Learning and Instruction最新文献_第8页

Antecedents of creativity: Statistical discourse analysis of university student teams' interactions 创造力的前因：大学生团队互动的统计语篇分析

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-25 DOI: 10.1016/j.learninstruc.2025.102190

Kim van Broekhoven , Martina S.J. van Uum , Ming Ming Chiu , Evelyn H. Kroesbergen

Background

Many societal problems (climate crisis, war, etc.) are too complex for individuals to solve and require team creativity. Therefore, many university teachers help their students collaborate to cultivate their creativity. As scholars have not yet determined teams' antecedent talk processes that aid or hinder the emergence of creative ideas, we examined how types of talk (e.g., agreement, disagreement, invitational question) and their sequences (e.g., consecutive invitational questions) affect the likelihood of ideas that are original, feasible, or creative.

Methods

We examined 4047 utterances by 12 students in 4 triads working on an open-ended, lifestyle problem in their classroom.

Results

Statistical discourse analysis showed that utterances with an invitational question or thinking marker were more likely to yield original, feasible, and creative ideas. By contrast, consecutive invitational questions, irrelevant talk, or process talk were less likely to yield original, feasible, and creative ideas.

Conclusions

Together, these findings imply that teachers should encourage invitational questions within team brainstorms, monitor for consecutive invitational questions, give students time and space for contemplation, and discourage off-task discussions.

许多社会问题（气候危机、战争等）太复杂，个人无法解决，需要团队创造力。因此，许多大学教师帮助学生合作来培养他们的创造力。由于学者们尚未确定团队的先行谈话过程有助于或阻碍创造性想法的出现，我们研究了谈话类型（例如，同意，不同意，邀请问题）及其序列（例如，连续的邀请问题）如何影响原创，可行或创造性想法的可能性。方法我们调查了4个三合会的12名学生的4047个话语，这些学生在课堂上解决了一个开放式的生活方式问题。结果统计语篇分析表明，带邀请性问题或思考标记的话语更容易产生原创性、可行性和创造性的想法。相比之下，连续的邀请性问题、不相关的谈话或过程性谈话不太可能产生原创的、可行的和创造性的想法。综上所述，这些发现表明教师应该在团队头脑风暴中鼓励邀请性问题，监督连续的邀请性问题，给学生思考的时间和空间，并阻止任务外的讨论。

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引用次数: 0

Decoding the success of collaboration in computational thinking 破解计算思维中协作的成功

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-24 DOI: 10.1016/j.learninstruc.2025.102232

Stella Xin Yin , Dion Hoe-Lian Goh , Choon Lang Quek

Background

Computational Thinking (CT) is a key component of information literacy and future employment skills. While pair programming (PP) has been recognized as an effective collaborative strategy for CT education, the motivational mechanism behind remains underexplored.

Aims

We aim to examine how self-efficacy, engagement, and collaboration preference influence CT skills and learning satisfaction. Further, we compare the relationships among these motivational factors between PP and individual learning contexts.

Sample

Participants were 79 fifth-grade elementary school students. Forty of participants were randomly paired and assigned to the PP group and 39 were assigned to the individual learning group.

Methods

We implemented a four-week intervention. Students in the PP group collaborated on CT tasks, while students in the individual learning group completed the tasks individually.

Results

Experiment results demonstrated that PP significantly improved students' self-efficacy compared to individual learning. In both groups, students with high self-efficacy beliefs were more engaged in CT learning, consequently leading to better performance in CT tests and higher learning satisfaction. Notably, the positive effects of self-efficacy and collaboration preference on cognitive engagement were stronger in the PP group. Moreover, positive PP experiences reinforced students’ preference for future collaborative learning.

Conclusions

These insights contribute to motivation research in CT education and provide practical implications for designing more engaging and effective PP activities in developing CT skills.

计算思维（CT）是信息素养和未来就业技能的关键组成部分。虽然结对编程（PP）已被认为是CT教育中一种有效的合作策略，但其背后的动机机制仍未得到充分探讨。目的研究自我效能感、敬业度和协作偏好对CT技能和学习满意度的影响。进一步，我们比较了这些动机因素在PP和个体学习情境之间的关系。样本参与者为79名小学五年级学生。40名参与者被随机配对并分配到PP组，39名被分配到个人学习组。方法进行为期四周的干预。PP组的学生合作完成CT任务，而个人学习组的学生单独完成任务。结果实验结果表明，与个体学习相比，PP显著提高了学生的自我效能感。在两组中，具有高自我效能感信念的学生对CT学习的投入程度更高，因此在CT测试中表现更好，学习满意度也更高。值得注意的是，自我效能感和合作偏好对认知投入的正向影响在PP组中更强。此外，积极的PP体验强化了学生对未来合作学习的偏好。结论这些见解有助于CT教育的动机研究，并为设计更有吸引力和更有效的PP活动来培养CT技能提供了实践意义。

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引用次数: 0

Exploring creativity in self-regulated learning and its association with academic performance 探索自主学习中的创造力及其与学习成绩的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-16 DOI: 10.1016/j.learninstruc.2025.102224

Xiaowen Wang , Huiguang Ren , Roni Reiter-Palmon , Weiguo Pang

Background

Despite global acknowledgment of the importance of fostering creativity in education, there is a gap in understanding creativity in learning process.

Aims

This study examines how creativity manifests in students’ use of learning strategies within self-regulated learning (SRL) and how it relates to self-efficacy and academic performance. Specifically, we explore the relations between four indicators of creativity (fluency, flexibility, originality, and usefulness) and self-monitoring, and examine how these indicators influence self-efficacy and academic performance.

Sample

Participants were 100 undergraduate students (M_age = 19.48 years; SD = 0.86; 70 % female) from a first-year psychological statistics class.

Methods

Using a diary approach over 14 days before the final exam, participants documented their learning strategies and assessed their self-monitoring and academic self-efficacy daily. Final exam scores were recorded as academic performance. Creativity in the application of learning strategies was codified into four indicators: fluency (number of strategies used), flexibility (number of strategy categories and category switches), originality (uniqueness of strategies), and usefulness (perceived effectiveness of strategies).

Results

Dynamic structural equation models indicated that fluency and flexibility (category number) positively predicted next-day self-monitoring, while self-monitoring predicted next-day flexibility (category switch) and usefulness. Regression analyses showed significant positive relations between fluency, flexibility (category number and switch), usefulness, and academic performance. Academic self-efficacy mediated the relation between fluency, flexibility (category number), originality, usefulness, and academic performance.

Conclusion

This study illuminates the creative dimension in the application of learning strategies within SRL, highlighting how creativity dynamically interacts with self-monitoring and self-efficacy to enhance academic performance.

尽管全球都认识到在教育中培养创造力的重要性，但对学习过程中的创造力的认识还存在差距。目的研究自我调节学习中创造性在学生学习策略使用中的表现及其与自我效能感和学习成绩的关系。具体而言，我们探讨了创造力的四个指标（流利性、灵活性、独创性和有用性）与自我监控之间的关系，并研究了这些指标如何影响自我效能感和学习成绩。样本参与者为100名来自一年级心理统计班的本科生（年龄= 19.48岁；SD = 0.86； 70%为女性）。方法在期末考试前14天采用日记的方法，参与者每天记录他们的学习策略，并评估他们的自我监控和学业自我效能。期末考试成绩被记录为学习成绩。学习策略应用中的创造力被归类为四个指标：流利性（使用策略的数量）、灵活性（策略类别和类别转换的数量）、独创性（策略的独特性）和有用性（策略的感知有效性）。结果动态结构方程模型显示，流利性和灵活性（类别数）正预测次日自我监测，而自我监测正预测次日灵活性（类别切换）和有用性。回归分析显示流畅性、灵活性（类别数和转换）、有用性和学习成绩之间存在显著的正相关。学业自我效能在流利性、灵活性（类别数）、独创性、有用性和学业成绩之间起中介作用。结论本研究揭示了创造性维度在中小学生学习策略应用中的作用，揭示了创造性与自我监控和自我效能感的动态交互作用对学业成绩的影响。

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引用次数: 0

The moderating role of the teacher-child relationship in the association between peer rejection and language competence in early childhood education 幼儿教育中师生关系在同伴排斥与语言能力关系中的调节作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102217

Femke van der Wilt , Jantine Spilt , Sharisse van Driel , Hilde Colpin (Prof)

Background

Early language competence is an important predictor of children's academic and social success, as it underpins cognitive, communicative, and interpersonal skills.

Aims

In the present study, the relation between peer rejection and language competence was investigated in early childhood education. In addition, it was assessed whether the teacher-child relationship moderates this relation.

Sample(s)

In total, N = 328 children and seventeen teachers participated in the study. Children went to Dutch primary schools and were aged four to six years.

Methods

The extent to which children were rejected by peers was measured with a nomination procedure and children's level of language competence was assessed with a subscale of the Nijmegen Test for Pragmatics. The teacher-child relationship was measured by two subscales of the Student-Teacher Relationship Scale, indicating the level of teacher-child closeness and teacher-child conflict.

Results

Outcomes of multilevel analyses demonstrated that peer rejection is related to language competence for below-median levels of teacher-child closeness (not above-median) and for above-median levels of teacher-child conflict (not below-median).

Conclusions

These findings extend previous research into the relation between peer rejection and language competence and indicate the need of investigating both teacher-child – and peer relationships to better understand their joint influence on language development.

背景良好的语言能力是儿童学业和社会成功的重要预测指标，因为它是认知、沟通和人际交往能力的基础。目的探讨幼儿教育中同伴排斥与语言能力的关系。此外，我们还评估了师生关系是否会调节这种关系。总共有N = 328名儿童和17名教师参与了研究。孩子们上的是荷兰小学，年龄在4到6岁之间。方法采用提名法测量儿童被同龄人排斥的程度，采用奈梅亨语用学测试子量表评估儿童的语言能力水平。师生关系采用《师生关系量表》的两个子量表进行测量，分别表示师生亲密程度和师生冲突程度。结果：多水平分析的结果表明，同伴拒绝与中位数以下的师生亲密程度（不高于中位数）和中位数以上的师生冲突程度（不低于中位数）的语言能力有关。结论本研究结果拓展了以往关于同伴拒绝与语言能力关系的研究，并表明需要对师生关系和同伴关系进行调查，以更好地了解它们对语言发展的共同影响。

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引用次数: 0

Bilingual word learning: Recognizing novel words in context 双语词汇学习：在语境中识别新单词

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-23 DOI: 10.1016/j.learninstruc.2025.102230

Justin Lauro , Pâmela Freitas Pereira Toassi , Ana Beatriz Arêas da Luz Fontes

Background

This study examined the effects of semantic and language variability on novel word learning in bilinguals. We investigated whether varied semantic contexts improve novel word learning in both the dominant and non-dominant language, particularly for novel words across a range of cross-language orthographic overlap.

Methods

Two within-subjects experiments were conducted with English-Spanish (n = 48) and Brazilian Portuguese-English bilinguals (n = 68). Participants studied rare words in repeated or varied semantic contexts across different language conditions (dominant-only, non-dominant-only, or both languages). Reading times for sentences during the study session, accuracy and response times in a semantic relatedness task, measured word learning.

Results

Sentence reading times decreased with each presentation, especially in repeated contexts and when words were presented in the dominant language. Cross-language orthographic overlap significantly moderated reading times of the whole sentence when novel target words were studied in both languages (translation equivalents). The post-test semantic relatedness task presented more complex findings. English-Spanish bilinguals benefited more from words studied in varied semantic contexts, while Brazilian Portuguese-English bilinguals showed an advantage for repeated contexts, likely due to differing task completion strategies and language use patterns between the groups.

Conclusions

While some findings aligned with the Context Variability Hypothesis, other findings revealed more nuanced effects of semantic and language variability. Findings were interpreted within an instance-based theoretical framework of word learning. Language variability across study encounters may provide additional retrieval cues, facilitating novel word learning in bilinguals. However, the effects are moderated by task demands and specific language-pairs.

本研究探讨了语义和语言变异对双语学习者新单词学习的影响。我们研究了不同的语义上下文是否能在优势语言和非优势语言中促进新单词的学习，特别是跨语言正字法重叠的新单词。方法采用英语-西班牙语（n = 48）和巴西葡萄牙语-英语双语者（n = 68）进行两项受试者内实验。参与者在不同的语言条件下（仅占主导地位、仅占非主导地位或两种语言），在重复或不同的语义语境中研究罕见词。在学习过程中阅读句子的时间，语义关联任务的准确性和反应时间，测量单词学习。结果句子的阅读时间随着每次呈现而减少，尤其是在重复的语境和以优势语言呈现单词时。跨语言正字法重叠显著调节了在两种语言中研究新目标词（翻译等效词）时整个句子的阅读时间。后测语义关联任务的结果更为复杂。英语-西班牙双语者从不同语义语境中学习的单词中获益更多，而巴西-葡萄牙-英语双语者在重复语境中表现出优势，这可能是由于两组之间不同的任务完成策略和语言使用模式。虽然一些研究结果与上下文变异性假说相一致，但其他研究结果揭示了语义和语言变异性的微妙影响。研究结果在基于实例的单词学习理论框架内进行了解释。学习过程中的语言差异可能提供额外的检索线索，促进双语者学习新单词。然而，这种影响被任务要求和特定语言对所缓和。

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引用次数: 0

Retrieval Practice in Stepwise Worked Examples Improves Learning 在逐步工作的例子中检索练习提高学习

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-25 DOI: 10.1016/j.learninstruc.2025.102196

Gesa S.E. van den Broek, Margot van Wermeskerken, Tamara van Gog

Background

Prior research showed no benefits of including retrieval opportunities in example-based learning. However, these studies had students solve entire practice problems, often without a restudy opportunity after (failed) retrieval.

Aim

We tested a new approach: the stepwise presentation of examples with prompts to retrieve and execute each upcoming solution step, before it is revealed to offer feedback. We hypothesized that such stepwise retrieval and execution of problem-solving steps would increase mental effort during study and improve recall and problem-solving performance on a delayed test compared to example study without retrieval prompts.

Participants

164 adults, recruited on Prolific (M_age = 22.9 years; 95/66/3 female/male/other).

Methods

Participants studied six examples (two triplets of isomorphic examples). They were randomly assigned to either the (1) no prompt (control) condition, in which all examples were presented stepwise in a self-paced manner, or (2) the retrieval prompt condition, in which the second and third example of each triplet contained prompts for participants to describe (aloud) each upcoming (sub)step before it was presented.

Results

Participants in the retrieval prompt condition spent more time studying (on average 31 min versus 13 min in the control condition), did not report higher mental effort during example study, but showed significantly better recall and problem-solving test performance on a test after one week than participants in the control condition. Test performance correlated positively with retrieval success during studying but not with study times.

Conclusion

Retrieval prompts can enhance example-based learning, when using a stepwise approach.

先前的研究表明，在基于实例的学习中加入检索机会没有任何好处。然而，这些研究让学生解决了整个练习问题，通常在（失败的）检索后没有重新学习的机会。我们测试了一种新方法：在提供反馈之前，逐步呈现示例并提示检索和执行每个即将到来的解决方案步骤。我们假设，与没有检索提示的示例学习相比，这种分步检索和执行解决问题的步骤会增加学习过程中的精神努力，并提高延迟测试中的回忆和解决问题的表现。参与者：164名成年人，在多产网站招募(年龄22.9岁；95/66/3女/男/其他)。方法研究了6个例子（2个同构例子的三联体）。他们被随机分配到(1)无提示（对照）条件，在这种条件下，所有的例子都以自定节奏的方式逐步呈现，或者(2)检索提示条件，在这种条件下，每个三组的第二个和第三个例子都包含提示，要求参与者在呈现之前（大声）描述每个即将到来的（子）步骤。结果提示组被试的学习时间更长（平均为31分钟，而对照组为13分钟），在实例学习过程中没有表现出更高的脑力劳动，但在一周后的记忆和问题解决测试中表现明显优于对照组。考试成绩与学习期间的检索成功呈正相关，但与学习时间无关。结论采用分步学习方法时，检索提示可以增强基于实例的学习。

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引用次数: 0

Exploring the interaction of writer individual differences in predicting L2 students’ writing achievements 探讨作者个体差异在预测二语学生写作成绩中的交互作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-09-02 DOI: 10.1016/j.learninstruc.2025.102214

Jianhua Zhang , Lawrence Jun Zhang

Background

There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.

Aims

This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.

Samples

We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.

Methods

We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.

Results

Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.

Conclusion

The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.

关于学习者个体差异对二语学习的影响已有大量研究。然而，关于作者个体差异之间的复杂相互作用及其对二语学生写作表现的影响，文献几乎是空白的。目的本研究旨在探讨WIDs在预测二语学生写作表现中的相互作用。我们选取了来自两所中国大学的391名自愿参加第二语言学习的学生作为本研究的方便样本。方法对被试进行语言能力和工作记忆能力的认知测试，对被试的自我感知二语砂砾、写作成就目标、写作自我效能感和自我调节学习写作策略进行问卷调查，并对被试的写作表现进行问卷调查。结果通过结构方程模型，我们确定了共享和特定任务的中介路径。在两项任务中，二语砂砾和写作自我效能分别介导词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响；写作成就、二语砂砾和写作成就目标在词汇学习能力对二语写作质量的影响中起中介作用；写作自我效能感在二语砂砾对二语写作质量的影响中起中介作用。此外，在议论文任务中，SRL写作策略介导了写作成就目标对二语写作质量的影响，而在叙事任务中，二语砂砾分别介导了词汇学习能力、工作记忆和写作成就目标对二语写作质量的影响，写作自我效能介导了工作记忆对二语写作质量的影响。结论研究结果揭示了一个复杂的中介过程，揭示了WIDs如何通过多种中介影响二语写作表现。

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引用次数: 0

Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks 揭示从错误中学习过程的质量：从学生在分解任务中的书面错误反思中获得的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-29 DOI: 10.1016/j.learninstruc.2025.102199

Enming Zhang

Background

Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.

Aims

This study identifies patterns in students' error reflections and explores their relationship with academic achievement.

Sample

Participants were 118 eighth-grade students.

Methods

Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.

Results

Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.

Conclusions

This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.

错误可以为深度学习结果提供宝贵的机会，但当从错误中学习的过程质量较低时，这些机会往往会被错过。这种素质可以从学生的书面错误反思所反映的认知投入程度中推断出来；然而，直接分析这些反射的研究仍然有限。目的探讨学生错误反思的模式及其与学业成绩的关系。样本参与者是118名八年级学生。方法学生在最少提示的情况下写出对两个分解问题中假定错误的思考。对反射的频率（包括错误检测、错误纠正和超出范围的类别）进行计数，并对深度（包括可转移性、意识和正确性的描述符）进行评分。利用这6个编码特征进行聚类分析以识别反射模式，并利用方差分析来探讨它们与学业成绩的关系。结果总体而言，学生产生中频低深度反射。聚类分析揭示了五种不同的模式，被标记为无效思考者，脱离学习者，错误检测器，信息分类器和有洞察力的反射者，推断从低到高质量的错误学习过程的范围。低质量相关的模式通常包括肤浅的反思，如模糊、过于笼统或无意义的想法，而高质量相关的模式则展示了对错误检测和纠正的反思，其中一些包括关于何时或为什么使用特定知识的可转移见解。与高质量过程相关的模式也与更高的学术成就有关。结论本研究增强了我们对学生如何从错误中学习的理解，为改进相关的教学策略提供了启示。

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引用次数: 0

Examining myside bias on a controversial historical event after engagement in dialogic argumentation: Insights from a think aloud study 在参与对话性论证后，检查我对有争议的历史事件的偏见：来自有声思考研究的见解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-23 DOI: 10.1016/j.learninstruc.2025.102209

Kalypso Iordanou , Constantina Fotiou , Athina Manoli , Michalinos Zembylas

The main objective of this exploratory study was to examine students' reasoning – particularly myside bias – on a controversial historical event using rich think aloud data, before and after being engaged in extensive dialogic argumentation on a non-historical topic. Elementary school students engaged in a nine-session argument-based intervention. For 30 students — a subset of the 116 participants who engaged in the intervention and who constitute the focus of this study — myside bias was assessed before and after their engagement in the intervention, using the think-aloud methodology. Students were asked to read two accounts about a recent war in their country—an own-side account from a historian of their ethnic group and an other-side account from a historian of the adversary ethnic group—and to think aloud. The analysis of the think-aloud protocols shows that participants responded differently when reading the own-side account vs. the other-side one. In particular, participants expressed significantly more statements that supported the other-side when reading the other-side's account than when reading their own-side's account. This shows that engaging with the other-side account, as revealed by the think-aloud process, can promote a deeper understanding of the other side. Moreover, they made more evaluative comments post-assessment than pre-assessment. However, their evaluative comments were still in favor of their own position, which shows how resilient myside bias is to change. Overall, our findings suggest that the think-aloud methodology is a valuable tool for identifying (changes in) myside bias and the conditions that facilitate it.

这项探索性研究的主要目的是在对一个非历史话题进行广泛的对话论证之前和之后，利用丰富的“大声思考”数据，检查学生对一个有争议的历史事件的推理——尤其是我的偏见。小学生参与了一项九节课的以论证为基础的干预。对于30名学生——参与干预的116名参与者中的一个子集，他们构成了本研究的重点——我的偏见在他们参与干预之前和之后进行了评估，使用了有声思考方法。学生们被要求阅读两篇关于他们国家最近一场战争的报道——一篇来自自己民族的历史学家的报道，另一篇来自对手民族的历史学家的报道——并大声思考。对大声思考协议的分析表明，参与者在阅读自己的叙述和对方的叙述时的反应不同。特别是，参与者在阅读对方的陈述时，比阅读自己的陈述时，表达了更多支持对方的陈述。这表明，正如有声思考过程所揭示的那样，参与对方的账户可以促进对对方的更深入理解。评价后的评价意见多于评价前的评价意见。然而，他们的评价性评论仍然支持自己的立场，这表明我的偏见是多么有弹性的改变。总的来说，我们的研究结果表明，出声思考方法是识别（改变）我的偏见和促进它的条件的一个有价值的工具。

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引用次数: 0

Playful experience, learning perception, and motivation in a cooperative escape room activity in undergraduate nursing education: A mixed-methods study 本科护理教育中合作密室逃生活动的游戏体验、学习知觉和动机：一项混合方法研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-17 DOI: 10.1016/j.learninstruc.2025.102212

Javier Fagundo-Rivera , Miguel Garrido-Bueno , Rocío Romero-Castillo , Nadine Badillo-Sánchez , Pablo Fernández-León

Background

Escape rooms are an innovative pedagogical approach based on problem-solving and focused on the student's autonomous learning competencies to resolve a realistic or fictitious situation. Assessment of students' perception of their own learning and motivation with this approach, and the qualitative description of escape rooms is limited.

Aims

To evaluate the gameful experience, learning perception, and motivation in cooperative learning among students participating in an escape room.

Sample

All sophomore nursing students enrolled in the subject ‘History, Theory and Methods of Nursing II’.

Methods

A sequential explanatory mixed-methods design was employed. Quantitative data were collected through Gameful Experience Scale (GAMEX) and Cooperative Playful Learning Strategies (CMELAC) after the escape room activity. The qualitative phase involved thematic analysis of interviews to explore students' perceptions of the activity.

Results

Quantitative analysis revealed high enjoyment (4.64 ± 0.62 out of 6 points) and activation (4.34 ± 0.87 out of 6 points) scores, with significant correlations between GAMEX and CMELAC total scores (r = 0.566, p < 0.001). Qualitative themes highlighted camaraderie, fun, and applicability of learning as positive aspects, while limited resources and negative competitiveness were noted challenges. Integrated data showed that high GAMEX scores correlated with positive qualitative experiences.

Conclusions

The escape room activity was an effective educational tool, enhancing engagement, teamwork, and application of nursing concepts. While resource constraints and competitive elements posed challenges, the activity supported meaningful learning and active participation. This study underscores the potential of gamified strategies in nursing education, recommending further research on scalable adaptations and robust assessment of learning outcomes.

背景景观教室是一种创新的教学方法，以解决问题为基础，注重学生的自主学习能力，以解决现实或虚拟的情况。用这种方法评估学生对自己的学习和动机的感知，以及对密室逃生的定性描述是有限的。目的评价参与密室逃生的学生在合作学习中的游戏体验、学习感知和动机。样本：所有选修“护理学历史、理论与方法II”课程的大二护理专业学生。方法采用序贯解释混合方法设计。通过游戏体验量表（GAMEX）和合作游戏学习策略（CMELAC）在密室逃生活动后收集定量数据。定性阶段涉及访谈的专题分析，以探索学生对活动的看法。结果GAMEX和CMELAC总分具有较高的趣味性（4.64±0.62分，满分6分）和激活性（4.34±0.87分，满分6分），二者具有显著的相关性(r = 0.566, p <；0.001)。定性主题强调了同志情谊、乐趣和学习的适用性作为积极方面，而有限的资源和消极的竞争力被指出是挑战。综合数据显示，高GAMEX分数与积极的定性体验相关。结论密室逃生活动是一种有效的教育手段，能提高患者的敬业度、团队精神和护理理念的应用。虽然资源限制和竞争因素构成挑战，但该活动支持有意义的学习和积极参与。这项研究强调了游戏化策略在护理教育中的潜力，建议进一步研究可扩展的适应性和对学习结果的可靠评估。

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引用次数: 0