Learning and Instruction最新文献_第9页

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

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

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

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

Background

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

Aims

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

Sample

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

Methods

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

Results

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

Conclusions

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

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

{"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}

引用次数: 0

Prequestioning with feedback fosters learning in young children 带有反馈的预先提问促进了幼儿的学习

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-15 DOI: 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.

背景：在看到正确答案之前，先试着回答关于不熟悉信息的问题，这对提高学习效果大有裨益。然而，它对认知能力有限、面临独特学习挑战的幼儿的有效性尚不清楚。目的本研究探讨了预先提问是否能提高幼儿对科学文本的学习，以及即时反馈的存在是否会影响其有效性。样本参与者为5- 6岁的儿童(总n = 87；实验1中n = 44，实验2中n = 43)。方法儿童分别参与三种活动：有即时反馈的预问、无反馈的预问和无预问活动(实验1的自由绘画；实验2的学习目标研究)。在每个指定的活动之后，他们听了一个适合他们年龄的科学故事，并完成了学习评估。他们的工作记忆能力也被评估。结果在实验1中，有反馈的预问相对于自由画图提高了学习效果，并且这种效果不受被评估信息是否被直接预问的影响。在实验2中，与学习学习目标相比，直接预问信息的学习效果更好。然而，在两个实验中，没有反馈的预提问并没有产生统计学上显著的学习改善。预问的效果不因工作记忆容量而异。结论重复提问能促进幼儿的学习，特别是对直接提问的信息，但只有在提供即时反馈的情况下。这些发现表明，虽然预先询问可能会激励幼儿积极寻找和处理新信息，但这些信息必须在问题本身的近似时间窗口内呈现。

{"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}

引用次数: 0

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 : 2025-08-14 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。

{"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}

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 : 2025-08-14 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。

{"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}

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 : 2025-08-13 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":"2025-08-13","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}

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 : 2025-08-05 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。

{"title":"Supports for young males' and females’ interest in swimming and competition","authors":"Hannah R. Kloetzer, K. Ann Renninger","doi":"10.1016/j.learninstruc.2025.102132","DOIUrl":"10.1016/j.learninstruc.2025.102132","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Sample</h3><div>A cohort of 22 (8 males, 14 females) Division III collegiate swimmers was studied.</div></div><div><h3>Methods</h3><div>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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102132"},"PeriodicalIF":4.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770807","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

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 : 2025-08-01 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。

{"title":"Third graders’ digital and paper text comprehension","authors":"Costanza Ruffini , Pablo Delgado , David Saldaña , Chiara Pecini","doi":"10.1016/j.learninstruc.2025.102186","DOIUrl":"10.1016/j.learninstruc.2025.102186","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Method</h3><div>A within participants design was implemented with 157 third graders (mean age = 8.40, <em>SD</em> = 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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102186"},"PeriodicalIF":4.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749311","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

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 : 2025-07-31 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。

{"title":"Impact of self-view in video communication on group brainstorming","authors":"Zheng Liang , Yu Wu , Guixian Wang , Qingbai Zhao , Shi Chen , Quanlei Yu , Zhijin Zhou","doi":"10.1016/j.learninstruc.2025.102198","DOIUrl":"10.1016/j.learninstruc.2025.102198","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aims</h3><div>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.</div></div><div><h3>Samples</h3><div>Participants (Experiment 1: <em>N</em> = 168; Experiment 2: <em>N</em> = 140) were recruited and randomly paired into dyads for the experiments.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102198"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738687","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

Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning 策略重要：儿童类别学习策略运用的五年纵向研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-07-31 DOI: 10.1016/j.learninstruc.2025.102207

Xing Liu, Xiaojing Lv, Xuezhu Ren

Background

Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.

Aims

The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (g) in affecting learning performance.

Methods

The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed g by administering measures of working memory, processing speed, and fluid intelligence.

Samples

Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.

Results

Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by g. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of g on learning performance.

Implications

These findings enhance our understanding of how children's strategy use and its interaction with g influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.

背景策略在组织知识、促进区分和推广、提高认知效率等方面发挥着重要作用。虽然研究表明成人可以有效地使用各种分类策略来提高学习效果，但对儿童如何使用这些策略以及他们的发展能力使他们能够应用这些策略的程度的了解有限。目的研究小学生类别学习策略使用的年龄分布，探讨策略与一般认知能力之间的相互作用对学习成绩的影响。方法以5-4任务为实验工具，探讨儿童使用规则型策略和范例型策略的情况。我们通过工作记忆、处理速度和流体智力进行评估。在五年的时间里，每年从157名小学生中收集数据。研究人员还收集了155名大学生的数据。结果儿童更倾向于使用基于规则的策略，且策略选择不受g的影响。此外，在控制g的情况下，基于规则的策略和基于范例的策略对学习成绩都有显著的正向影响。范例策略甚至可以调节g对学习成绩的影响。这些发现增强了我们对儿童策略使用及其与g的相互作用如何影响学习行为的理解。他们还提出了通过在教学实践中培养策略来提高学习成果的实际方法。

{"title":"Strategy matters: A five-year longitudinal study of Children's strategy utilization in category learning","authors":"Xing Liu, Xiaojing Lv, Xuezhu Ren","doi":"10.1016/j.learninstruc.2025.102207","DOIUrl":"10.1016/j.learninstruc.2025.102207","url":null,"abstract":"<div><h3>Background</h3><div>Strategies play crucial roles in structuring knowledge, facilitating differentiation and generalization, and enhancing cognitive efficiency. While research indicates that adults can effectively use various classification strategies to improve learning outcomes, there is limited understanding of how children employ these strategies and the extent to which their developing abilities enable them to apply such strategies.</div></div><div><h3>Aims</h3><div>The purpose of this paper is to map age patterns of strategy utilization during category learning among elementary school children and to explore the interplay between strategies and general cognitive abilities (<em>g</em>) in affecting learning performance.</div></div><div><h3>Methods</h3><div>The 5-4 task served as the experimental tool to explore how children utilize rule-based or exemplar-based strategies. We assessed <em>g</em> by administering measures of working memory, processing speed, and fluid intelligence.</div></div><div><h3>Samples</h3><div>Data collection occurred annually over a five-year period from a sample of 157 elementary school children. Data on 155 university adults were also collected.</div></div><div><h3>Results</h3><div>Children tended to use rule-based strategies more than exemplar-based strategies, and their strategy choices were not influenced by <em>g</em>. Furthermore, both rule- and exemplar-based strategies demonstrated significantly positive effects on learning performance, even after controlling for g. While younger children performed better with rule-based strategies, older children showed superior performance with exemplar-based strategies. Exemplar strategies even moderated the effect of <em>g</em> on learning performance.</div></div><div><h3>Implications</h3><div>These findings enhance our understanding of how children's strategy use and its interaction with <em>g</em> influence learning behavior. They also suggest practical ways to enhance learning outcomes by cultivating strategies in instructional practices.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102207"},"PeriodicalIF":4.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749008","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

Emotional dynamics and regulation in collaborative learning 合作学习中的情绪动态与调节

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-07-29 DOI: 10.1016/j.learninstruc.2025.102188

Tiina Törmänen , Mohammed Saqr , Sonsoles López-Pernas , Kristiina Mänty , Jasmiina Suoraniemi , Niklas Heikkala , Hanna Järvenoja

Background

Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.

Aims

This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.

Sample

Ninety-five secondary school students performed a collaborative science task in 31 small groups.

Methods

The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.

Results

The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.

Conclusions

This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.

研究表明，在协作学习过程中，学生对各种刺激事件的情绪反应是多样且波动的，但关于刺激事件、学生情绪反应和实施情绪调节策略之间关系的实证证据仍然很少。目的探讨群体成员在社会交往中如何协同构建情绪调节机制。具体而言，研究了学生在各种刺激事件中的情绪反应及其相关的情绪调节策略。样本：95名中学生在31个小组中完成了一项合作科学任务。方法对小组合作过程进行录像，观察刺激事件、学生相关情绪反应的效价以及小组成员言语互动中情绪调节策略的出现。学生的皮肤电活动被记录下来，以捕捉他们的情绪活动。采用时间网络、马尔可夫模型和序列分析方法探讨刺激事件、情绪反应和情绪调节策略之间的动态关系。结果小组情绪动态主要围绕三个实体：通过移情和情境调整调节任务相关刺激和外部刺激引起的消极情绪；通过相互支持管理社会刺激引起的情绪反应；通过幽默和相互积极反应增强小组的积极情绪。结论本研究有助于理解合作学习中的情绪和情绪调节，对教育实践具有一定的指导意义。通过采用多模态多渠道数据和新颖的学习分析方法，本研究有助于研究学习中情绪的方法的进步。

{"title":"Emotional dynamics and regulation in collaborative learning","authors":"Tiina Törmänen , Mohammed Saqr , Sonsoles López-Pernas , Kristiina Mänty , Jasmiina Suoraniemi , Niklas Heikkala , Hanna Järvenoja","doi":"10.1016/j.learninstruc.2025.102188","DOIUrl":"10.1016/j.learninstruc.2025.102188","url":null,"abstract":"<div><h3>Background</h3><div>Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.</div></div><div><h3>Sample</h3><div>Ninety-five secondary school students performed a collaborative science task in 31 small groups.</div></div><div><h3>Methods</h3><div>The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.</div></div><div><h3>Results</h3><div>The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.</div></div><div><h3>Conclusions</h3><div>This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102188"},"PeriodicalIF":4.9,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721272","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