Learning and Instruction最新文献_第9页

The influence of teacher talk on primary school students’ learning in science: A person-centered approach to analyzing conceptual change 教师谈话对小学生科学学习的影响：以人为本的观念变迁分析

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-09-01 DOI: 10.1016/j.learninstruc.2025.102216

Annika Herrmann, Cornelia Schulze, Kim Lange-Schubert, Henrik Saalbach

Background

Students show a multitude of preconceptions, that frequently deviate from scientific concepts. The conceptual change that is required to overcome these misconceptions can be achieved through different pathways. However, the influence of verbal support strategies on this phenomenon remains to be elucidated.

Aims

The study aims to examine whether students simultaneously show misconceptions and scientific concepts and how verbal support strategies influence students’ conceptual development.

Sample

Participants were 1162 students from 53 fourth grade classes.

Methods

Students’ conceptions were examined through questionnaires at two time points (T1, T2). Video coding was utilized to assess the verbal support strategies used by teachers. Latent profile analyses and latent profile transition analyses were conducted and support strategies were incorporated as covariates.

Results

Four profiles at T1 were identified: 'high misconceptions', 'high coexistence of conceptions', 'high fragmented conceptions', and 'high scientific concepts'. The impact of verbal support strategies varies depending on the profile to which the students belong at T1. At T2, the transition to the 'high scientific concept' profile was impeded by focus strategies for those in the 'high misconceptions' or 'high fragmented conceptions' profile at T1. This transition was positively influenced by the use of activate and revoicing strategies when the starting point was the 'high coexistence of conceptions' profile.

Conclusion

Teachers need to be aware that there is no one-size-fits-all solution when it comes to verbal support. Rather, teachers need to continuously check students’ knowledge level and adapt their strategies.

学生表现出大量的先入为主的观念，经常偏离科学概念。克服这些误解所需的观念变化可以通过不同的途径实现。然而，言语支持策略对这一现象的影响尚不明确。目的本研究旨在考察学生是否同时表现出误解和科学概念，以及言语支持策略如何影响学生的概念发展。样本参与者是来自53个四年级班级的1162名学生。方法通过T1、T2两个时间点的问卷调查，考察学生的观念。使用视频编码来评估教师使用的言语支持策略。进行了潜在特征分析和潜在特征转移分析，并将支持策略作为协变量。结果在T1时发现了“高度误解”、“高度共存”、“高度碎片化”和“高度科学”四个特征。语言支持策略的影响取决于学生在T1阶段所处的环境。在T2阶段，针对T1阶段“高度误解”或“高度碎片化概念”的人采取的重点策略阻碍了向“高度科学概念”的转变。当以“概念高度共存”为出发点时，激活和发声策略的使用对这种转变产生了积极影响。教师需要意识到，在口头支持方面没有放之四海而皆准的解决方案。相反，教师需要不断检查学生的知识水平，并调整他们的策略。

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引用次数: 0

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

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

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

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

Background

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

Aims

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

Sample(s)

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

Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

Are direct effects of cognitive activation on student outcomes enough? Exploring the role of adaptation and use of opportunities 认知激活对学生成绩的直接影响是否足够？探索适应和利用机遇的作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102176

Charalambos Y. Charalambous , Urs Grob , Anna-Katharina Praetorius , Carmen Köhler , Zhenzhen Miao

Background

Although cognitive activation has been receiving growing scholarly attention, research findings on its contribution to student outcomes have been inconclusive. We argue that this might be due to two core conditions not investigated by many studies: learning opportunities related to cognitive activation ought to be adapted to student needs and students must make use of the provided opportunities to learn.

Aims

We tested this argument by comparing a model that included only direct effects of cognitive activation on student cognitive and affective outcomes against moderation, mediation, and moderated mediation models that incorporated the effects of adaptation and use of opportunities.

Sample

Our sample included 496 teachers and 13,326 secondary school students from six educational systems that had participated in the TALIS Video study.

Methods

We first estimated multilevel path models with separate parameter estimations for each educational system. Then we quantified the overall effects and degree of heterogeneity, testing whether: (a) adaptation moderates the effect of cognitive activation on student achievement/interest at T2 while controlling for T1, (b) depth of processing mediates this effect, and (c) adaptation moderates the mediated effect between cognitive activation and student achievement/interest via depth of processing.

Results

The direct-effects model yielded inconclusive results. The most encouraging, yet still somewhat mixed, results emerged from the mediation model.

Conclusions

While some of the more complex models show promise in capturing the impact of teaching on student outcomes, the varied findings across educational systems, analysis levels, and outcomes suggest diverse mechanisms in how teaching contributes to learning.

尽管认知激活已受到越来越多的学术关注，但其对学生成绩的贡献的研究结果尚无定论。我们认为，这可能是由于许多研究没有调查的两个核心条件：与认知激活相关的学习机会应该适应学生的需求，学生必须利用提供的学习机会。我们通过比较一个只包含认知激活对学生认知和情感结果的直接影响的模型与包含适应和利用机会影响的调节、调解和调节调解模型来验证这一论点。我们的样本包括496名教师和13326名中学生，他们来自6个参与了TALIS视频研究的教育系统。方法首先对每个教育系统分别进行参数估计的多层路径模型进行估计。然后，我们量化了整体效应和异质性程度，检验了(a)在控制T1的情况下，适应是否调节了T2认知激活对学生成绩/兴趣的影响，(b)加工深度是否介导了这种影响，以及(c)适应是否通过加工深度调节了认知激活与学生成绩/兴趣之间的中介效应。结果直接效应模型结果不确定。最令人鼓舞的结果出现在中介模型中，但仍有些喜忧参半。虽然一些更复杂的模型有望捕捉教学对学生成绩的影响，但不同教育系统、分析水平和结果的不同发现表明，教学如何促进学习的机制存在差异。

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引用次数: 0

Adjusting strategies when reading reliable and unreliable texts 在阅读可靠和不可靠的文本时调整策略

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-28 DOI: 10.1016/j.learninstruc.2025.102218

Christian Tarchi , Lidia Casado-Ledesma , Elisa Guidi , Øistein Anmarkrud

Background

Effective multiple-text comprehension tasks require readers to integrate information from various sources, which often present contradictions and differing levels of reliability. Understanding how source reliability affects the use of intertextual integration strategies is crucial for comprehending conflicting information.

Aims

This study aimed to investigate how the reliability of sources influences the application of intertextual integration strategies—specifically refutation, weighing, and synthesis—during the processing of conflicting information.

Sample

The study involved 130 university students.

Methods

Participants were tasked with processing multiple texts while their responses were analyzed for the use of intertextual integration strategies. The study manipulated the reliability of sources to observe its effect on the participants' integration strategies.

Results

The findings revealed that students rarely employed weighting and refutation strategies, which hindered a comprehensive assessment of their ability to adjust these strategies based on source reliability. However, the manipulation of source reliability significantly impacted the effective use of the synthesis strategy. Prior beliefs seemed to influence the use of synthesis as an intertextual integration strategy across texts with varying levels of reliability. Additionally, participants' awareness of intertextual integration strategies was found to predict their integration capacity, regardless of the source reliability manipulation.

Conclusions

The results suggest that while students may struggle with certain integration strategies, enhancing awareness of intertextual integration can improve their ability to reconcile conflicting information. Future research should further explore instructional methods to support strategy adjustment based on source reliability.

有效的多文本理解任务要求读者整合来自不同来源的信息，这些信息往往存在矛盾和不同程度的可靠性。了解源可靠性如何影响互文集成策略的使用对于理解冲突信息至关重要。目的本研究旨在探讨来源的可靠性如何影响互文整合策略的应用-特别是反驳，权衡和综合-在冲突信息处理过程中。这项研究涉及130名大学生。方法让参与者处理多个文本，同时分析他们的回答以使用互文整合策略。本研究对信息源的可靠性进行了操纵，以观察其对被试整合策略的影响。结果调查结果显示，学生很少使用加权和反驳策略，这阻碍了基于信度的综合评估他们调整这些策略的能力。然而，源可靠性的操纵显著影响了综合策略的有效利用。先验信念似乎影响综合作为跨文本的互文整合策略的使用，具有不同的可靠性水平。此外，被试对互文整合策略的认知可以预测其整合能力，而不受信度操纵的影响。结论虽然学生在整合策略上存在一定的困难，但提高互文整合意识可以提高他们协调冲突信息的能力。未来的研究应进一步探索支持基于信度的策略调整的教学方法。

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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 : 2025-08-27 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

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

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

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

Kalypso Iordanou , Constantina Fotiou , Athina Manoli , Michalinos Zembylas

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

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

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引用次数: 0

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 : 2025-08-21 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

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 : 2025-08-20 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

Mother, Father, and Toddler Spatial Language in English and Spanish during Play: Associations with Toddlers’ Emerging Spatial Cognition 游戏中英语和西班牙语的母亲、父亲和幼儿空间语言：与幼儿空间认知的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-08-18 DOI: 10.1016/j.learninstruc.2025.102195

Lillian R. Masek , Daniel D. Suh , Alex M. Silver , Melissa Libertus , Natasha J. Cabrera , Catherine S. Tamis-LeMonda

Background

Parents' spatial language predicts children's spatial language and cognition. Most research focuses on mothers, leaving unknown how fathers' spatial language relates to children's spatial learning. Furthermore, most studies of spatial language involve English-speaking samples, precluding an understanding of common and unique ways that parents and toddlers from different language communities use spatial language during play.

Aims

We videorecorded English- and Spanish-speaking fathers, mothers, and toddlers during a spatial activity and tested associations between their use of spatial language and toddlers’ understanding of shape names and spatial relations.

Sample

Participants were 56 mothers, 44 fathers, and 58 toddlers (ages 24–36 months; 30 female). For 42 families, both mother and father participated. For 14 families only the mother participated, and for 2 families only the father participated.

Methods

Mother-toddler and father-toddler dyads interacted with a magnet board. Interactions were transcribed and coded for spatial language. Fifty-five dyads used all or mostly Spanish spatial language, and 42 used all or mostly English. A researcher assessed toddlers’ understanding of shape names and spatial relations.

Results

There were no differences in spatial language between mother-toddler and father-toddler dyads. English-speaking participants used a greater variety of spatial words/phrases than Spanish-speaking participants, which may reflect language differences how spatial concepts are encoded. Parents' spatial talk related to toddlers' spatial talk, and parents' and toddlers' spatial talk related to toddlers’ spatial skills.

Conclusions

Meaningful individual differences in spatial language emerge by toddlerhood, and both fathers and mothers contribute to toddlers’ production and understanding of spatial words.

背景：父母的空间语言对儿童的空间语言和空间认知具有预测作用。大多数研究都集中在母亲身上，不知道父亲的空间语言与孩子的空间学习有什么关系。此外，大多数关于空间语言的研究都涉及以英语为母语的样本，这妨碍了对来自不同语言社区的父母和幼儿在游戏中使用空间语言的共同和独特方式的理解。目的我们在空间活动中录下说英语和西班牙语的父亲、母亲和幼儿，并测试他们对空间语言的使用与幼儿对形状名称和空间关系的理解之间的联系。样本参与者是56位母亲，44位父亲和58位幼儿(年龄24-36个月；30名女)。在42个家庭中，父母双方都参与了研究。14个家庭只有母亲参与，2个家庭只有父亲参与。方法母亲-幼儿和父亲-幼儿用磁铁板进行互动。相互作用被转录和编码为空间语言。55对夫妇全部或大部分使用西班牙语空间语言，42对夫妇全部或大部分使用英语。一名研究人员评估了幼儿对形状名称和空间关系的理解。结果两组幼儿空间语言差异无统计学意义。说英语的参与者比说西班牙语的参与者使用更多的空间词/短语，这可能反映了空间概念编码方式的语言差异。父母空间话语与幼儿空间话语相关，父母和幼儿空间话语与幼儿空间技能相关。结论幼儿空间语言出现显著的个体差异，父亲和母亲对幼儿空间词汇的产生和理解都有影响。

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引用次数: 0

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

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

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

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

Background

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

Aims

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

Sample

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

Methods

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

Results

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

Conclusions

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

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

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