Learning and Instruction最新文献_第4页

Promoting online participation in hybrid learning settings: Exploring combinations of a collaboration script and collaborative reflection 在混合学习环境中促进在线参与：探索协作脚本和协作反思的组合

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-02 DOI: 10.1016/j.learninstruc.2025.102275

Arlind Avdullahu , Sebastian Strauß , Thomas Herrmann , Nikol Rummel

Background

Active participation is a prerequisite for collaborative learning. In hybrid collaboration - where co-located and online participants collaborate on tasks - active participation of online participants is a challenge that may impact collaborative learning.

Aims

The study aims to gain insights into whether a collaboration script and/or collaborative reflection promote active participation of online participants in hybrid collaborations.

Sample

n = 88 university students with different academic backgrounds solved two collaborative tasks in groups of four or five.

Methods

In a 2 × 2 between-subjects design, we conducted 20 hybrid collaboration sessions in which two to three co-located participants collaborated with two online participants. Depending on their experimental condition, groups 1) received no support, 2) used a collaboration script, 3) used a reflection scaffold, or 4) received both. Active participation was evaluated by analyzing the amount and duration of content-related contributions. We then compared the differences between co-located and online participants across conditions.

Results

Our results suggest that, without instructional support, online participants participate significantly less than their co-located peers. Neither of our support measures affected this difference in participation in a statistically significant manner. However, our results provide some descriptive evidence that providing a script and/or a reflection activity may help to narrow the participation gap.

Conclusions

Our findings underscore the problem that online participants might participate less than co-located participants in hybrid learning settings. Collaboration scripts and collaborative reflections may be suitable means for reducing the participation gap. However, conducting rigorous studies that address these questions come with methodological challenges.

积极参与是协作学习的先决条件。在混合式协作中——同一地点的参与者和在线参与者在任务上进行协作——在线参与者的积极参与是一个可能影响协作学习的挑战。目的本研究旨在深入了解协作脚本和/或协作反思是否能促进在线参与者在混合协作中的积极参与。88名不同学术背景的大学生以四人或五人为一组完成了两项协作任务。方法采用2 × 2受试者间设计，我们进行了20次混合协作会议，其中2至3名同地参与者与2名在线参与者合作。根据他们的实验条件，各组1)不接受支持，2)使用协作脚本，3)使用反射支架，或4)两者都接受。通过分析与内容相关的贡献的数量和持续时间来评估积极参与。然后，我们比较了不同条件下同一地点和在线参与者之间的差异。结果我们的研究结果表明，在没有教学支持的情况下，在线参与者的参与程度明显低于同处一地的同龄人。我们的两种支持措施都没有以统计显著的方式影响这种参与差异。然而，我们的结果提供了一些描述性的证据，证明提供脚本和/或反思活动可能有助于缩小参与差距。结论我们的研究结果强调了在混合学习环境中，在线参与者可能比同地参与者参与更少的问题。协作脚本和协作反思可能是减少参与差距的合适方法。然而，进行严谨的研究来解决这些问题会带来方法论上的挑战。

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引用次数: 0

Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings 混合大学学习中的小组协作：混合、F2F和远程环境下的协作质量对比

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-04 DOI: 10.1016/j.learninstruc.2025.102276

Sabine Schermeier , Anne Deiglmayr , Nikol Rummel

Background

Hybrid collaboration, where both onsite and remote learners work together using online tools, is gaining prominence in educational contexts due to its high flexibility in terms of location. While considerable research has compared face-to-face (F2F) to remote collaboration, there is a notable gap in the literature regarding hybrid settings. Existing research suggests that remote learners in hybrid collaboration often feel less affectively engaged than onsite learners, with negative effects for learning process and outcomes.

Aims

The study aims to assess the collaboration quality in hybrid compared to F2F and remote settings.

Sample

N = 180 university students solved a collaborative task in groups of three.

Methods

Student groups were randomly assigned to either F2F, remote, or hybrid collaboration modes. Collaboration quality was analyzed using self-reported learner perceptions and external observer ratings across three dimensions: learner participation, interaction quality and quality of the collaborative product.

Results

Conditions did not differ with regards to learner participation or observed interaction quality. Overall, the remote condition tended to self-report lower interaction quality than the F2F and hybrid conditions. However, the only statistically significant difference was between the remote and the F2F condition for the dimension ‘sustaining mutual understanding’. Finally, the hybrid condition outperformed the two other conditions regarding the quality of the collaborative product.

Conclusion

Our study revealed an unexpectedly strong performance of the hybrid condition, with interaction quality comparable to F2F collaboration. This points to opportunities for educational practice. Additionally, our findings highlight the importance of researching different configurations of hybrid collaboration.

混合协作，即现场学习者和远程学习者使用在线工具一起工作，由于其在位置方面的高度灵活性，在教育环境中越来越受到重视。虽然有相当多的研究将面对面（F2F）与远程协作进行了比较，但关于混合设置的文献中存在明显的差距。现有研究表明，在混合协作中，远程学习者往往比现场学习者感觉更不投入，对学习过程和结果产生负面影响。本研究旨在评估与F2F和远程设置相比，混合模式下的协作质量。180名大学生以三人一组的方式完成了一项合作任务。方法将学生组随机分配到F2F、远程或混合协作模式。协作质量分析使用自我报告的学习者感知和外部观察者评分，跨越三个维度：学习者参与、交互质量和协作产品质量。结果在学习者参与和观察到的互动质量方面，条件没有差异。总体而言，远程条件比F2F和混合条件倾向于自我报告较低的交互质量。然而，唯一有统计学意义的差异是在远程和F2F条件之间的维度“维持相互理解”。最后，在协同产品质量方面，混合条件优于其他两种条件。结论：我们的研究揭示了混合条件的强大性能，其交互质量可与F2F协作相媲美。这为教育实践提供了机会。此外，我们的研究结果强调了研究混合协作的不同配置的重要性。

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引用次数: 0

Evolutionary perspective on human cognitive architecture: Implications for adaptive instruction Commentary on the Special Issue on adaptivity 人类认知结构的进化视角：对适应性教学的启示

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-25 DOI: 10.1016/j.learninstruc.2025.102300

Slava Kalyuga

引用次数: 0

Development of numerical relational and counting skills as components of early numeracy 发展数字关系和计数技能，作为早期计算能力的组成部分

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-07 DOI: 10.1016/j.learninstruc.2025.102313

Janine C. Verkerk , Bernadette van de Rijt , Sietske van Viersen

Background

Longitudinal data on the development of early numeracy components are scarce, yet essential for understanding how these skills emerge and how to support them.

Aims

This study examined growth trajectories of numerical relational and counting skills as early numeracy components to assess developmental interdependencies.

Sample

A cohort-sequential design provided longitudinal data (two to six measurements) of Dutch children between mid-Kindergarten year 1 and the end of Grade 1 (ages 4 to 7). Analyses covered a population sample (N = 1252) and a subsample (N = 414) with at-risk (low-performing) and typically developing learners.

Methods

Using the Dutch Early Numeracy Test-3, univariate and multivariate latent growth curve models were fit, followed by multigroup analyses comparing typically developing and at-risk learners.

Results

In the population sample, numerical relational and counting skills both developed nonlinearly, with numerical relational skills decelerating and counting skills accelerating towards the end of Grade 1 without reaching ceiling. Results suggest numerical relational skills may precede counting skills, with initial levels and growth in numerical relational skills contributing to counting skill development. Typically developing children showed similar patterns, but counting skill growth also decelerated. At-risk learners displayed lower initial levels and delayed growth, especially in counting skills. Additionally, the interdependence between numerical relational and counting skills was weaker in at-risk learners.

Conclusions

Findings show absence of ceiling effects on both components at the end of Grade 1, despite overall growth. At-risk children showed lower initial levels, delayed growth, and weaker dependency between core components, resulting in persistent lags.

关于早期计算能力发展的纵向数据很少，但对于理解这些技能是如何产生的以及如何支持它们至关重要。目的本研究考察了作为早期计算能力组成部分的数字关系和计数技能的成长轨迹，以评估发展的相互依赖性。SampleA队列序列设计提供了荷兰儿童从幼儿园一年级中期到一年级结束（4至7岁）的纵向数据（2至6个测量值）。分析涵盖了一个总体样本（N = 1252）和一个子样本（N = 414），其中有风险（低表现）和典型的发展学习者。方法采用荷兰早期算术测试-3，拟合单变量和多变量潜在生长曲线模型，并对典型发展和风险学习者进行多组分析。结果在总体样本中，数字关系技能和计数技能均呈非线性发展，在1年级结束时，数字关系技能发展速度减慢，计数技能发展速度加快，但未达到上限。结果表明，数字关系技能可能先于计数技能，数字关系技能的初始水平和增长有助于计数技能的发展。正常发育的儿童也表现出类似的模式，但计算技能的增长也有所放缓。有风险的学习者表现出较低的初始水平和延迟的发展，特别是在计数技能方面。此外，在有风险的学习者中，数字关系和计数技能之间的相互依赖性较弱。结论：研究结果表明，尽管整体增长，但在1年级结束时，这两个成分都没有天花板效应。高危儿童表现出较低的初始水平，发育迟缓，核心成分之间的依赖性较弱，导致持续滞后。

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引用次数: 0

Creativity in dialogues: How do children interact with parents vs. strangers for generating creative ideas? 对话中的创造力：孩子如何与父母和陌生人互动以产生创造性的想法？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-11 DOI: 10.1016/j.learninstruc.2025.102286

Honghong Bai , Luk Shu Chan , Aoxin Luo , Evelyn H. Kroesbergen , Stella Christie

Background

It is increasingly pointed out that creativity does not occur in isolation within individual minds but rather through continuous interactions between people.

Aims

This study investigated whether and how interactions revealing perspective taking within dyads influenced the generation of creative ideas.

Sample

Participants were 103 4- to 6-year-old Chinese children, 60 parents, and 43 university students.

Method

Children were semi-randomly assigned to working either with a (grand)parent (child-parent dyads, familiar context) or with a university student (child-stranger dyads, unfamiliar context) on the Alternative Uses Task (AUT), wherein the child and the adult subjects needed to “think together” of as many unusual uses as possible for five everyday objects. A novel coding scheme was designed and applied to analyze subjects’ verbalizations, differentiating two social processes: cognitive perspective taking, through which an exchange of ideas and thoughts takes place, and social-emotional perspective taking, which creates an open, accepting atmosphere.

Results

The child-parent dyads exhibited more cognitive perspective taking than the child-stranger dyads, but no group difference was found regarding their social-emotional perspective taking. Regardless of dyad type, dyads' cognitive perspective taking facilitated dyads' fluency and originality but hindered their appropriateness. Uniquely, people's perspective taking could differently influence their own and the their partner's creative performance, and these influences were often shaped by subject- (adult vs. child) and/or contextual-related (familiar vs. unfamiliar) characteristics.

Conclusions

Cognitive perspective taking is crucial for the emergence of creativity, whereas the role of social-emotional perspective taking remains unclear.

越来越多的人指出，创造力不是孤立地发生在个人的头脑中，而是通过人与人之间的持续互动。目的：本研究调查了两个人之间的互动是否以及如何影响创造性想法的产生。样本参与者包括103名4至6岁的中国儿童、60名家长和43名大学生。方法：儿童被半随机分配到与（祖父母）（孩子-父母二人组，熟悉的环境）或与大学生（孩子-陌生人二人组，不熟悉的环境）一起进行替代用途任务（AUT），其中儿童和成人受试者需要“一起思考”五种日常物品尽可能多的不寻常用途。设计并应用了一种新颖的编码方案来分析受试者的语言表达，区分两种社会过程：认知视角的采用，通过这种方式进行思想和思想的交流，以及社会情感视角的采用，这创造了一个开放、接受的氛围。结果亲子二联体表现出更多的认知视角，而亲子二联体表现出更多的社会情感视角。无论何种类型的二元组合，二元组合的认知视角都促进了二元组合的流畅性和独创性，但阻碍了它们的适当性。独特的是，人们的观点可以不同地影响他们自己和他们的伴侣的创造性表现，这些影响往往是由主体（成人与儿童）和/或情境相关（熟悉与不熟悉）的特征形成的。结论认知视角对创造力的产生至关重要，而社会情感视角的作用尚不清楚。

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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 : 2026-04-01 Epub 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

Classroom disruptions: Impact on teachers’ gaze patterns 课堂干扰：对教师注视模式的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-05 DOI: 10.1016/j.learninstruc.2025.102289

Sylvia Gabel , Christian Kosel , Rebekka Stahnke , Özün Keskin-Senkal , Aldin Alijagic , Andreas Gegenfurtner

Background

Teachers are expected to create an effective learning environment in their classroom while keeping an eye on classroom disruptions. This requires high monitoring competences as part of their noticing and professional vision. However, novice teachers often struggle dealing with critical situations and show ineffective monitoring behavior.

Aims

Using dynamic scanpath analyses, this eye-tracking study examined monitoring strategies of novice and expert teachers to understand how classroom disruptions affect teachers’ gaze behavior and what constitutes effective monitoring.

Sample

The sample consisted of 15 expert and 18 novice teachers.

Methods

Participants watched a short classroom video in which several minor and one major disruption occurred while their eye movements were recorded with an eye tracker. We analyzed their scanpaths by comparing Shannon entropy values to investigate the predictability of gaze transitions and the stability of their gaze patterns.

Results

Compared to novices, experts showed higher transition probabilities in their gaze behavior, both before and after the major disruption. Similarly, experts showed lower entropy scores, indicating more stable gaze behavior, whereas novices with higher entropy scores showed exploratory gaze behavior. In general, experts showed more adaptive monitoring strategies, returning to their routine gaze behavior more quickly than novices after an unexpected disruption.

Conclusions

This study enriches the cognitive theory of visual expertise by adding new expertise characteristics of teachers’ dynamic gaze behavior and situation-specific skills in disruptive classroom events. At the same time, the results reveal monitoring strategies that can be addressed in teacher education to enhance professional vision and classroom management.

教师被期望在课堂上创造一个有效的学习环境，同时注意课堂上的干扰。这需要高度的监控能力，作为他们注意和专业视野的一部分。然而，新手教师往往难以处理危急情况，表现出无效的监督行为。目的利用动态扫描路径分析，本眼动追踪研究考察了新手教师和专家教师的监控策略，以了解课堂干扰如何影响教师的凝视行为，以及什么构成了有效的监控。样本由15名专家教师和18名新手教师组成。参与者观看了一段简短的课堂视频，视频中发生了几次轻微和一次严重的干扰，同时用眼动仪记录了他们的眼球运动。我们通过比较香农熵值来分析它们的扫描路径，以研究凝视转换的可预测性和凝视模式的稳定性。结果与新手相比，专家在重大干扰之前和之后的凝视行为中表现出更高的转换概率。同样，专家表现出较低的熵值，表明更稳定的凝视行为，而熵值较高的新手表现出探索性的凝视行为。总的来说，专家表现出更强的适应性监测策略，在意外中断后，他们比新手更快地恢复到常规的注视行为。结论本研究增加了破坏性课堂事件中教师动态凝视行为和情境特定技能的专业特征，丰富了视觉专业的认知理论。同时，研究结果揭示了在教师教育中可以解决的监控策略，以提高专业视野和课堂管理。

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引用次数: 0

Maintaining the outcomes of meaningful learning: Where are we and where do we need to go? An introduction to the special issue on lasting learningx☆ 保持有意义的学习成果：我们在哪里，我们需要去哪里？《持久学习》专刊简介

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-11-28 DOI: 10.1016/j.learninstruc.2025.102277

Julian Roelle , Tobias Richter

引用次数: 0

Creating and testing adaptive guidance for thermodynamics classroom instruction 创建和测试热力学课堂教学自适应指导

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-01 DOI: 10.1016/j.learninstruc.2025.102261

Sarah Bichler , Libby Gerard , Brian Riordan , Jonathan Lim-Breitbart , Marcia C. Linn

Background

Adaptive instruction tailors learning to individual students by responding to their evolving ideas.

Aims

This study uses principles of Knowledge Integration (KI) and cognitive activation to inform the design of adaptive instruction that integrates system-driven and teacher-led activities and examines how students’ conceptual understanding and disciplinary ideas progress during implementation.

Participants

Two middle school science teachers and 272 students.

Method

In regular classrooms, students engaged with an adaptive thermodynamics unit. Based on real-time formative assessment scores (T1), students received condition-specific activities featuring three adaptive elements (example response, guiding question, and interactive model), revised their explanations (T2), participated in teacher-led instruction, and revised again (T3). Explanations were automatically scored for the level of knowledge integration and disciplinary ideas at three time points. A pre-post item is used to assess overall learning gains. Learning process data is quantified for additional insight.

Results

Linear mixed-effects models showed that students with emerging understanding at T1 benefited most from the adaptive activities. Students expressing connected ideas at T1 decreased their knowledge integration level across the revisions of the formative assessment but improved most from pre-to posttest. Analysis of student-generated improvement suggestions revealed that many students identified target domain ideas during the adaptive activity.

Conclusions

The adaptive design successfully integrated automated and teacher-led instruction and supported the development of condition-specific target ideas. However, students need help to retain, rather than replace, relevant ideas. Future studies should evaluate the design against a non-adaptive control group to determine the added value of adaptivity.

适应性教学通过回应学生不断变化的想法来为他们量身定制学习。本研究利用知识整合（KI）和认知激活的原则，为适应性教学的设计提供信息，该教学整合了系统驱动和教师主导的活动，并研究了学生的概念理解和学科思想在实施过程中的进展情况。参与者：2名中学科学教师和272名学生。方法在常规课堂上，学生们学习自适应热力学单元。根据实时形成性评估分数（T1），学生接受具有三个适应性要素（示例回答、引导问题和互动模型）的情境特定活动，修改自己的解释（T2），参加教师主导的指导，再次修改（T3）。在三个时间点，对知识整合水平和学科思想的解释进行自动评分。工作前项目用于评估总体学习收益。学习过程数据被量化以获得更多的见解。结果线性混合效应模型显示，初具理解能力的学生从适应性活动中获益最大。学生在T1表达相关想法时，其知识整合水平在形成性评估的修订中有所下降，但从测试前到测试后提高幅度最大。对学生提出的改进建议的分析表明，许多学生在适应性活动中确定了目标领域的想法。结论自适应设计成功地集成了自动化和教师主导的教学，并支持了特定条件目标思想的发展。然而，学生需要帮助来保留而不是替换相关的思想。未来的研究应该针对非适应性对照组来评估设计，以确定适应性的附加价值。

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引用次数: 0

Unlocking creativity: Evidence that improvised physical activities foster divergent thinking in adolescents 释放创造力：即兴体育活动培养青少年发散性思维的证据

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2025-12-15 DOI: 10.1016/j.learninstruc.2025.102296

Zheyu Jin , Huijun Wu , Junting Yin , Xijia Yu , Junlong Luo

Background

Nurturing creativity in adolescents is of paramount importance in today’s innovation-driven society. However, the effects of physical activity on creativity remain insufficiently understood.

Aim

This study aimed to investigate the impact of physical activity on creativity, i.e., divergent thinking, and to identify the effective type of activity.

Methods

Through two experiments, we assessed the effects of the presence (Experiment 1: physical activity, imagined physical activity, and a control group without physical activity; n = 94 students) and type (Experiment 2: improvised physical activity, restricted physical activity, and a control group; n = 97 students) of physical activity on divergent thinking. Heart rate data were continuously recorded using wearable bracelets, and students’ performance was assessed by Alternative Uses Tasks in pre- and post-test sessions.

Results

These findings indicated that improvised physical activity significantly enhanced divergent thinking, particularly in terms of fluency, originality, and flexibility, compared to both restricted physical activity and control groups. Notably, in both Experiment 1 and Experiment 2, with equal intensity and duration, only the improvised group showed an increase in creativity, while the restricted group did not.

Conclusion

The findings provide compelling evidence for the role of improvised physical activity in enhancing adolescents’ divergent thinking and shed light on the design and implementation of physical education strategies for teachers and policymakers.

在当今创新驱动的社会中，培养青少年的创造力至关重要。然而，体育活动对创造力的影响仍然没有得到充分的了解。目的本研究旨在探讨体育活动对创造力（即发散思维）的影响，并确定有效的体育活动类型。方法通过两个实验，评估了体育活动的存在（实验1：体育活动、想象体育活动，以及没有体育活动的对照组，n = 94）和类型（实验2：即兴体育活动、限制体育活动，以及对照组，n = 97）对发散思维的影响。使用可穿戴手环连续记录心率数据，并在测试前和测试后通过“替代使用任务”评估学生的表现。结果这些发现表明，与限制体育活动和对照组相比，即兴体育活动显著增强了发散性思维，特别是在流畅性、独创性和灵活性方面。值得注意的是，在同样强度和时间的实验1和实验2中，只有即兴创作组的创造力有所提高，而限制创作组则没有。结论本研究结果为即兴体育活动对青少年发散性思维的促进作用提供了有力的证据，并为教师和政策制定者设计和实施体育教育策略提供了启示。

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引用次数: 0