Learning and Instruction最新文献_第9页

Straighten your back, open your arms! Effects of instructor's body postures in educational videos on students' interest and motivation 挺直脊背，张开双臂教学视频中教师的身体姿势对学生兴趣和动机的影响

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-13 DOI: 10.1016/j.learninstruc.2024.101959

Sören J. Traulsen, Lysann Zander

Background

Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.

Aims

We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.

Sample

University students participated online in a pilot (N = 194), a complementary (audio track-comparison; N = 53), and a preregistered (N = 434) experiment.

Methods

Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.

Results

While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.

Conclusions

Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.

背景有关教育领域屏幕上教师视频的研究强调了身体社交线索对学生兴趣和学习动机的作用。作为非语言交流的重要组成部分，教师身体姿势的变化可能会影响学生的感知和态度，从而提高教学效果，激发学习兴趣。方法参与者被随机分配观看四段视频中的一段，在这四段视频中，教师的姿势在垂直度（直立与倾斜）和水平度（开放与封闭）方面各不相同。我们评估了学生对教员的热情、代理和交流的感知，对教员的喜欢和尊重，以及情境兴趣和动机。结果虽然感知到的热情、代理、交流和学生的喜欢受垂直和水平维度的影响，但学生的尊重只受水平维度的影响。在情境兴趣和动机方面，我们发现两个姿态维度都通过感知到的热情产生了间接中介效应。进一步的中介分析表明，纵向维度间接影响了尊重，横向维度影响了喜欢，这两个维度都通过对代理和共融的感知进行中介。

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引用次数: 0

Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection 在模拟中促进协作：高级学习者如何从协作脚本和反思中受益

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-11 DOI: 10.1016/j.learninstruc.2024.101912

Constanze Richters , Matthias Stadler , Anika Radkowitsch , Felix Behrmann , Marc Weidenbusch , Martin R. Fischer , Ralf Schmidmaier , Frank Fischer

Background

Individual reflection and interdisciplinary collaboration can be critical for high-quality diagnostic outcomes. However, empirical findings on using instructional approaches to facilitate reflection and collaboration in collaborative diagnostic reasoning are inconclusive and limited. Previous studies on structured reflection and collaboration scripts have failed to consider learners’ prior knowledge, but the benefits of different types of instructional support, which offer varying levels of external guidance, tend to differ across prior knowledge levels.

Aims

We aim to investigate individual and synergistic effects of structured reflection and collaboration scripts on collaborative diagnostic reasoning while considering knowledge in a simulation and to explore how individual reflection and collaborative engagement contribute to diagnostic outcomes.

Sample

Participants were 151 advanced medical students.

Methods

Participants received structured reflection, collaboration scripts, both, or no support while diagnosing fictitious patient cases with an agent-based radiologist.

Results

Structured reflection improved collaborative diagnostic reasoning performance for learners with extensive prior knowledge but impeded performance for learners with little prior knowledge. The opposite was found for collaboration scripts. Furthermore, learners with extensive prior knowledge benefited more from a combination of both kinds of support than learners with little prior knowledge. Whereas no main effect of instructional support on the diagnostic outcome was found, simply working with the collaborator had a positive effect.

Conclusions

Different types of instructional support in simulations are differentially effective for learners with little and extensive prior knowledge. Extensive knowledge is needed for effective learning through reflection. But for high-quality diagnostic outcomes in simulated collaborative settings, collaborative engagement is more important than individual reflection.

背景个人反思和跨学科合作对高质量的诊断结果至关重要。然而，关于在协作诊断推理中使用教学方法促进反思和协作的实证研究结果既不确定也很有限。目的我们旨在研究结构化反思和协作脚本对协作诊断推理的个体效应和协同效应，同时考虑模拟中的知识，并探索个体反思和协作参与如何促进诊断结果。方法参与者在与基于代理的放射科医生一起诊断虚构的病人病例时，接受结构化反思、协作脚本、两者都接受或不接受支持。结果结构化反思提高了先前知识丰富的学习者的协作诊断推理成绩，但阻碍了先前知识贫乏的学习者的成绩。协作脚本的情况则恰恰相反。此外，与先验知识较少的学习者相比，先验知识丰富的学习者从两种支持的结合中获益更多。虽然没有发现教学支持对诊断结果的主效应，但仅仅与合作者合作就会产生积极效应。通过反思进行有效学习需要丰富的知识。但要在模拟合作环境中获得高质量的诊断结果，合作参与比个人反思更重要。

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引用次数: 0

Playing together: Parents and children reading materials and spaces in a museum playscape 一起玩耍：博物馆游戏景观中的父母与儿童阅读材料和空间

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-08 DOI: 10.1016/j.learninstruc.2024.101936

Karen Wohlwend , Yanlin Chen

Background

Current literacy play research highlights the need for a better understanding of teaching possibilities for multimodal learning in children's play in immersive environments.

Purpose

To examine how parents respond to young children's reading and playing of action texts communicated by designs in toys in a museum playscape.

Participants

41 children, 1YO-8YO, participated in the study, including 27 girls and 14 boys.

Methods

Children wore chest-mounted GoPro cameras to capture their toy-handling and interactions with caregivers. First-person video data captured children's interactions with exhibit elements and adult guidance. Geosemiotic analysis of exhibit spaces, toy designs, and parent-child interactions located instances of intense toy-handling for multimodal analysis of parents' guided play that helped children enact expected actions with toys.

Results

Semiotic analysis of the designs of materials and space revealed artifactual and spatial action texts that children embodied multimodally through play. Familiar toys enabled free play and independent playing of action texts. Unfamiliar action texts in toys sparked guided play in two ways: 1) parental coaching from the side and 2) co-playing as parents enacted a play role to join the pretense. Parent's guided play connected medical toys to family's health practices to mediate children's recognition and playing of an action text's expected roles and practices.

Conclusion

When adults join children's embodied pretense in immersive play environments, co-playing interactions can flatten adult/child power relations while play coaching can reinscribe expectations for children's compliant direction-following. Further play research is needed in settings and disciplines beyond early childhood, language, and literacy education.

背景目前的识字游戏研究强调，有必要更好地了解儿童在身临其境的环境中游戏时进行多模态学习的教学可能性。目的研究父母如何应对幼儿在博物馆游戏场景中阅读和玩耍玩具中的设计所传达的动作文本。第一人称视频数据捕捉了儿童与展览元素和成人引导的互动。对展品空间、玩具设计和亲子互动进行的地理迷信分析，找到了儿童玩玩具时的紧张场面，从而对父母指导儿童玩玩具的行为进行多模态分析，帮助儿童用玩具做出预期的动作。熟悉的玩具能让儿童自由玩耍并独立玩耍动作文本。玩具中不熟悉的动作文本通过两种方式引发了有指导的游戏：1) 家长从旁指导；2) 共同游戏，家长扮演游戏角色加入假装。结论当成人在沉浸式游戏环境中加入儿童的具身伪装时，共同游戏的互动可以使成人/ 儿童的权力关系扁平化，而游戏指导可以重塑对儿童服从指挥的期望。除了幼儿教育、语言和识字教育之外，还需要在其他环境和学科中进一步开展游戏研究。

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引用次数: 0

Digital education through guided pretend play 通过引导装扮游戏开展数字教育

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-08 DOI: 10.1016/j.learninstruc.2024.101945

Lena Hollenstein (Dr), Franziska Vogt (Prof Dr)

Background

The importance of play for children and its potential for learning are widely recognized. However, it is contested whether teachers should guide play, particularly pretend play, and how guided pretend play supports children's agency and learning. In this study, pretend play is employed in (unplugged) digital education and the teacher's guidance and children's involvement are examined to answer the following questions: what roles do teachers take on during guided pretend play and how do they enable children's learning about digitalization and digital transformation?

Aims

This qualitative study examines how teachers guide pretend play in ways that support learning, focusing on the topic of digitalization and digital transformation.

Sample

Fifteen teachers took part in the study and implemented the pretend play suggestions in their kindergartens with children aged from four to six years.

Method

The pretend play was filmed. The video data were structured and sequences of teachers joining in the pretend play and guiding from within were selected. These sequences were analysed in-depth using multimodal interaction analysis.

Results

The results indicate that teachers guide pretend play from within by taking on different roles (play leader or co-player). Teachers model within pretend play, for example, by assigning tasks or thinking aloud, and provide scaffolding, encouraging children's learning about digitalization and digital transformation.

Conclusion

Through co-playing and leading, teachers support a prolonged and in-depth joint focus, as well as the agency of the children. Such guided play is termed “sustained shared playing” and has great potential for learning.

背景游戏对儿童的重要性及其学习潜力已被广泛认可。然而，教师是否应该指导游戏，尤其是装扮游戏，以及指导装扮游戏如何支持儿童的主观能动性和学习，却存在争议。本研究在（不插电的）数字教育中采用了装扮游戏，并对教师的指导和儿童的参与进行了研究，以回答以下问题：教师在指导装扮游戏时扮演了什么角色，他们如何促进儿童学习数字化和数字化转型？本定性研究以数字化和数字化转型为主题，探讨了教师如何以支持学习的方式指导装扮游戏。方法对装扮游戏进行了拍摄。对视频数据进行了结构化处理，并选取了教师参与假装游戏并在其中进行指导的片段。结果结果表明，教师通过扮演不同的角色（游戏领导者或合作者）从内部指导装扮游戏。结果表明，教师通过扮演不同的角色（游戏领导者或共同游戏者）从内部指导装扮游戏。教师在装扮游戏中通过分配任务或大声思考等方式进行示范，并提供支架，鼓励儿童学习数字化和数字化转型。这种有指导的游戏被称为 "持续的共同游戏"，具有巨大的学习潜力。

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引用次数: 0

Student characteristics and effort during test-taking 学生特点与考试过程中的努力

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-07 DOI: 10.1016/j.learninstruc.2024.101924

Lex Borghans , Ron Diris , Mariana Tavares

Background

Achievement tests are designed as measurement tools for student knowledge and learning, but also reflect student effort during the test. Understanding better what determines differences in (different dimensions of) effort can help in understanding what measured achievement differences reflect.

Aim

We analyze how test-taking effort relates to students’ demographic characteristics, past attainment and personality traits.

Data

13,791 9th grade students in the Netherlands, administered in 2012, 2014 and 2016, answering a total of 449,956 observations.

Methods

We distinguish between two measures of effort: solution behavior and response time given solution behavior. We estimate multi-level cross-classified models that include individual and test characteristics as predictors. We further include interaction terms between question position and individual characteristics, to identify how effort decline across the test differs by student type.

Results

Girls, high achievers, more agreeable, more conscientious and less extravert students exert more effort. Differences by past achievement are especially large and further increase along the test, while differences in other characteristics tend to be more stable. Effort differences by socioeconomic status are relatively small.

Conclusions

Systematic differences between different types of students can partly reflect differences in test effort across these groups. Thus, test effort should be considered when analyzing achievement gaps and differences across learning outcomes. Tests with different test lengths imply different measures of educational inequality through differential effort declines.

背景成绩测验是作为测量学生知识和学习情况的工具而设计的，但也反映了学生在测验中的努力程度。我们分析了考试努力程度与学生的人口统计学特征、过往成就和个性特征之间的关系。数据来自荷兰的 13,791 名九年级学生，他们分别在 2012 年、2014 年和 2016 年参加了考试，共回答了 449,956 个问题。我们估计了多层次交叉分类模型，其中包括作为预测因素的个人特征和测试特征。我们还进一步加入了问题位置和个人特征之间的交互项，以确定不同类型的学生在整个测试中的努力下降情况有何不同。过去成绩的差异特别大，并在测试过程中进一步扩大，而其他特征的差异则趋于稳定。结论不同类型学生之间的系统性差异可以部分反映出这些群体在考试努力程度上的差异。因此，在分析成绩差距和不同学习成果之间的差异时，应考虑考试努力程度。考试时间长短不同的考试通过不同的努力程度下降意味着教育不平等的程度不同。

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引用次数: 0

Do achievement goals and self-efficacy matter for feedback use? 成就目标和自我效能对反馈的使用有影响吗？

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-06-01 DOI: 10.1016/j.learninstruc.2024.101948

Melanie V. Keller, Markus Dresel, Martin Daumiller

Background

Instructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. Students’ motivation as a central determinant of how students perceive feedback and incorporate it into their learning process offers potential to explain and foster successful feedback use but is still little understood. In detail, students’ achievement goals, serving as representations of what students strive for in learning settings, and students’ self-efficacy for revision, are two particularly relevant motivational concepts that can offer insights into how students perceive feedback and use it for revising their work.

Aims

In this study, we aim to elucidate how achievement goals and self-efficacy explain feedback perception and use.

Methods and Sample

A sample of 182 German higher education students reported on their achievement goals for a task, self-efficacy for revising their task, perceived usefulness of the feedback they received, and achievement emotions when reading their feedback in three separate feedback occasions. The use of the feedback for revising their task was measured with both self-report measures and a computer-based similarity score.

Results

Results of two-level path modeling revealed self-efficacy for revision to be linked to perceived usefulness of feedback and emotions while receiving feedback, as well as feedback use. Learning and work avoidance goals for the task predicted perceived usefulness of feedback, which was in turn the strongest predictor of feedback use.

Conclusions

The findings support the theoretical role of motivational factors for feedback perception and use, and emphasize the importance of fostering students’ self-efficacy in utilizing feedback and encouraging learning goals.

背景在高等教育中，教师的反馈被广泛认为有利于学习和成绩的提高。学生的学习动机是决定学生如何感知反馈并将其融入学习过程的核心因素，它为解释和促进反馈的成功使用提供了可能，但人们对它的了解仍然很少。具体来说，学生的成就目标（代表学生在学习环境中的奋斗目标）和学生修改作业的自我效能感是两个特别相关的动机概念，可以帮助我们深入了解学生如何感知反馈并将其用于修改作业。本研究旨在阐明成就目标和自我效能感是如何解释反馈感知和使用的。方法和样本182名德国高校学生在三个不同的反馈场合报告了他们的任务成就目标、修改任务的自我效能感、对反馈有用性的感知以及阅读反馈时的成就情绪。结果两级路径建模的结果表明，修改任务的自我效能感与反馈的有用性、接受反馈时的情绪以及反馈的使用有关。结论研究结果支持动机因素对反馈感知和使用的理论作用，并强调了培养学生利用反馈和鼓励学习目标的自我效能感的重要性。

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引用次数: 0

Do passive cross-modal validation processes occur when processing multimedia materials? 在处理多媒体资料时，是否会出现被动的跨模态验证过程？

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-05-31 DOI: 10.1016/j.learninstruc.2024.101956

Anne Schüler, Pauline Frick

Background

In text comprehension research, a passive validation mechanism has been observed that checks the consistency between incoming and previous text information (or prior knowledge).

Aims

In two pre-registered online studies, we investigated whether a passive cross-modal validation mechanism occurs during the processing of multimedia materials (i.e., text combined with pictures).

Samples

Participants (Experiment 1: N = 146; Experiment 2: N = 235) were recruited via Prolific.

Methods

We used the epistemic Stroop paradigm (Richter et al., 2009), which makes use of the fact that the passive validation mechanism induces positive or negative response tendencies that can interfere with the processing of an unrelated task if it requires an opposite response. Participants received either matching (valid) or mismatching (invalid) text-picture stimuli. Following each stimulus, participants performed an unrelated probe-word task reacting to the probe words “wrong” or “right”. The dependent variables were reaction time and error rates in the unrelated probe-word task. Experiment 1 used one-sentence-picture stimuli, while Experiment 2 used longer text-segments-picture stimuli.

Results

Linear mixed-effects models showed interactions of validity and probe word for reaction times (Experiments 1 & 2) and error rates (Experiment 1). Post-hoc comparisons indicated prolonged reaction times or higher error rates when the probe word task required a response opposite to the outcome of the validation process.

Conclusions

This study is the first to demonstrate that a passive cross-modal validation mechanism checks the consistency between written text and accompanying pictures. We discuss the implications of these findings for understanding information processing in multimedia contexts.

背景在文本理解研究中，已经观察到一种被动验证机制，它可以检查传入文本信息与先前文本信息（或先前知识）之间的一致性、方法我们使用了认识论 Stroop 范式（Richter 等人，2009 年），该范式利用了被动验证机制会诱发积极或消极反应倾向这一事实，如果不相关的任务需要相反的反应，这种反应倾向就会干扰任务的处理。参与者会收到匹配（有效）或不匹配（无效）的文字图片刺激。在每次刺激之后，受试者都要执行一项无关的探究词任务，对探究词 "错误 "或 "正确 "做出反应。因变量是无关探究词任务中的反应时间和错误率。结果线性混合效应模型显示，有效性和探究词对反应时间（实验 1 & 2）和错误率（实验 1）有交互作用。事后比较表明，当探测词任务要求的反应与验证过程的结果相反时，反应时间延长或错误率升高。结论这项研究首次证明了被动的跨模态验证机制可以检查书面文字与所附图片之间的一致性。我们讨论了这些发现对于理解多媒体环境下信息处理的意义。

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引用次数: 0

Does feedback type matter? The superiority of process feedback over performance feedback in interdependent teamwork 反馈类型重要吗？在相互依存的团队合作中，过程反馈优于绩效反馈

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-05-30 DOI: 10.1016/j.learninstruc.2024.101949

Vera Hagemann, Julian Decius

Background

Feedback plays an important role for individuals and teams. While there is a lot of research on performance feedback, positive effects of process feedback (divided into individual- and team-level) are little studied. In particular, the simultaneous consideration of individual variables and feedback characteristics and their influence on feedback perceptions in the feedback process is missing.

Aims

The present study analyzes the effects of three feedback conditions (i.e., performance feedback, team-level process feedback, and individual-level process feedback) on feedback perceptions (i.e., usefulness and fairness), as well as on feedback acceptance and team awareness.

Sample

142 randomly assigned two-person teams.

Methods

Each team worked on four computer-based team tasks in the C³Fire microworld and received one type of feedback after completing each 15-min scenario. Measurements were taken after the second (T1) and fourth (T2) scenarios.

Results

Structural equation modeling results revealed positive effects of feedback orientation at T0 on feedback usefulness and feedback fairness at T1, and of usefulness and fairness on feedback acceptance at T2. Feedback usefulness (but not fairness) was also a positive predictor of team awareness at T2. Team-level process feedback resulted in overall positive effects on usefulness and fairness. In general, the effects on perceived usefulness appeared to be stronger than on perceived fairness of the feedback.

Conclusions

Team-level process feedback in teamwork and individual feedback orientation are important for perceived usefulness and fairness of the feedback. Team awareness may be enhanced by increasing feedback usefulness; feedback acceptance may be enhanced by increasing feedback usefulness and fairness.

背景反馈对个人和团队都起着重要作用。虽然有关绩效反馈的研究很多，但对过程反馈（分为个人层面和团队层面）的积极影响研究很少。本研究分析了三种反馈条件（即绩效反馈、团队层面的过程反馈和个人层面的过程反馈）对反馈感知（即有用性和公平性）的影响、方法每个团队在 C³Fire 微型世界中完成四项基于计算机的团队任务，并在完成每个 15 分钟的场景后获得一种反馈。结果结构方程建模结果显示，T0 阶段的反馈导向对 T1 阶段的反馈有用性和反馈公平性有正向影响，T2 阶段的反馈有用性和反馈公平性对反馈接受度有正向影响。在 T2 阶段，反馈的有用性（而非公平性）对团队意识也有积极的预测作用。团队层面的过程反馈对有用性和公平性产生了总体上的积极影响。结论团队合作中的团队级过程反馈和个人反馈导向对反馈的有用性和公平性至关重要。通过提高反馈的有用性，可以增强团队意识；通过提高反馈的有用性和公平性，可以增强对反馈的接受程度。

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引用次数: 0

The influence of textual genre in multiple-text comprehension 文本体裁对多文本理解的影响

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-05-30 DOI: 10.1016/j.learninstruc.2024.101947

Lidia Casado-Ledesma , Christian Tarchi

Background

The ability to comprehend multiple texts is essential. Past studies have shown that reader-related variables play a role in this ability. However, the effect of textual genre on comprehension of multiple texts has received less attention, despite the recognition that expository texts pose more challenges than narrative texts.

Aims

This study investigated the effects of textual genre on a multiple-text comprehension task.

Sample

Participants were 165 tenth-grade students.

Methods

Students were randomly assigned to four experimental conditions based on textual genre: expository-expository; narrative-narrative; expository-narrative; and narrative-expository. The study comprised two sessions. In Session 1 we assessed students' prior knowledge and beliefs about the colonization of the Americas. In session 2, students read a pair of texts from the perspectives of the Spanish and Native Americans and then wrote an argumentative essay. Two dimensions of argumentative essays were assessed: coverage of arguments and the level of integration of arguments and counterarguments.

Results

The textual genre had an impact on the number of arguments included in students' argumentative essays, but not on argument-counterargument integration. Students who received two narrative texts included more arguments in their essays. We also found that the experimental condition moderated the association between prior beliefs and integration.

Conclusions

Narrativizing may be considered a promising technique for recall of arguments but this approach may not be so positive in intertextual integration. Thus, the use of narrative genre in the comprehension of multiple texts deserves more attention.

背景理解多种文本的能力至关重要。过去的研究表明，与读者相关的变量在这种能力中起着一定的作用。本研究调查了文本体裁对多文本理解任务的影响。方法根据文本体裁将学生随机分配到四种实验条件下：说明-说明；叙述-叙述；说明-叙述；叙述-说明。研究包括两个环节。在第 1 个环节中，我们评估了学生对美洲殖民化的已有知识和信念。在第二环节中，学生从西班牙人和美洲原住民的角度阅读了一对文本，然后撰写了一篇议论文。对议论文的两个方面进行了评估：论据的覆盖面和论据与反论据的整合程度。结果文本体裁对学生议论文中论据的数量有影响，但对论据与反论据的整合没有影响。接受两篇记叙文的学生在文章中包含了更多的论据。我们还发现，实验条件调节了先前信念与整合之间的关联。结论叙事可能被认为是一种很有前途的回忆论据的技巧，但这种方法在文本间整合方面可能并不那么积极。因此，在理解多种文本时使用叙事体裁值得更多关注。

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引用次数: 0

The effects of achievement goal instructions in game-based learning on students’ achievement goals, performance, and achievement emotions 游戏式学习中的成就目标指导对学生成就目标、成绩和成就情绪的影响

IF 6.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2024-05-30 DOI: 10.1016/j.learninstruc.2024.101943

Yuanyuan Hu , Pieter Wouters , Marieke van der Schaaf , Liesbeth Kester

Background

Achievement goal instructions are instructions that assign the learners’ achievement goals beforehand, such as mastery-approach goal instructions that emphasize “to learn as much as possible” and performance-approach goal instructions that emphasize “to be the best player”. Achievement goal instructions can induce specific goals in learning, but it is unclear which achievement goal instruction is best for motivation, cognition, and emotion in game-based learning.

Aims

The purpose of this paper is to investigate 1) how achievement goal instructions affect motivation (i.e., achievement goals), cognition (i.e., mental effort and performance), and emotion (i.e., achievement emotions) in chemistry game-based learning and 2) whether prior achievement goals moderate the effects of achievement goal instructions.

Sample

Participants were secondary school students (N = 450).

Methods

In a 2 × 2 factorial design with the factors mastery-approach goal instructions (yes, no) and performance-approach goals (yes, no), participants were randomly assigned to one of the four conditions: mastery-approach goal instructions condition, performance-approach goal instructions condition, combined mastery-approach and performance-approach goal instructions condition, and control condition.

Results

Robust regression analysis revealed that mastery-approach goal instructions and performance-approach goal instructions did not interact. Mastery-approach goal instructions had no effects on mastery-approach goals. Performance-approach goal instructions promoted higher performance-approach goals and higher mental effort but lower posttest performance. Prior mastery-approach goals moderated the effects of achievement goal instructions on mental effort.

Conclusions

We conclude that achievement goal instructions in game-based learning affect cognitive and motivational outcomes differently. Educators would do well to consider achievement goal instructions and learners’ prior mastery-approach goals.

背景成就目标指令是指事先为学习者指定成就目标的指令，如强调 "尽可能多地学习 "的掌握型目标指令和强调 "成为最好的玩家 "的表现型目标指令。成就目标指令可以诱发特定的学习目标，但目前还不清楚哪种成就目标指令最适合基于游戏的学习中的动机、认知和情感、样本参与者为中学生（N = 450）。方法采用 2 × 2 因子设计，以掌握目标指示（是，否）和成绩目标（是，否）为因子，将参与者随机分配到四个条件之一：掌握目标指示条件、成绩目标指示条件、掌握目标指示和成绩目标指示组合条件以及对照条件。结果回归分析表明，掌握目标指示和成绩目标指示没有相互作用。掌握方法目标指导对掌握方法目标没有影响。绩效目标指导促进了更高的绩效目标和更高的心理努力，但降低了测验后的成绩。结论我们得出结论，在基于游戏的学习中，成就目标指导对认知和动机结果的影响是不同的。教育者最好考虑成就目标指导和学习者先前的掌握-学习目标。

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