知与启示

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-14 DOI: 10.1016/j.learninstruc.2025.102297

Erguvan Uras Eren

Background

Translanguaging has gained recognition as a transformative pedagogical strategy in multilingual K–12 education; however, its application in higher education programs that employ English-only policies, though students also draw on English and their shared L1, remains limited and under-theorized. In such contexts, there is growing interest in understanding how translanguaging might support language learning and inclusive instructional practices.

Aims

This study investigates how Turkish university students perceive planned translanguaging activities in an English as a Foreign Language (EFL) preparatory program within an English-only policy, and explores the instructional and teacher education implications of these perceptions.

Sample

Participants were 52 undergraduate students enrolled in two EFL classes at a Turkish university. The study took place over five weeks within a policy-driven curriculum.

Methods

A sequential explanatory mixed-methods design was employed. Quantitative data were collected through a Likert-scale questionnaire. Qualitative data came from focus group interviews and anonymous essays. Thematic analysis identified patterns in student perceptions of translanguaging pedagogy.

Results

Findings revealed four key perceived benefits of translanguaging: (1) enhanced metalinguistic awareness, (2) improved comprehension of academic content, (3) increased comfort and confidence in using English, and (4) strengthened peer collaboration. While students preferred English as the primary medium, they viewed strategic L1 use as cognitively and affectively supportive.

Conclusions

The findings highlight translanguaging's pedagogical value in monolingual policy contexts, offering practical guidance for instruction and teacher education. Implications stress the design of linguistically inclusive, student-centered programs that prepare educators to implement translanguaging intentionally and address institutional resistance to bilingual practices.

在多语种的K-12教育中，翻译作为一种变革性的教学策略已经得到了认可；然而，它在采用纯英语政策的高等教育项目中的应用仍然有限，理论化程度也很低，尽管学生们也会使用英语和他们共同的母语。在这种背景下，人们越来越有兴趣了解翻译如何支持语言学习和包容性教学实践。目的本研究调查了土耳其大学生在英语为外语（EFL）预备课程中如何看待计划中的跨语言活动，并探讨了这些看法对教学和教师教育的影响。样本参与者是土耳其一所大学的52名参加两个英语班的本科生。该研究在一个政策驱动的课程中进行了五周。方法采用序贯解释混合方法设计。通过李克特量表问卷收集定量数据。定性数据来自焦点小组访谈和匿名文章。主题分析确定了学生对译语教学法的认知模式。结果研究结果揭示了翻译的四个主要好处：(1)增强元语言意识；(2)提高对学术内容的理解；(3)提高使用英语的舒适度和信心；(4)加强同伴合作。虽然学生更喜欢英语作为主要语言，但他们认为策略性地使用母语在认知和情感上都是有益的。结论本研究结果突出了译语在单语政策背景下的教学价值，为教学和教师教育提供了实践指导。启示强调设计语言包容性，以学生为中心的课程，为教育者有意实施跨语言做好准备，并解决对双语实践的制度性阻力。

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引用次数: 0