Pub Date : 2025-08-27DOI: 10.1016/j.learninstruc.2025.102221
Chih-Chien Hu
Context
Teaching Java programming to beginners in blended digital and classroom learning settings presents challenges in fostering skill progression and maintaining engagement. Regular learning methods often fail to support the sequential development of computational thinking and programming proficiency.
Objective
This study introduces an agile learning strategy aimed at improving Java programming skills in beginners. The strategy emphasizes step-by-step learning of core concepts through visual programming games and repetitive practice to enhance both engagement and skill development.
Method
The agile learning strategy was applied in a blended learning environment, incorporating interactive programming tools, continuous feedback, and repetition. A comparative analysis was conducted between two groups: one using the agile strategy and another following regular learning methods. Improvements in computational thinking and Java programming skills were assessed.
Results
Learners using the agile strategy showed significant improvements in both computational thinking and Java programming skills, outperforming those in the regular learning group. However, variations in individual performance suggest that learner-specific factors may affect outcomes.
{"title":"Agile learning to boost Java skills in novice learners","authors":"Chih-Chien Hu","doi":"10.1016/j.learninstruc.2025.102221","DOIUrl":"10.1016/j.learninstruc.2025.102221","url":null,"abstract":"<div><h3>Context</h3><div>Teaching Java programming to beginners in blended digital and classroom learning settings presents challenges in fostering skill progression and maintaining engagement. Regular learning methods often fail to support the sequential development of computational thinking and programming proficiency.</div></div><div><h3>Objective</h3><div>This study introduces an agile learning strategy aimed at improving Java programming skills in beginners. The strategy emphasizes step-by-step learning of core concepts through visual programming games and repetitive practice to enhance both engagement and skill development.</div></div><div><h3>Method</h3><div>The agile learning strategy was applied in a blended learning environment, incorporating interactive programming tools, continuous feedback, and repetition. A comparative analysis was conducted between two groups: one using the agile strategy and another following regular learning methods. Improvements in computational thinking and Java programming skills were assessed.</div></div><div><h3>Results</h3><div>Learners using the agile strategy showed significant improvements in both computational thinking and Java programming skills, outperforming those in the regular learning group. However, variations in individual performance suggest that learner-specific factors may affect outcomes.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102221"},"PeriodicalIF":4.9,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906674","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}
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.
{"title":"Examining myside bias on a controversial historical event after engagement in dialogic argumentation: Insights from a think aloud study","authors":"Kalypso Iordanou , Constantina Fotiou , Athina Manoli , Michalinos Zembylas","doi":"10.1016/j.learninstruc.2025.102209","DOIUrl":"10.1016/j.learninstruc.2025.102209","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102209"},"PeriodicalIF":4.9,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890933","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}
Pub Date : 2025-08-21DOI: 10.1016/j.learninstruc.2025.102210
Bingxin Wang , Huiting Liu , Yin Gu , Xuan Pan
Background
Differentiated instruction (DI) is increasingly recognized as a strategy to meet the diverse learning needs of students by adapting teaching methods to individual characteristics. However, accurate student classification remains a challenge, limiting DI's effectiveness.
Aims
This study aims to develop a more precise, data-driven classification method to enhance DI implementation and improve learning outcomes.
Samples
The study utilized a dataset of 1386 second-year Mechanical and Automotive Engineering undergraduates for model training and validation. An independent external test set of 150 students from the same discipline, not included in the initial dataset, was employed to empirically evaluate the implementation of DI.
Methods
We integrated educational data mining with a Particle Swarm Optimization-Backpropagation (PSO-BP) neural network to classify and predict student performance. Key factors influencing academic performance, including past grades, student engagement, and teacher-student interaction, were analyzed. Pearson correlation and multicollinearity testing were employed to ensure model robustness, and K-fold cross-validation ensured accuracy.
Results
The PSO-BP model significantly improved classification accuracy, particularly in 3-Classes and 5-Classes groupings. Students receiving DI based on these refined classifications demonstrated notable improvements in academic performance compared to those classified using traditional methods.
Conclusion
This study offers a scalable, data-driven solution for student classification in DI, addressing the limitations of current models and providing a practical framework for educational institutions to tailor learning experiences, ultimately enhancing student outcomes and teaching efficacy.
{"title":"Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network","authors":"Bingxin Wang , Huiting Liu , Yin Gu , Xuan Pan","doi":"10.1016/j.learninstruc.2025.102210","DOIUrl":"10.1016/j.learninstruc.2025.102210","url":null,"abstract":"<div><h3>Background</h3><div>Differentiated instruction (DI) is increasingly recognized as a strategy to meet the diverse learning needs of students by adapting teaching methods to individual characteristics. However, accurate student classification remains a challenge, limiting DI's effectiveness.</div></div><div><h3>Aims</h3><div>This study aims to develop a more precise, data-driven classification method to enhance DI implementation and improve learning outcomes.</div></div><div><h3>Samples</h3><div>The study utilized a dataset of 1386 second-year Mechanical and Automotive Engineering undergraduates for model training and validation. An independent external test set of 150 students from the same discipline, not included in the initial dataset, was employed to empirically evaluate the implementation of DI.</div></div><div><h3>Methods</h3><div>We integrated educational data mining with a Particle Swarm Optimization-Backpropagation (PSO-BP) neural network to classify and predict student performance. Key factors influencing academic performance, including past grades, student engagement, and teacher-student interaction, were analyzed. Pearson correlation and multicollinearity testing were employed to ensure model robustness, and K-fold cross-validation ensured accuracy.</div></div><div><h3>Results</h3><div>The PSO-BP model significantly improved classification accuracy, particularly in 3-Classes and 5-Classes groupings. Students receiving DI based on these refined classifications demonstrated notable improvements in academic performance compared to those classified using traditional methods.</div></div><div><h3>Conclusion</h3><div>This study offers a scalable, data-driven solution for student classification in DI, addressing the limitations of current models and providing a practical framework for educational institutions to tailor learning experiences, ultimately enhancing student outcomes and teaching efficacy.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102210"},"PeriodicalIF":4.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880285","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}
Pub Date : 2025-08-20DOI: 10.1016/j.learninstruc.2025.102208
Carla M. Firetto , P. Karen Murphy , Emily Starrett , Emilee A. Herman , Jeffrey A. Greene , Yue Tang , Lin Yan
Background
Students in upper primary grades must move beyond basic comprehension toward high-level comprehension (HLC) of text as they read. Small-group, text-based discussions provide opportunities for students to develop their critical analytic thinking and argumentation, supporting their HLC.
Aims
We explored the extent to which groups of upper primary students evidenced growth on indicators of HLC as they engaged in small-group, text-based discussions over a school year, while also examining grade-level and text genre differences.
Sample
Participants included fourth- (n = 64) and fifth-grade (n = 69) students.
Methods
We employed a single-group, longitudinal design, whereby Quality Talk was embedded into the language arts curriculum of six upper elementary classrooms. Video-recorded discussions (n = 371) were transcribed. We employed an artificial intelligence (AI) powered coding approach to identify indicators of HLC in the discussion transcripts.
Results
Groups of upper primary students, on average, evidenced growth in the rates of HLC indicators over the school year. Groups composed of fifth-grade students, on average, had higher elaborated explanation rates than fourth-grade students, and all students, on average, produced a higher rate of elaborated explanations for discussions based on mixed genre versus expository genre texts.
Conclusions
Findings from this study contribute to a growing body of literature about grade-level differences in upper primary grades, as well as the influence of text genre on indicators of HLC present within small-group discussions. Notably, the study also employed a novel, AI-powered coding approach for our discourse analysis, which warrants further exploration in future research.
{"title":"Investigating grade-level and text genre effects in Quality Talk discussions: An AI-powered discourse analysis of upper primary students’ high-level comprehension","authors":"Carla M. Firetto , P. Karen Murphy , Emily Starrett , Emilee A. Herman , Jeffrey A. Greene , Yue Tang , Lin Yan","doi":"10.1016/j.learninstruc.2025.102208","DOIUrl":"10.1016/j.learninstruc.2025.102208","url":null,"abstract":"<div><h3>Background</h3><div>Students in upper primary grades must move beyond basic comprehension toward high-level comprehension (HLC) of text as they read. Small-group, text-based discussions provide opportunities for students to develop their critical analytic thinking and argumentation, supporting their HLC.</div></div><div><h3>Aims</h3><div>We explored the extent to which groups of upper primary students evidenced growth on indicators of HLC as they engaged in small-group, text-based discussions over a school year, while also examining grade-level and text genre differences.</div></div><div><h3>Sample</h3><div>Participants included fourth- (<em>n</em> = 64) and fifth-grade (<em>n</em> = 69) students.</div></div><div><h3>Methods</h3><div>We employed a single-group, longitudinal design, whereby Quality Talk was embedded into the language arts curriculum of six upper elementary classrooms. Video-recorded discussions (<em>n</em> = 371) were transcribed. We employed an artificial intelligence (AI) powered coding approach to identify indicators of HLC in the discussion transcripts.</div></div><div><h3>Results</h3><div>Groups of upper primary students, on average, evidenced growth in the rates of HLC indicators over the school year. Groups composed of fifth-grade students, on average, had higher elaborated explanation rates than fourth-grade students, and all students, on average, produced a higher rate of elaborated explanations for discussions based on mixed genre versus expository genre texts.</div></div><div><h3>Conclusions</h3><div>Findings from this study contribute to a growing body of literature about grade-level differences in upper primary grades, as well as the influence of text genre on indicators of HLC present within small-group discussions. Notably, the study also employed a novel, AI-powered coding approach for our discourse analysis, which warrants further exploration in future research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102208"},"PeriodicalIF":4.9,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144880284","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}
Pub Date : 2025-08-18DOI: 10.1016/j.learninstruc.2025.102195
Lillian R. Masek , Daniel D. Suh , Alex M. Silver , Melissa Libertus , Natasha J. Cabrera , Catherine S. Tamis-LeMonda
Background
Parents' spatial language predicts children's spatial language and cognition. Most research focuses on mothers, leaving unknown how fathers' spatial language relates to children's spatial learning. Furthermore, most studies of spatial language involve English-speaking samples, precluding an understanding of common and unique ways that parents and toddlers from different language communities use spatial language during play.
Aims
We videorecorded English- and Spanish-speaking fathers, mothers, and toddlers during a spatial activity and tested associations between their use of spatial language and toddlers’ understanding of shape names and spatial relations.
Sample
Participants were 56 mothers, 44 fathers, and 58 toddlers (ages 24–36 months; 30 female). For 42 families, both mother and father participated. For 14 families only the mother participated, and for 2 families only the father participated.
Methods
Mother-toddler and father-toddler dyads interacted with a magnet board. Interactions were transcribed and coded for spatial language. Fifty-five dyads used all or mostly Spanish spatial language, and 42 used all or mostly English. A researcher assessed toddlers’ understanding of shape names and spatial relations.
Results
There were no differences in spatial language between mother-toddler and father-toddler dyads. English-speaking participants used a greater variety of spatial words/phrases than Spanish-speaking participants, which may reflect language differences how spatial concepts are encoded. Parents' spatial talk related to toddlers' spatial talk, and parents' and toddlers' spatial talk related to toddlers’ spatial skills.
Conclusions
Meaningful individual differences in spatial language emerge by toddlerhood, and both fathers and mothers contribute to toddlers’ production and understanding of spatial words.
{"title":"Mother, Father, and Toddler Spatial Language in English and Spanish during Play: Associations with Toddlers’ Emerging Spatial Cognition","authors":"Lillian R. Masek , Daniel D. Suh , Alex M. Silver , Melissa Libertus , Natasha J. Cabrera , Catherine S. Tamis-LeMonda","doi":"10.1016/j.learninstruc.2025.102195","DOIUrl":"10.1016/j.learninstruc.2025.102195","url":null,"abstract":"<div><h3>Background</h3><div>Parents' spatial language predicts children's spatial language and cognition. Most research focuses on mothers, leaving unknown how fathers' spatial language relates to children's spatial learning. Furthermore, most studies of spatial language involve English-speaking samples, precluding an understanding of common and unique ways that parents and toddlers from different language communities use spatial language during play.</div></div><div><h3>Aims</h3><div>We videorecorded English- and Spanish-speaking fathers, mothers, and toddlers during a spatial activity and tested associations between their use of spatial language and toddlers’ understanding of shape names and spatial relations.</div></div><div><h3>Sample</h3><div>Participants were 56 mothers, 44 fathers, and 58 toddlers (ages 24–36 months; 30 female). For 42 families, both mother and father participated. For 14 families only the mother participated, and for 2 families only the father participated.</div></div><div><h3>Methods</h3><div>Mother-toddler and father-toddler dyads interacted with a magnet board. Interactions were transcribed and coded for spatial language. Fifty-five dyads used all or mostly Spanish spatial language, and 42 used all or mostly English. A researcher assessed toddlers’ understanding of shape names and spatial relations.</div></div><div><h3>Results</h3><div>There were no differences in spatial language between mother-toddler and father-toddler dyads. English-speaking participants used a greater variety of spatial words/phrases than Spanish-speaking participants, which may reflect language differences how spatial concepts are encoded. Parents' spatial talk related to toddlers' spatial talk, and parents' and toddlers' spatial talk related to toddlers’ spatial skills.</div></div><div><h3>Conclusions</h3><div>Meaningful individual differences in spatial language emerge by toddlerhood, and both fathers and mothers contribute to toddlers’ production and understanding of spatial words.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102195"},"PeriodicalIF":4.9,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861178","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}
Pub Date : 2025-08-17DOI: 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。
{"title":"Playful experience, learning perception, and motivation in a cooperative escape room activity in undergraduate nursing education: A mixed-methods study","authors":"Javier Fagundo-Rivera , Miguel Garrido-Bueno , Rocío Romero-Castillo , Nadine Badillo-Sánchez , Pablo Fernández-León","doi":"10.1016/j.learninstruc.2025.102212","DOIUrl":"10.1016/j.learninstruc.2025.102212","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>To evaluate the gameful experience, learning perception, and motivation in cooperative learning among students participating in an escape room.</div></div><div><h3>Sample</h3><div>All sophomore nursing students enrolled in the subject ‘History, Theory and Methods of Nursing II’.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102212"},"PeriodicalIF":4.9,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858317","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}
Pub Date : 2025-08-15DOI: 10.1016/j.learninstruc.2025.102187
Liwen Yu, Janelle T. Heng, Laura S. Arden-Gardner, Xiao Pan Ding, Steven C. Pan
Background
Prequestioning—attempting to answer questions about unfamiliar information before exposure to the correct answers—has shown promise for enhancing learning. Yet its effectiveness for young children, who have limited cognitive capacities and face unique learning challenges, remains unclear.
Aims
This study investigated whether prequestioning improves learning from science texts in young children and whether the presence of immediate feedback influences its effectiveness.
Sample
Participants were 5- to 6-year-old children (total n = 87; n = 44 in Experiment 1, n = 43 in Experiment 2).
Methods
Children engaged in each of three activities: prequestioning with immediate feedback, prequestioning without feedback, or a non-prequestioning activity (free-drawing in Experiment 1; studying learning objectives in Experiment 2). After each assigned activity, they listened to an age-appropriate scientific story and completed a learning assessment. Their working memory capacity was also assessed.
Results
In Experiment 1, prequestioning with feedback improved learning relative to free-drawing, and this effect did not differ based on whether the information being assessed had been directly prequestioned or not. In Experiment 2, it enhanced learning of directly prequestioned information compared to studying learning objectives. Prequestioning without feedback, however, did not yield statistically significant learning improvements in either experiment. The effects of prequestioning did not differ according to working memory capacity.
Conclusions
Prequestioning enhances young children's learning, particularly for directly questioned information, but only when immediate feedback is provided. These findings suggest that although prequestioning might motivate young children to actively seek out and process new information, such information must be presented within a proximate temporal window to the questions themselves.
{"title":"Prequestioning with feedback fosters learning in young children","authors":"Liwen Yu, Janelle T. Heng, Laura S. Arden-Gardner, Xiao Pan Ding, Steven C. Pan","doi":"10.1016/j.learninstruc.2025.102187","DOIUrl":"10.1016/j.learninstruc.2025.102187","url":null,"abstract":"<div><h3>Background</h3><div><em>Prequestioning</em>—attempting to answer questions about unfamiliar information before exposure to the correct answers—has shown promise for enhancing learning. Yet its effectiveness for young children, who have limited cognitive capacities and face unique learning challenges, remains unclear.</div></div><div><h3>Aims</h3><div>This study investigated whether prequestioning improves learning from science texts in young children and whether the presence of immediate feedback influences its effectiveness.</div></div><div><h3>Sample</h3><div>Participants were 5- to 6-year-old children (total <em>n =</em> 87; <em>n =</em> 44 in Experiment 1, <em>n =</em> 43 in Experiment 2).</div></div><div><h3>Methods</h3><div>Children engaged in each of three activities: prequestioning with immediate feedback, prequestioning without feedback, or a non-prequestioning activity (free-drawing in Experiment 1; studying learning objectives in Experiment 2). After each assigned activity, they listened to an age-appropriate scientific story and completed a learning assessment. Their working memory capacity was also assessed.</div></div><div><h3>Results</h3><div>In Experiment 1, prequestioning with feedback improved learning relative to free-drawing, and this effect did not differ based on whether the information being assessed had been directly prequestioned or not. In Experiment 2, it enhanced learning of directly prequestioned information compared to studying learning objectives. Prequestioning without feedback, however, did not yield statistically significant learning improvements in either experiment. The effects of prequestioning did not differ according to working memory capacity.</div></div><div><h3>Conclusions</h3><div>Prequestioning enhances young children's learning, particularly for directly questioned information, but only when immediate feedback is provided. These findings suggest that although prequestioning might motivate young children to actively seek out and process new information, such information must be presented within a proximate temporal window to the questions themselves.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102187"},"PeriodicalIF":4.9,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852640","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}
Pub Date : 2025-08-14DOI: 10.1016/j.learninstruc.2025.102211
Patrick N. Beymer , Yeo-eun Kim , Elise C. Allen , Emily Q. Rosenzweig
Background
Though cost perceptions are thought to be key motivational beliefs that can undermine academic engagement, little research has designed or tested interventions to reduce cost perceptions for students.
Aims
We developed, implemented, and evaluated a weekly cost reduction intervention utilizing motivational regulation strategies to reduce cost.
Sample
Participants were 449 undergraduate calculus students.
Methods
Using a pre-registered randomized controlled trial, students were assigned to a cost reduction condition or control condition for 13 consecutive weeks. In the cost reduction condition, students reflected on a list of motivational regulation strategies and wrote about how they would use a specific strategy the following week.
Results
The intervention significantly reduced weekly task effort cost, weekly emotional cost, final task effort cost, final loss of valued alternatives cost, and final emotional cost on average for all students. However, interaction analyses revealed that benefits were often limited to specific groups, aligning with tentative pre-registered hypotheses. Racially marginalized students in the intervention reported lower weekly emotional cost, higher weekly interest, lower final task effort cost, and lower final emotional cost, compared to racially marginalized students in the control condition; these effects did not appear among non-racially-marginalized students. Additionally, students with lower high school GPAs in the intervention reported higher STEM career intentions and only students with higher high school GPAs reported lower weekly outside effort cost compared to their counterparts in the control condition.
Conclusions
The statistically significant effects demonstrate the potential of weekly cost reduction interventions for helping some students with their learning.
{"title":"Examining a weekly cost reduction intervention in calculus","authors":"Patrick N. Beymer , Yeo-eun Kim , Elise C. Allen , Emily Q. Rosenzweig","doi":"10.1016/j.learninstruc.2025.102211","DOIUrl":"10.1016/j.learninstruc.2025.102211","url":null,"abstract":"<div><h3>Background</h3><div>Though cost perceptions are thought to be key motivational beliefs that can undermine academic engagement, little research has designed or tested interventions to reduce cost perceptions for students.</div></div><div><h3>Aims</h3><div>We developed, implemented, and evaluated a weekly cost reduction intervention utilizing motivational regulation strategies to reduce cost.</div></div><div><h3>Sample</h3><div>Participants were 449 undergraduate calculus students.</div></div><div><h3>Methods</h3><div>Using a pre-registered randomized controlled trial, students were assigned to a cost reduction condition or control condition for 13 consecutive weeks. In the cost reduction condition, students reflected on a list of motivational regulation strategies and wrote about how they would use a specific strategy the following week.</div></div><div><h3>Results</h3><div>The intervention significantly reduced weekly task effort cost, weekly emotional cost, final task effort cost, final loss of valued alternatives cost, and final emotional cost on average for all students. However, interaction analyses revealed that benefits were often limited to specific groups, aligning with tentative pre-registered hypotheses. Racially marginalized students in the intervention reported lower weekly emotional cost, higher weekly interest, lower final task effort cost, and lower final emotional cost, compared to racially marginalized students in the control condition; these effects did not appear among non-racially-marginalized students. Additionally, students with lower high school GPAs in the intervention reported higher STEM career intentions and only students with higher high school GPAs reported lower weekly outside effort cost compared to their counterparts in the control condition.</div></div><div><h3>Conclusions</h3><div>The statistically significant effects demonstrate the potential of weekly cost reduction interventions for helping some students with their learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102211"},"PeriodicalIF":4.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842826","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}
Pub Date : 2025-08-14DOI: 10.1016/j.learninstruc.2025.102200
Mikko Haavisto , Janne Lepola , Tomi Jaakkola
Background
The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.
Aims
This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.
Sample
109 children from grades 5–6 across three public primary schools.
Methods
In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.
Results
The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.
Conclusions
The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.
{"title":"The “simple” view of learning from illustrated texts and videos","authors":"Mikko Haavisto , Janne Lepola , Tomi Jaakkola","doi":"10.1016/j.learninstruc.2025.102200","DOIUrl":"10.1016/j.learninstruc.2025.102200","url":null,"abstract":"<div><h3>Background</h3><div>The recent decline in children's reading skills in OECD regions poses challenges for traditional text-based learning. At the same time, teachers increasingly use videos in primary instruction. Despite these developments, limited research exists on how children's reading skills influence learning from videos versus illustrated texts in primary school classrooms.</div></div><div><h3>Aims</h3><div>This study investigates the roles of decoding ability and reading comprehension in learning from videos versus illustrated texts among fifth and sixth graders. It aims to determine to what degree these factors influence learning outcomes and cognitive load.</div></div><div><h3>Sample</h3><div>109 children from grades 5–6 across three public primary schools.</div></div><div><h3>Methods</h3><div>In a within-subjects experiment, participants studied both illustrated texts and videos on two science topics. Their performance was measured through pre-, post-, and delayed tests. Mixed-effects models assessed the effect of modality and reading skills on learning outcomes and cognitive load.</div></div><div><h3>Results</h3><div>The children performed significantly better when learning from videos compared to illustrated texts, demonstrating higher delayed retention and lower cognitive load. There was no difference in retrieval from materials or transfer. Decoding ability and reading comprehension positively predicted learning outcomes and interacted with modality: the retention benefits of videos were more pronounced in children with lower reading skills than in those with higher reading skills.</div></div><div><h3>Conclusions</h3><div>The results indicate that videos are beneficial to most children across reading skill levels, especially those with weaker reading skills. This suggests that incorporating videos into primary school science instruction supports diverse learning needs associated with weaker reading skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102200"},"PeriodicalIF":4.9,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830328","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}
Pub Date : 2025-08-13DOI: 10.1016/j.learninstruc.2025.102197
David Muñez , Rebecca Bull , Kiat Hui Khng , Ee Lynn Ng , Kenneth Poon , Kerry Lee
Background
Children from disadvantaged socioeconomic (SES) backgrounds already show poorer academic skills than their more advantaged peers in preschool and are at higher risk of experiencing learning difficulties in formal school. However, not all children facing adversity experience negative academic outcomes. Some children show academic resilience, performing at the level of their more advantaged peers.
Aims
This study investigated whether mathematics resilience is observed in preschool children, whether executive functions are associated with mathematics resilience, and whether earlier resilience status relates to later mathematics achievement (six years later).
Sample
The sample included 1132 children (Mage = 57 months, SD = 3.9; 51 % female) attending preschool in Singapore.
Methods
Resilient children (at-risk with math development over two preschool years that breaks the average trend of their similar-risk peers) were identified using person-centered methods. Their trajectories were matched against those of children from more advantaged backgrounds using multigroup mixture growth model.
Results
One resilient profile was identified (6 % of the at-risk sample), which was associated with later mathematics achievement. Intelligence, but not executive function, predicted resilience status. Maternal education emerged as a protective factor rather than a risk factor.
Conclusions
Findings highlight the heterogeneity in the development of mathematics among at-risk children. Young children's mathematics resilience is built upon a combination of foundational cognitive aptitude that protects against initial failure, and environmental resources that sustain growth over time.
{"title":"Mathematics resilience in preschool and executive functions","authors":"David Muñez , Rebecca Bull , Kiat Hui Khng , Ee Lynn Ng , Kenneth Poon , Kerry Lee","doi":"10.1016/j.learninstruc.2025.102197","DOIUrl":"10.1016/j.learninstruc.2025.102197","url":null,"abstract":"<div><h3>Background</h3><div>Children from disadvantaged socioeconomic (SES) backgrounds already show poorer academic skills than their more advantaged peers in preschool and are at higher risk of experiencing learning difficulties in formal school. However, not all children facing adversity experience negative academic outcomes. Some children show academic resilience, performing at the level of their more advantaged peers.</div></div><div><h3>Aims</h3><div>This study investigated whether mathematics resilience is observed in preschool children, whether executive functions are associated with mathematics resilience, and whether earlier resilience status relates to later mathematics achievement (six years later).</div></div><div><h3>Sample</h3><div>The sample included 1132 children (<em>M</em><sub><em>age</em></sub> = 57 months, <em>SD</em> = 3.9; 51 % female) attending preschool in Singapore.</div></div><div><h3>Methods</h3><div>Resilient children (at-risk with math development over two preschool years that breaks the average trend of their similar-risk peers) were identified using person-centered methods. Their trajectories were matched against those of children from more advantaged backgrounds using multigroup mixture growth model.</div></div><div><h3>Results</h3><div>One resilient profile was identified (6 % of the at-risk sample), which was associated with later mathematics achievement. Intelligence, but not executive function, predicted resilience status. Maternal education emerged as a protective factor rather than a risk factor.</div></div><div><h3>Conclusions</h3><div>Findings highlight the heterogeneity in the development of mathematics among at-risk children. Young children's mathematics resilience is built upon a combination of foundational cognitive aptitude that protects against initial failure, and environmental resources that sustain growth over time.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102197"},"PeriodicalIF":4.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830327","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}
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