Learning and Instruction最新文献_第9页

Examining a weekly cost reduction intervention in calculus 检查每周降低微积分成本的干预措施

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-14 DOI: 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.

虽然成本观念被认为是可能破坏学术参与的关键动机信念，但很少有研究设计或测试干预措施来降低学生的成本观念。我们开发、实施并评估了每周成本降低干预措施，利用激励调节策略来降低成本。样本参与者为449名微积分本科生。方法采用预先注册的随机对照试验，将学生分为成本降低组和对照组，连续13周。在降低成本的条件下，学生们思考一系列激励调节策略，并写下他们将如何在接下来的一周使用特定策略。结果干预显著降低了所有学生的每周任务努力成本、每周情感成本、最终任务努力成本、最终有价值选择损失成本和最终情感成本。然而，相互作用分析显示，益处通常仅限于特定群体，与预先登记的初步假设一致。与对照组相比，干预组的种族边缘化学生报告的每周情绪成本、每周兴趣、最终任务努力成本和最终情绪成本均较低；这些影响在非种族边缘化的学生中没有出现。此外，与对照组相比，干预组高中gpa较低的学生报告了更高的STEM职业意向，只有高中gpa较高的学生报告了更低的每周外部努力成本。结论统计上显著的效果表明每周成本降低干预对帮助一些学生学习的潜力。

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引用次数: 0

Third graders’ digital and paper text comprehension 三年级学生的数字和纸质文本理解

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-01 DOI: 10.1016/j.learninstruc.2025.102186

Costanza Ruffini , Pablo Delgado , David Saldaña , Chiara Pecini

Background

Research suggests differences in digital and paper text comprehension, but studies on primary school children are limited, and the role of textual genre remains unclear. This study examines the effects of reading medium and its interaction with text genre on text comprehension and explores whether these effects vary with comprehension skills, medium preference for academic vs leisure purposes, and computer use, controlling for working memory and attention skills.

Method

A within participants design was implemented with 157 third graders (mean age = 8.40, SD = 0.30, 48.41 % female) reading four different texts: two linear texts (one narrative and one expository) on paper and two other linear texts (one narrative and one expository) on screen. Participants read four texts (two narrative and two expository), with counterbalanced variations in medium (paper-digital; digital-paper) and textual genre (narrative-expository; expository-narrative).

Results

Students demonstrated better comprehension of narrative texts compared to expository ones. However, no significant effects on comprehension outcomes were observed for the reading medium or its interaction with text genre, regardless of students’ reading comprehension abilities or their preferred use of computers.

Conclusion

The absence of the reading medium effect aligns with some previous research in primary education, although it contrasts with meta-analytic findings on the effect of reading medium. We highlight the importance of promoting the strategic use of digital devices for reading in later school years to prevent potential misuse, especially as unproductive digital activities become increasingly diverse.

研究表明，数字和纸质文本理解存在差异，但对小学生的研究有限，文本类型的作用仍不清楚。本研究考察了阅读媒介及其与文本体裁的交互作用对文本理解的影响，并探讨了这些影响是否随阅读理解技能、学术与休闲媒介偏好、计算机使用、工作记忆和注意力技能的控制而变化。方法对157名三年级学生（平均年龄8.40岁，SD = 0.30，女性48.41%）进行参与者内设计，阅读四种不同的文本：两种纸上线性文本（一种叙事文本和一种说明性文本）和两种屏幕线性文本（一种叙事文本和一种说明性文本）。参与者阅读四篇文章（两篇叙述性文章和两篇说明性文章），媒介(纸质数字；数字-纸)和文本类型(叙述-说明文；expository-narrative)。结果学生对叙事性文本的理解能力优于说明性文本。然而，无论学生的阅读理解能力或他们对电脑的偏好如何，阅读媒介及其与文本体裁的互动对理解结果没有显著影响。结论阅读媒介效应的缺失与先前的一些小学教育研究一致，尽管它与阅读媒介效应的荟萃分析结果存在差异。我们强调促进在后期学年战略性地使用数字设备进行阅读的重要性，以防止潜在的滥用，特别是在非生产性数字活动日益多样化的情况下。

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引用次数: 0

Supports for young males' and females’ interest in swimming and competition 支持青年男女对游泳和比赛的兴趣

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-05 DOI: 10.1016/j.learninstruc.2025.102132

Hannah R. Kloetzer, K. Ann Renninger

Background

Little is known about the range of resources that together enable youth to make connections to and continue to develop their interest in new content such as swimming and/or competition over time, its relation to their learning to compete constructively, and whether needed support is specific to individuals, or to groups, for example, by gender.

Sample

A cohort of 22 (8 males, 14 females) Division III collegiate swimmers was studied.

Methods

Retrospective interviews and a short online survey were used to explore variables that might be examined in further study: (a) the onset and continuation of swimmers’ interests in swimming and developing capacities to compete, (b) support received, and (c) fluctuation(s) in interest (e.g., burnout).

Results

Qualitative analyses were employed. Four distinct groups of youth were identified among participants, pointing to four pathways for interest development that were distinguished by gender, as well as participants’ level of interest in competition. The types of support that were needed by each of the groups varied, as did the focus of their interactions, and the resources on which they drew to engage competition and manage burnout.

Conclusions

Initially youth developed an interest in swimming. As participants began to focus on their skill development in relation to the team, their interest in competition developed. Effective supports for each swimmer were aligned with one of four interest pathways distinguished by gender and the focus of their interest in swimming and competition. As their interest developed, participants assumed responsibility for managing their engagement.

背景：随着时间的推移，青年能够与新内容（如游泳和/或竞赛）建立联系并继续培养兴趣的资源范围，以及这些资源与他们学习建设性竞争的关系，以及所需的支持是针对个人的，还是针对群体的（例如，按性别划分），这些都知之甚少。对22名（男8名，女14名）三级大学游泳运动员进行了研究。方法采用回顾性访谈和简短的在线调查来探索可能在进一步研究中检验的变量：(a)游泳者对游泳的兴趣的开始和持续以及竞争能力的发展，(b)获得的支持，以及(c)兴趣的波动（例如，倦怠）。结果采用定性分析。在参与者中确定了四个不同的青年群体，指出了四种兴趣发展的途径，这些途径因性别和参与者对竞争的兴趣程度而有所不同。每个小组需要的支持类型各不相同，他们互动的重点也各不相同，他们利用的资源也各不相同，以参与竞争和管理倦怠。最初，年轻人对游泳产生了兴趣。随着参与者开始关注与团队相关的技能发展，他们对竞争的兴趣也随之发展。对每位游泳运动员的有效支持与四种兴趣途径中的一种保持一致，这些兴趣途径根据性别和他们对游泳和比赛的兴趣重点来区分。随着兴趣的发展，参与者承担了管理参与的责任。

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引用次数: 0

Is teachers' professional vision visible in the classroom? Exploring the links between teachers’ knowledge-based reasoning and observed classroom interactions 教师的专业视野在课堂上是否可见？探索教师基于知识的推理与观察到的课堂互动之间的联系

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.2025.102220

Heli Muhonen , Eija Pakarinen , Marja-Kristiina Lerkkanen

Background

It has been posited that teachers' professional vision reflects their pedagogical competence and expertise; however, the empirical evidence supporting these claims remains inadequate to construct comprehensive research-based knowledge of teachers' professional vision as a background mechanism underpinning their classroom interactions. To develop high-quality classroom interactions that support student learning, we need insight into teachers’ professional vision behind their practices in classroom interactions.

Aims

This study explored the extent to which teachers’ knowledge-based reasoning – a component of their professional vision – is linked to the quality of observed classroom interactions during lessons.

Sample

Finnish grade 2 teachers’ lessons (N = 50) were investigated.

Methods

Employing a mixed-method approach, classroom lessons were explored from two perspectives: (1) from the teacher's own perspective, using the gaze-cued retrospective think-aloud method; and (2) from an objective perspective, using video-recorded classroom observation and evaluated using the Classroom Assessment Scoring System (CLASS K-3; Pianta et al., 2008).

Results

Diverse aspects of teachers' knowledge-based reasoning were found to predict the dimensions of emotional support and classroom organisation observed in classroom lessons. Associations between teachers’ knowledge-based reasoning and the dimensions of instructional support were scant.

Conclusions

The knowledge-based reasoning behind teachers' classroom actions is reflected – in particular – in the quality of the emotional support they provide and the classroom organisation they demonstrate. However, supporting teachers’ professional vision and advancing their instructionally supportive classroom interactions warrant careful attention.

教师的专业视野反映了教师的教学能力和专业知识；然而，支持这些主张的经验证据仍然不足以构建全面的基于研究的教师专业愿景知识，作为支撑其课堂互动的背景机制。为了开发支持学生学习的高质量课堂互动，我们需要深入了解教师在课堂互动实践背后的专业视野。目的本研究探讨了教师基于知识的推理——他们专业视野的一个组成部分——在多大程度上与课堂上观察到的课堂互动质量有关。抽样调查芬兰二年级教师的课程（N = 50）。方法采用混合方法，从两个角度对课堂教学进行探讨：(1)从教师自身角度出发，采用注视提示回溯式有声思考法；(2)从客观的角度出发，使用视频录制的课堂观察和使用课堂评估评分系统（CLASS K-3; Pianta et al., 2008）进行评估。结果发现教师知识推理的多个方面可以预测课堂教学中观察到的情感支持和课堂组织的维度。教师基于知识的推理与教学支持的维度之间的关联不足。教师课堂行为背后的基于知识的推理，尤其反映在他们提供的情感支持的质量和他们展示的课堂组织上。然而，支持教师的专业视野和促进他们的教学支持性课堂互动需要仔细关注。

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引用次数: 0

Mathematics resilience in preschool and executive functions 学前数学弹性与执行功能

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-13 DOI: 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 (M_age = 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.

来自弱势社会经济背景的儿童在学前班已经表现出比条件较好的同龄人更差的学术技能，并且在正规学校遇到学习困难的风险更高。然而，并非所有面临逆境的孩子都会经历负面的学业成绩。有些孩子表现出学业上的适应力，他们的表现与条件更优越的同龄人相当。目的研究学龄前儿童是否存在数学弹性，执行功能是否与数学弹性相关，以及早期数学弹性状态是否与6年后的数学成就相关。样本包括1132名儿童(Mage = 57个月，SD = 3.9；（51%为女性）在新加坡上幼儿园。方法采用以人为本的方法对适应力强的儿童（在学龄前两年内有数学发展的风险，打破了风险相似的同龄人的平均趋势）进行鉴定。使用多群体混合成长模型将他们的成长轨迹与来自更有利背景的儿童的轨迹进行匹配。结果发现了一种弹性特征（占风险样本的6%），这与后来的数学成就有关。智力，而不是执行功能，预测了恢复状态。母亲教育成为一种保护因素，而不是风险因素。结论：研究结果强调了高危儿童数学发展的异质性。幼儿的数学弹性是建立在基本的认知能力和环境资源的结合之上的，这两种能力可以防止最初的失败，而环境资源可以随着时间的推移而持续增长。

{"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":"2025-12-01","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}

引用次数: 0

Investigating grade-level and text genre effects in Quality Talk discussions: An AI-powered discourse analysis of upper primary students’ high-level comprehension 探究高质量谈话讨论中的年级水平和文本类型效应：基于ai的高年级小学生高水平理解语篇分析

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-20 DOI: 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.

小学高年级的学生在阅读时必须从基本理解向高级理解（HLC）发展。小组，基于文本的讨论为学生提供了发展批判性分析思维和论证的机会，支持他们的HLC。目的：我们探讨了小学高年级学生在一学年进行小组讨论时，在何种程度上证明了HLC指标的增长，同时也检查了年级水平和文本类型的差异。样本参与者包括四年级（n = 64）和五年级（n = 69）的学生。方法采用单组纵向设计，将“质量谈话”嵌入到6个小学高年级的语言艺术课程中。视频记录的讨论（n = 371）被转录。我们采用了人工智能（AI）驱动的编码方法来识别讨论记录中的HLC指标。结果小学高年级学生群体的HLC指标在整个学年平均有所增长。平均而言，由五年级学生组成的小组比四年级学生有更高的详细解释率，并且平均而言，所有学生在基于混合体裁和说明文体裁的讨论中产生更高的详细解释率。结论：本研究的发现有助于越来越多的关于小学高年级年级水平差异的文献，以及文本类型对小组讨论中出现的HLC指标的影响。值得注意的是，该研究还采用了一种新颖的、人工智能驱动的编码方法来进行话语分析，这值得在未来的研究中进一步探索。

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引用次数: 0

The “simple” view of learning from illustrated texts and videos 从图文和视频中学习的“简单”观点

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-14 DOI: 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.

最近经合组织地区儿童阅读技能的下降对传统的基于文本的学习提出了挑战。与此同时，教师越来越多地在小学教学中使用视频。尽管取得了这些进展，但关于儿童阅读技能如何影响小学课堂上的视频学习与图文学习的研究有限。目的探讨五、六年级学生在视频学习与图文学习中解码能力和阅读理解的作用。目的是确定这些因素对学习结果和认知负荷的影响程度。样本为三所公立小学5-6年级的109名儿童。方法在一项受试者内实验中，参与者研究了两个科学主题的插图文本和视频。他们的表现是通过前、后和延迟测试来衡量的。混合效应模型评估了学习方式和阅读技能对学习结果和认知负荷的影响。结果儿童在视频学习中表现明显优于图文学习，表现出较高的延迟记忆和较低的认知负荷。从材料中检索和转移没有差异。解码能力和阅读理解正向预测学习结果，并与模式相互作用：视频的记忆效果在阅读技能较低的儿童中比在阅读技能较高的儿童中更为明显。结论视频教学对大多数不同阅读水平的儿童，尤其是阅读能力较弱的儿童都是有益的。这表明，将视频纳入小学科学教学支持与阅读能力较弱相关的多种学习需求。

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引用次数: 0

Differentiated instruction on undergraduate students based on classification and prediction of students performance using PSO-BP neural network 基于PSO-BP神经网络分类与预测的大学生差别化教学

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-21 DOI: 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.

差别化教学是一种适应学生个体特点，满足学生多样化学习需求的教学策略。然而，准确的学生分类仍然是一个挑战，限制了DI的有效性。本研究旨在开发一种更精确的、数据驱动的分类方法，以加强DI的实施并改善学习成果。本研究利用1386名机械与汽车工程二年级本科生的数据集进行模型训练和验证。采用来自同一学科的150名学生的独立外部测试集（未包括在初始数据集中）对DI的实施进行实证评估。方法将教育数据挖掘与粒子群优化-反向传播（PSO-BP）神经网络相结合，对学生成绩进行分类和预测。研究分析了影响学习成绩的关键因素，包括过去的成绩、学生的参与度和师生互动。采用Pearson相关检验和多重共线性检验确保模型稳健性，K-fold交叉验证确保准确性。结果PSO-BP模型显著提高了分类精度，特别是在3类和5类分组中。与使用传统方法分类的学生相比，接受基于这些改进分类的DI的学生在学习成绩上有显著提高。结论本研究提供了一种可扩展的、数据驱动的DI学生分类解决方案，解决了现有模型的局限性，为教育机构量身定制学习体验提供了一个实用框架，最终提高了学生的学习成果和教学效果。

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引用次数: 0

Impact of self-view in video communication on group brainstorming 视频交流中的自我观对群体头脑风暴的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-07-31 DOI: 10.1016/j.learninstruc.2025.102198

Zheng Liang , Yu Wu , Guixian Wang , Qingbai Zhao , Shi Chen , Quanlei Yu , Zhijin Zhou

Background

Group brainstorming is a powerful strategy to boost students’ creative thinking. With the surge in online collaborative learning, group brainstorming via video communication is becoming increasingly common. However, video communication differs from face-to-face interactions, notably by offering a self-view feature.

Aims

This study examines how self-view window in video communication influences group brainstorming performance and related social and cognitive processes, as well as the moderating role of social anxiety.

Samples

Participants (Experiment 1: N = 168; Experiment 2: N = 140) were recruited and randomly paired into dyads for the experiments.

Methods

The Alternative Uses Tasks were used to assess differences in the group brainstorming performance in video communication contexts with the self-view enabled or disabled. Experiment 1 measured the electrodermal activity and interaction experience of group members during the brainstorming task, serving as indicators of social processes. Experiment 2 measured attention distribution, serving as indicators of cognitive processes. Furthermore, this experiment assessed the social anxiety levels among the groups to analyze its moderating effects.

Results

Experiment 1 revealed that groups in the self-view condition generated ideas with greater flexibility, accompanied by higher skin conductance responses and better interactive experience. Experiment 2 found that self-view influenced individuals’ attention distribution, and that group social anxiety level moderated the facilitating effect of self-view on idea fluency.

Conclusions

Self-view improves group brainstorming flexibility and increases fluency only in groups with low social anxiety. It heightens arousal and the interaction experience during the social process, influencing attention distribution in the cognitive process.

小组头脑风暴是促进学生创造性思维的有力策略。随着在线协作学习的兴起，通过视频交流进行的集体头脑风暴变得越来越普遍。然而，视频交流不同于面对面的交流，尤其是它提供了一个自我观察的功能。目的研究视频交流中的自我视角窗口对群体头脑风暴表现及相关社会认知过程的影响，以及社交焦虑的调节作用。实验1:N = 168；实验2：招募140名受试者，随机成对进行实验。方法采用“备选使用任务”方法，评估在视频交流情境下，自我视图开启或关闭对小组头脑风暴表现的影响。实验1测量了小组成员在头脑风暴任务中的皮电活动和互动体验，作为社会过程的指标。实验2测量了注意力分配，作为认知过程的指标。此外，本实验还评估了各组的社交焦虑水平，以分析其调节作用。结果实验1显示，自我观组的想法产生更灵活，皮肤电导反应更高，互动体验更好。实验2发现自我观影响个体的注意分配，群体社交焦虑水平调节自我观对思想流畅性的促进作用。结论自我观仅在社交焦虑低的群体中提高了群体头脑风暴的灵活性和流畅性。它增强了社会过程中的觉醒和互动体验，影响了认知过程中的注意分配。

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引用次数: 0

Agile learning to boost Java skills in novice learners 敏捷学习提高新手的Java技能

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-01 Epub Date: 2025-08-27 DOI: 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.

在混合数字和课堂学习环境中向初学者教授Java编程，在培养技能进步和保持参与度方面提出了挑战。常规的学习方法往往不能支持计算思维和编程能力的顺序发展。本研究介绍了一种敏捷学习策略，旨在提高初学者的Java编程技能。该策略强调通过视觉编程游戏和重复练习逐步学习核心概念，以提高参与度和技能发展。方法将敏捷学习策略应用于混合学习环境中，结合交互式编程工具、持续反馈和重复。对比分析两组：一组采用敏捷学习策略，另一组采用常规学习方法。评估了计算思维和Java编程技能的改善。结果：使用敏捷策略的学习者在计算思维和Java编程技能方面都有了显著的提高，优于常规学习组的学习者。然而，个体表现的差异表明，学习者的特定因素可能会影响结果。

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引用次数: 0