Learning and Instruction最新文献_第6页

Disciplinary vocabulary and mastery of educational objectives in first-grade 一年级学科词汇和教学目标的掌握情况

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-23 DOI: 10.1016/j.learninstruc.2024.102000

Katherine Strasser , Alejandra Meneses , Carolina Iturra , Anneliese Marín

Background

In contrast with general academic words, disciplinary academic words have been less studied, in particular their frequency in educational materials and their contribution to educational outcomes in the early grades; therefore, there are no strong scholarly recommendations about teaching these words to young students. A better understanding of the importance of these words for young learners may complement our understanding of vocabulary's role in education and learning, as well as support the development of more effective interventions.

Aims

To measure the contribution of children's knowledge of science and social studies disciplinary words to their mastery of educational objectives.

Sample

One-hundred-and-seventy-four Chilean first-grade students in 26 schools.

Methods

We identified the general academic and disciplinary vocabulary present in 272 science and social studies materials. Using frequency and pedagogical criteria, we selected a set of science and social studies words, as well as general academic words, and assessed their knowledge in 174 Chilean first graders. Later we administered tests of the children's mastery of educational objectives in the two subjects. Using mixed-effects regression analyses, we examined the contribution of each type of word to mastery of educational goals.

Results

Disciplinary words were frequent in first-grade materials, but only science, not social studies words, had a significant contribution to children's mastery of the educational objectives after controlling for general vocabulary, general academic vocabulary, and working memory.

Conclusions

Disciplinary words are frequent, and science words specifically are relevant for first-grade educational objectives. Vocabulary interventions should include both general academic and disciplinary words.

背景与一般学术词汇相比，对学科学术词汇的研究较少，尤其是其在教材中的使用频率及其对低年级教育成果的贡献；因此，学术界对向青少年学生教授这些词汇并没有强有力的建议。更好地了解这些词汇对低年级学生的重要性，可以补充我们对词汇在教育和学习中的作用的理解，并有助于制定更有效的干预措施。通过使用频率和教学标准，我们选择了一组科学和社会研究词汇以及一般学术词汇，并对 174 名智利一年级学生的词汇知识进行了评估。随后，我们对孩子们掌握这两个科目教育目标的情况进行了测试。结果一年级教材中经常出现学科词汇，但在控制了一般词汇、一般学术词汇和工作记忆之后，只有科学词汇而非社会研究词汇对儿童掌握教育目标有显著作用。词汇干预应包括一般学术词汇和学科词汇。

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引用次数: 0

The integration of virtual reality-enhanced multimodal meaning-making improves knowledge acquisition and disciplinary literacy development in science classrooms 结合虚拟现实增强多模态意义建构，提高科学课堂的知识获取和学科素养发展

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-22 DOI: 10.1016/j.learninstruc.2024.101999

Ai-Chu Elisha Ding, Eunkyoung Elaine Cha

Background

Multilingual learners (MLs) in English-medium classrooms often experience difficulties in understanding science concepts and developing disciplinary literacy as traditional science classrooms focus mostly on the verbal modes of communication, which creates a disadvantaged learning environment for MLs compared to their peers who are English monolingual learners (EMLs).

Aims

This study investigates the effect of Virtual Reality (VR)-mediated multimodal meaning-making embedded in a science unit on science knowledge acquisition (SK) and disciplinary literacy in science (DL-S) for MLs and EMLs.

Samples

Participants were 97 middle school 7th and 8th grade students.

Methods

The current study is a mixed-methods study analyzing quantitative data followed by qualitative analysis. Researchers utilized a 2x2 quasi-experimental, pre- and post-test design to study the science knowledge and science literacy outcomes of two different types of learners (i.e., MLs and EMLs) under two different modes (immersive VR vs. desktop VR).

Results

Quantitative analysis demonstrates significant improvements in SK and DL-S for both MLs and EMLs in this VR-enhanced science unit. Participants engaging with immersive VR exhibited notably higher post-test scores in SK and DL-S compared to desktop VR users. Qualitative findings suggest that the immersive VR environment provides more visual—and gestural-focused meaning-making opportunities and unique multimodal affordances that support the focal ML's disciplinary literacy practice.

Conclusions

This study provides evidence that the incorporation of immersive VR instruction may create a space for visual- and gestural-focused meaning-making, which contributes to both MLs and EML students’ development of disciplinary literacy in science.

背景在以英语为教学语言的课堂上，多语种学习者（MLs）在理解科学概念和发展学科素养方面经常遇到困难，因为传统的科学课堂主要侧重于口头交流模式，这与英语单语学习者（EMLs）相比，为多语种学习者创造了不利的学习环境。本研究调查了以虚拟现实（VR）为媒介、嵌入科学单元的多模态意义建构对多语种学习者和英语单语学习者的科学知识获取（SK）和科学学科素养（DL-S）的影响。研究人员采用了 2x2 准实验、前测和后测设计，研究了两种不同模式（沉浸式 VR 与桌面 VR）下两种不同类型学习者（即 ML 和 EML）的科学知识和科学素养成果。与桌面 VR 用户相比，使用沉浸式 VR 的参与者在 SK 和 DL-S 测试后得分明显更高。定性研究结果表明，身临其境的 VR 环境提供了更多以视觉和手势为重点的意义建构机会和独特的多模态能力，为重点 ML 的学科素养实践提供了支持。结论这项研究提供的证据表明，融入身临其境的 VR 教学可以为以视觉和手势为重点的意义建构创造空间，从而促进 ML 和 EML 学生的科学学科素养发展。

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引用次数: 0

Effects of real-time adaptivity of scaffolding: Supporting pre-service mathematics teachers’ assessment skills in simulations 支架实时适应性的影响：支持职前数学教师的模拟评估技能

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-20 DOI: 10.1016/j.learninstruc.2024.101994

Michael Nickl , Daniel Sommerhoff , Anika Radkowitsch , Sina A. Huber , Elisabeth Bauer , Stefan Ufer , Jan L. Plass , Tina Seidel

Background

Scaffolding pre-service teachers' assessment process in video-based simulations can enhance their acquisition and refinement of assessment skills, for example, needed for accurate judgments of students' mathematical proof skills. Adapting this scaffolding to learners’ individual learning processes, for example, based on text data during the assessment process, brings potential for increased learning gains.

Aims

In this study, we investigated the effectiveness of adaptive scaffolding based on real-time process data, specifically targeting pre-service mathematics teachers' assessment skills regarding students’ mathematical proof skills in geometry.

Sample

Participants were 245 pre-service teachers.

Methods

In a pre- and post-test, participants completed a video-based simulation to measure their assessment skills regarding students’ mathematical proof skills. During the intervention, participants were randomly assigned to complete the video-based simulation (i) without scaffolding, (ii) with non-adaptive scaffolding, or (iii) with adaptive scaffolding.

Results

We did not find significant benefits of adaptive scaffolding in enhancing pre-service teachers’ judgment accuracy, aligning with prior research. For an in-depth analysis, we developed and applied a scheme to systematically validate design decisions for adaptive support. This scheme focuses on the selection and measurement of the source of adaptation and the employed support mechanisms. Applying this scheme pointed towards effects of adaptive scaffolding during the assessment process.

Conclusions

This study highlights the need for proximal measures to describe learning in short interventions, explores the intricacies of adaptive scaffolding, such as overlapping with design-loop adaptivity or the accuracy of automated coding, and provides a scheme for an in-depth evaluation of the adaptivity of scaffolding.

背景在基于视频的模拟教学中，为职前教师的评估过程提供支架，可以提高他们掌握和完善评估技能的能力，例如，准确判断学生的数学证明技能。在本研究中，我们调查了基于实时过程数据的自适应支架的有效性，特别是针对职前数学教师在几何中对学生数学证明技能的评估技能。方法在前测和后测中，参与者完成了基于视频的模拟，以测量他们对学生数学证明技能的评估技能。在干预过程中，参与者被随机分配完成视频模拟：(i) 无支架；(ii) 非适应性支架；或 (iii) 适应性支架。结果我们没有发现适应性支架在提高职前教师判断准确性方面有显著优势，这与之前的研究结果一致。为了进行深入分析，我们开发并应用了一个方案来系统地验证自适应支持的设计决策。该方案重点关注适应性来源和所采用的支持机制的选择和测量。结论本研究强调了对描述短期干预中学习情况的近端测量的需求，探索了自适应支架的复杂性，如与设计环适应性的重叠或自动编码的准确性，并为深入评估支架的适应性提供了一个方案。

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引用次数: 0

Constructive retrieval: Benefits for learning, motivation, and metacognitive monitoring 建设性检索：对学习、动机和元认知监控的益处

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-12 DOI: 10.1016/j.learninstruc.2024.101974

Tino Endres , Shana Carpenter , Alexander Renkl

Aims

We tested whether combining constructive learning prompts with retrieval practice (constructive retrieval) positively affects delayed learning outcomes (factual knowledge, comprehension), metacognitive accuracy, and motivation.

Sample & methods

Undergraduate students (N = 152) learned from a video-recorded lecture, and then engaged in follow-up learning activities involving retrieval practice, restudy, elaboration, or a combination of retrieval practice with elaboration. We ensured that initial retrieval success was high and that all groups had the same expectations about the nature of content to be tested. We assessed both factual knowledge and comprehension, as well as the respective indicators of metacognitive-monitoring accuracy (metamemory, metacomprehension). We assessed self-efficacy and situational interest as motivational variables.

Results

In a one-week-delayed posttest, elaboration improved factual knowledge and comprehension. This pattern held whether learners just elaborated or additionally engaged in retrieval practice. Having students self-generate their own examples during retrieval practice improved comprehension, but merely letting students retrieve experimenter-provided examples did not. Students' self-reported mental effort mediated the factual knowledge benefits of retrieval practice. The number of students’ self-generated elaborations mediated comprehension benefits. Students engaging in constructive retrieval while learning revealed the highest metacognitive-monitoring accuracy in factual knowledge and comprehension. We found no differences between conditions regarding situational interest and self-efficacy. Motivation to reuse the respective learning strategies was higher in all conditions compared to restudy.

Conclusion

Constructive retrieval seems advantageous when considering its benefits on learning outcomes and metacognition. When working on retrieval tasks, students only profited from self-generated, but not from provided, examples with respect to comprehension.

目的我们测试了将建设性学习提示与检索练习（建设性检索）相结合是否会对延迟学习结果（事实知识、理解能力）、元认知准确性和学习动机产生积极影响。我们确保最初的检索成功率很高，而且所有小组对测试内容的性质都抱有相同的期望。我们评估了事实知识和理解能力，以及元认知监控准确性的相应指标（元记忆、元理解）。我们还评估了作为动机变量的自我效能感和情境兴趣。无论学习者只是进行了详细阐述还是额外进行了检索练习，这种模式都是成立的。在检索练习中，让学生自己生成例子可以提高理解能力，但仅仅让学生检索实验者提供的例子并不能提高理解能力。学生自我报告的脑力劳动对检索练习带来的事实知识益处起到了中介作用。学生自我阐述的数量对理解能力的提高有中介作用。在学习过程中进行建设性检索的学生在事实知识和理解方面的元认知监控准确性最高。在情境兴趣和自我效能感方面，我们没有发现不同条件下的差异。与重新学习相比，所有条件下重复使用相应学习策略的动机都更高。在完成检索任务时，学生只从自我生成的例子中获益，而不是从提供的例子中获益。

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引用次数: 0

Children’s and mothers’ understanding of play and learning: Repertoires across five cultures 儿童和母亲对游戏和学习的理解：跨越五种文化的对话

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-10 DOI: 10.1016/j.learninstruc.2024.101981

Lucía Bugallo , Sarah Jane Mukherjee , Nora Scheuer , Teresa Cremin , Virginia Montoro , Roberta Golinkoff , Marcia Preston , Doris Pui Wah Cheng , Jill Popp

Background

Multiple tensions pervade the relationship between play and learning. Children's perceptions of this relationship are rarely analysed or placed alongside their parents' views. Literature has focused on predominant themes ignoring intra and inter-cultural variability.

Aims

We aimed to capture the different ways in which children and mothers in different cultural contexts conceive children's daily activities as instances of play and of learning.

Samples

Participants were 392 children (aged 5 and 7) and 192 mothers from Argentina, Denmark, China, England, United States.

Methods

Through a semi-structured interview, two closing questions were analysed: ‘Do you think it's possible to play and learn at the same time? Playing and learning, what's the difference between them?‘Lexicometry was applied to participants' responses. Qualitative analysis of local results was carried out to build a cross-cultural repertoire.

Results

A wide range of understandings emerged ranging from an impossibility of co-occurrence (characteristic of children) to a beneficial co-occurrence (characteristic of mothers). For many children play and learning constitute separate realms of activity and only among children is there evidence that learning is necessary to play. For all mothers, daily activities are opportunities for learning. Intra age-group heterogeneity varied across sites.

Conclusions

Learning in play was conceived by the children, but play in learning was restricted to academic learning. Hegemonic conceptions of education influenced participants' perceptions. The mothers expressed discrepancies between ‘ideal’ situations of co-occurrence between play and learning, and daily situations of not co-occurrence. A deep understanding of the synergies between these practices can unlock their mutual enrichment.

背景游戏和学习之间的关系充斥着多重紧张关系。儿童对这种关系的看法很少得到分析，也很少与父母的看法放在一起。样本参与者是来自阿根廷、丹麦、中国、英国和美国的 392 名儿童（5 岁和 7 岁）和 192 名母亲。方法通过半结构式访谈，分析了两个结束性问题："你认为游戏和学习可以同时进行吗？玩和学习，它们之间有什么区别？"对参与者的回答进行了词法分析。对当地结果进行了定性分析，以建立一个跨文化语料库。结果出现了多种理解，从不确定性的同时存在（儿童的特点）到有益的同时存在（母亲的特点）。对许多儿童来说，游戏和学习是不同的活动领域，只有在儿童中才有证据表明学习是游戏的必要条件。对所有母亲来说，日常活动都是学习的机会。结论儿童在游戏中学习，但学习中的游戏仅限于学术学习。霸权教育观念影响了参与者的看法。母亲们表达了游戏与学习共存的 "理想 "情境与不共存的日常情境之间的差异。对这些实践之间协同作用的深刻理解可以释放它们的相互丰富性。

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引用次数: 0

What teachers can do to enhance students’ well-being: Discussion 教师如何提高学生的幸福感？讨论

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-06 DOI: 10.1016/j.learninstruc.2024.101980

Bernhard Schmitz

Background

This special issue sheds light on how students’ well-being can be enhanced through teaching practices, emphasizing the significance of well-being in the educational context. My discussion was rooted in extensive well-being literature, which allowed me to outline key findings about the importance, effects, and conceptualizations of well-being, and factors that may influence well-being.

Method

The issue comprises seven empirical studies, each exploring the relationship between teacher-related variables (e.g., emotions, growth mindset) or teaching-related variables (e.g., intercultural education, need-supportive teaching) and student well-being. It utilizes studies with methodologies ranging from large-scale assessments like the Program for International Student Assessment (PISA) to detailed longitudinal designs across various educational levels and contexts.

Results

Findings underscore the pivotal role of teaching in influencing student well-being. That is, specific teacher behaviors and pedagogical approaches were identified that correlate with student well-being. Key aspects included intercultural education, need-supportive teaching, and positive teacher–student relationships. The methodological strengths of the included studies were their use of large datasets, longitudinal designs, and multi-informant data. Based on these findings, I presented some suggestions for possible methodological improvements.

Conclusion

This SI contained impressive articles that can be used as excellent models for research in this area. The findings can also expand our current knowledge by providing a multifaceted, multinational, and multi-informant understanding of the topic. Practical applications are suggested how teachers can support their students’ well-being and highlighted the importance of integrating well-being into educational discourse to provide a foundation for future investigations of teaching and learning processes.

背景本特刊揭示了如何通过教学实践提高学生的幸福感，强调了幸福感在教育中的重要意义。本期特刊包括七项实证研究，每项研究都探讨了教师相关变量（如情感、成长心态）或教学相关变量（如跨文化教育、需求支持型教学）与学生幸福感之间的关系。研究采用的研究方法既包括国际学生评估项目（PISA）等大规模评估，也包括不同教育水平和背景下的详细纵向设计。也就是说，教师的具体行为和教学方法与学生的幸福感息息相关。主要方面包括跨文化教育、需求支持型教学和积极的师生关系。这些研究在方法上的优势在于它们使用了大型数据集、纵向设计和多信息数据。基于这些发现，我就可能的方法改进提出了一些建议。研究结果还可以通过提供对这一主题的多方面、多国和多信息理解，扩展我们现有的知识。文章提出了教师如何为学生的幸福提供支持的实际应用建议，并强调了将幸福融入教育话语的重要性，为今后的教学过程研究奠定了基础。

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引用次数: 0

Does watching an explainer video help learning with subsequent text? – Only when prompt-questions are provided 观看讲解视频是否有助于学习后续课文？- 仅在提供提示问题时

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-04 DOI: 10.1016/j.learninstruc.2024.101988

Marie-Christin Krebs, Katharina Braschoß, Alexander Eitel

Background

Learning with explainer videos can foster learning. However, their effects on subsequent learning are still unclear. On the one hand, they might increase situational interest and scaffold subsequent learning. On the other hand, they might hinder subsequent learning by fostering an illusion of understanding. In case of the latter, the question arises of whether providing prompt-questions after an explainer video would prevent an illusion of understanding. Therefore, we investigated the effects of medium and prompt-questions on subsequent learning with text.

Sample

One hundred thirty-three teacher students and psychology students from a German university.

Methods

In an online study with a 2x2 between-subjects design, we investigated the effects of medium (video vs. video-script) in learning phase 1 and prompt-questions (yes vs. no) on subsequent learning with text.

Results

As expected, watching the video made the content seem more interesting and less difficult. Contrary to the illusion-of-understanding-assumption, this did not result in learners overestimating but rather underestimating themselves. Moreover, while prompt-questions in the video condition fostered learning, they impaired learning in the video-script condition. Exploratory mediation analyses revealed that in the prompt condition, the superiority of the video was mainly driven by the quality of the prompt-answers rather than the time learners invested in answering the prompt-questions.

Conclusions

Our findings suggest that explainer videos combined with prompt-questions can foster learning with subsequent text. However, further research is necessary to replicate the findings under more controlled conditions and to investigate the underlying processes in greater depth.

通过解说视频学习可以促进学习。然而，它们对后续学习的影响尚不明确。一方面，它们可能会提高情景兴趣，为后续学习提供支架。另一方面，它们可能会造成理解的错觉，从而阻碍后续学习。如果是后者，那么问题就来了，在讲解视频后提供提示性问题是否能防止出现理解错觉。因此，我们研究了媒介和提示问题对后续文字学习的影响。研究对象为德国一所大学的 133 名师范生和心理学学生。在一项采用 2x2 主体间设计的在线研究中，我们调查了学习阶段 1 的媒介（视频与视频脚本）和提示问题（是与否）对后续文字学习的影响。不出所料，观看视频会让内容看起来更有趣，难度也更低。与 "理解错觉 "假设相反，这并没有导致学习者高估自己，而是低估了自己。此外，在视频条件下，提示性问题促进了学习，而在视频脚本条件下，提示性问题却影响了学习。探索性中介分析表明，在提示条件下，视频的优越性主要取决于提示答案的质量，而不是学习者在回答提示问题时投入的时间。我们的研究结果表明，讲解视频与提示问题相结合可以促进学习者对后续文本的学习。然而，我们还需要进一步的研究，以便在更加可控的条件下复制这些发现，并更深入地研究其背后的过程。

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引用次数: 0

Student well-being: In search of definitions, measures, and research designs 学生福祉：寻找定义、衡量标准和研究设计

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-08-01 DOI: 10.1016/j.learninstruc.2024.101990

Kathryn Wentzel

Background

Little is known about the role of teachers in promoting student well-being. In part, this is due to varied definitions of well-being, imprecise measurement, and unclear theoretical models that specify social influences. To address these concerns, the authors of this special issue focus on student well-being and teacher-related antecedents.

Method

In this commentary, I evaluate the various definitions of well-being offered by each author and their implications for understanding links between well-being and contextual factors. I also examine the theoretical foundations of each paper and consider the impact of the teacher characteristics and instructional strategies on student well-being. Finally, I consider the measurement and design strategies utilized in the special issue studies and how they might lead the field forward.

Results

Different approaches to defining and measuring well-being highlight its multi-dimensional nature. A number of antecedents of well-being also are identified, ranging from autonomy-supportive teaching and teacher-student relationships to teachers’ attitudes towards cultural phenomenon and immigration. Finally, studies utilize multi-informant and multi-level assessments and longitudinal and mediational designs.

Conclusion

The authors identify teacher-related, instructional, and climate factors that contribute to students’ subjective well-being, highlighting the notion that well-being can be manifest along multiple dimensions and multiple levels of functioning. In addition, the authors examine a number of factors that contribute to student well-being, identifying important antecedents. The use of multi-informant and multi-level assessments along with longitudinal designs also strengthened this work. Overall, the papers in this SI offer clear pathways for future research in this area.

人们对教师在促进学生幸福方面的作用知之甚少。部分原因在于对幸福感的定义不一，测量不精确，以及明确社会影响因素的理论模型不清晰。为了解决这些问题，本特刊的作者们重点研究了学生的幸福感以及与教师相关的前因。在这篇评论中，我将对每位作者提出的各种幸福感定义及其对理解幸福感与环境因素之间联系的影响进行评估。我还研究了每篇论文的理论基础，并考虑了教师特点和教学策略对学生幸福感的影响。最后，我考虑了特刊研究中使用的测量和设计策略，以及这些策略如何引领该领域向前发展。界定和衡量幸福感的不同方法凸显了幸福感的多维性。此外，还确定了一些幸福感的前因，从自主支持型教学和师生关系，到教师对文化现象和移民的态度，不一而足。最后，研究采用了多信息和多层次评估以及纵向和中介设计。作者确定了有助于学生主观幸福感的教师相关因素、教学因素和氛围因素，强调了幸福感可以从多个维度和多个层面体现出来的概念。此外，作者还研究了一些影响学生幸福感的因素，确定了重要的前因。多信息和多层次评估以及纵向设计的使用也加强了这项工作。总之，本 SI 中的论文为这一领域的未来研究提供了明确的途径。

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引用次数: 0

Enhancing clinical law education through immersive virtual reality: A flow experience perspective 通过沉浸式虚拟现实加强临床法律教育：流动体验视角

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-30 DOI: 10.1016/j.learninstruc.2024.101989

Ezgi Doğan , Ferhan Şahin , Yusuf Levent Şahin , Kadriye Kobak , Muhammet Recep Okur

Background

The existing literature lacks experimental studies that provide a genuine virtual reality experience, particularly within the context of the flow experience, as it relates to clinical legal education.

Aims

This study investigates the impact of immersive Virtual Reality (VR) on clinical law education, with a particular focus on the flow experience.

Sample

Eighty-three law students participated in case practices.

Method

The study adopted an experimental design that included a random post-test control group, two distinct VR environments, immersive VR and desktop VR, were employed to create authentic scenarios mirroring real-life legal cases, and differences between the groups were tested using One-Way Multivariate Analysis of Variance (MANOVA).

Results

The results revealed that immersive VR significantly enhances the flow experience of law students compared to desktop VR. Participants in the immersive VR group demonstrated higher levels of focused attention, telepresence, time distortion, and interaction, indicating a more profound immersion. Surprisingly, there was no significant difference in terms of enjoyment between the two groups, contradicting previous research in this area.

Conclusions

This study is pioneering in its approach, offering a unique contribution to the field of law education. It highlights the potential of immersive VR as a valuable tool for enhancing clinical legal education and creating more engaging learning experiences. Expanding the use of these virtual environments to both practical and theory-based learning methods presents an exciting avenue for further exploration in the field of legal education.

现有文献缺乏提供真正虚拟现实体验的实验研究，尤其是在与临床法律教育相关的流动体验方面。本研究调查了沉浸式虚拟现实（VR）对临床法律教育的影响，尤其关注流动体验。83 名法律专业学生参与了案例实践。研究采用了实验设计，包括随机后测对照组、两种不同的 VR 环境（沉浸式 VR 和桌面式 VR），以创建反映真实法律案例的真实场景，并使用单向多变量方差分析（MANOVA）检验了组间差异。结果显示，与桌面 VR 相比，沉浸式 VR 能显著增强法律专业学生的流程体验。身临其境 VR 组的参与者在集中注意力、远程呈现、时间扭曲和互动方面表现出更高的水平，这表明他们的沉浸感更强。令人惊讶的是，两组参与者在享受方面没有明显差异，这与之前在该领域的研究相矛盾。这项研究在方法上具有开创性，为法律教育领域做出了独特的贡献。它凸显了身临其境的虚拟现实技术的潜力，是加强临床法律教育和创造更有吸引力的学习体验的宝贵工具。将这些虚拟环境的使用扩展到实践和基于理论的学习方法，为法律教育领域的进一步探索提供了令人兴奋的途径。

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引用次数: 0

The effectiveness of explanatory adaptive feedback within a digital educational game to enhance fraction understanding 数字教育游戏中的解释性自适应反馈对增强分数理解的有效性

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-07-29 DOI: 10.1016/j.learninstruc.2024.101976

Febe Demedts , Kristian Kiili , Manuel Ninaus , Antero Lindstedt , Bert Reynvoet , Delphine Sasanguie , Fien Depaepe

Background

Digital educational games have the potential to address cognitive and non-cognitive obstacles in learning fractions by identifying possible misconceptions and providing explanatory adaptive feedback. However, empirical evidence regarding the effectiveness of adaptive feedback in digital educational games is limited.

Aims

This intervention study aims: (1) to investigate the effectiveness of explanatory adaptive feedback on cognitive and non-cognitive learning outcomes and (2) to explain variances in the effectiveness of the intervention in terms of individual differences.

Sample

Participants were 288 fourth graders (aged 10–11).

Methods

Students were randomly assigned to one of two experimental conditions (i.e., game with corrective or explanatory adaptive feedback) or the control condition. A pre-, post-, retention test was used to examine cognitive and non-cognitive learning outcomes.

Results

Concerning cognitive learning outcomes, near transfer fraction knowledge improved in both experimental conditions, but not in the control condition. Far transfer fraction knowledge improved in the corrective feedback condition at posttest and in all conditions at retention test. For non-cognitive learning outcomes, math motivation decreased in the control condition and the corrective feedback condition, whereas math anxiety decreased in the explanatory adaptive feedback condition. Math self-concept was lower in both experimental conditions compared to the control condition. Notably, students’ individual differences did not moderate the influence the acquisition of near transfer fraction knowledge.

Conclusions

In its current implementation, explanatory adaptive feedback did not improve fraction knowledge beyond what was achieved through corrective feedback alone, although it seemed to be beneficial in reducing math anxiety without decreasing math motivation.

数字教育游戏有可能通过识别可能的误解和提供解释性自适应反馈来解决分数学习中的认知和非认知障碍。然而，有关数字教育游戏中适应性反馈有效性的实证证据却很有限。本干预研究旨在：（1）调查解释性自适应反馈对认知和非认知学习结果的有效性；（2）从个体差异的角度解释干预有效性的差异。参与者为 288 名四年级学生（10-11 岁）。学生被随机分配到两种实验条件（即带有纠正性或解释性自适应反馈的游戏）或对照条件中的一种。实验采用前、后和保持测试来检验认知和非认知学习成果。在认知学习成果方面，近迁移分数知识在两种实验条件下都有所提高，但在对照条件下没有提高。远迁移分数知识在纠正反馈条件下的后测和所有条件下的保持测试中都有所提高。在非认知学习成果方面，数学学习动机在对照组和矫正反馈条件下有所下降，而数学焦虑在解释性适应反馈条件下有所下降。与对照组相比，两种实验条件下的数学自我概念都较低。值得注意的是，学生的个体差异并不影响近似分数知识迁移的获得。在目前的实施过程中，解释性自适应反馈对分数知识的提高并没有超过仅仅通过纠正性反馈所能达到的效果，尽管它似乎有利于减少数学焦虑，而不会降低数学学习动机。

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引用次数: 0