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Context: Understanding self‐regulated learning (SRL) is complicated due to the different measures used to identify the key SRL processes. There is a growing trend in applying event measures of SRL (microanalysis and trace) but aptitude measures (questionnaires) continue to be widely used in medical education. A major concern is whether aptitude measures are a valid approach to capture the dimensions of SRL processes. This study examined correlations between SRL microanalysis, SRL trace and the Motivated Strategies for Learning Questionnaire (MSLQ) and how these measures were associated with biomedical science performance. Methods: An SRL microanalysis assessment interview was administered to 76 first‐year medical students individually when performing a biomedical science learning task. All written materials by students were collected for further trace analysis. Students completed an MSLQ 2 weeks before completing their biomedical science course. Correlation analyses were used to determine the correlations between the three SRL assessment measures. Bivariate and multiple analyses were conducted to compare students on different course or task performance using the three SRL assessment measures. Results: Microanalytic metacognitive monitoring (κ = 0.30, P <.001) and causal attributions (κ = 0.17, P =.009) had statistically significant correlations with use of the SRL trace strategy. MSLQ self‐efficacy correlated with microanalytic self‐efficacy (r =.39, P =.001). Bivariate tests showed that microanalytic metacognitive monitoring, causal attributions and adaptive inferences, and SRL trace strategy use had significant associations with task performance (P <.05). Microanalytic self‐efficacy, metacognitive monitoring and causal attributions, SRL trace strategy use and MSLQ self‐efficacy had significant associations with course performance (P <.05). Measures of use of the SRL trace strategy and MSLQ subscales did not show significant associations with task and course outcomes in multiple analyses (P >.05). Conclusions: Event measures, specifically SRL microanalysis, had greater associations with both task and course outcomes compared with the MSLQ measure. The SRL microanalysis is recommended for the assessment of SRL in biomedical science learning. However, to fully understand medical students' SRL a multidimensional assessment approach that combines event and aptitude measures should be used. Trying to measure engagement in self‐regulated learning? This paper stresses the value of prioritizing microanalysis given relationships with biomedical science learning outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this research was to compare the effectiveness of physical and virtual tangrams on preschool children's learning engagement and achievement. Children listened to an e‐storybook narration and solved puzzles individually. The experimental group (N = 31) completed puzzles embedded in the e‐storybook using virtual tangrams, while the control group (N = 30) completed the same puzzles using physical tangrams on outlines drawn on a paper. Results indicated that the experimental group had significantly higher overall engagement than the control group. The experimental group had significantly higher learning achievement (time taken to complete outlines) when using virtual tangrams. It is hoped that the study will be beneficial to classrooms concerning how to use tangrams in teaching and learning and to instructional designers on how to design an e‐storybook for young readers. [ABSTRACT FROM AUTHOR]

This paper addresses current issues in deaf education including poor academic progress and employment outcomes of individuals who are deaf and hard of hearing (D/HH) as well as provides suggestions for improving overall academic achievement of this population. Specifically, three instructional strategies are recommended for teachers: choral responding, response cards, and peer tutoring. These three strategies have been shown to increase active student responding in classrooms for children who are typically developing and children who have disabilities. For international deaf students in countries that may rely on volunteers who lack basic requisite skills these general education teaching strategies are easy to use even by novice teachers. Recommendations are tendered for how teachers can include these simple teaching strategies in classrooms serving students who are D/HH. [ABSTRACT FROM AUTHOR]

This study compares four learning environments: face‐to‐face learning (F2F), fully e‐learning (EL), blended learning (BL), and flipped classroom (FC) with respect to students' learning performance. Moreover, this present research studies changes in perceived flexibility, intrinsic motivation, self‐efficacy beliefs of students, and the interaction effects in these student variables on learning performance. Two learning environment design elements: (1) lectures (2) group discussions building on guiding questions, were manipulated to create the four learning environments. Third‐year undergraduate students (n = 106), enrolled in the "Animal and Human Physiology" course at CanTho University (Vietnam), were randomly assigned to one of the four learning environments. The results suggest a significant positive differential effect on learning performance when studying in a FC and BL setting. No significant interaction effects could be observed regarding changes in perceived flexibility, intrinsic motivation and self‐efficacy. However, significant differences between learning conditions were observed in perceived flexibility. Analysis of focus group data corroborate the finding that students experience more flexibility in time and place when studying in FC, BL and EL environments. In addition, students in a FC environment reflect significantly larger positive changes in their self‐efficacy. But, the qualitative data show how positive perceptions about flexibility, motivation and self‐efficacy are often cancelled out by negative perceptions. Lay Description: What is already known about this topic: Research shows that blended learning – mixing online and face‐to‐face instruction – results in higher achievement, higher student satisfaction, stronger student persistence and larger flexibility in teaching and learning. But comparing research about alternative designs is marred by the weak controlled instructional design. What this paper adds: We compared four learning environments and controlled specific instructional design elements to be able to track specific differences: lectures, guiding questions, collaboration, and feedback.Theoretical assumptions are being put forward to underpin the alternative design of these instructional elements.We set up a qualitative study to triangulate the quantitative study.The specific impact of studying in a flipped classroom setting could be identified as being superior to the other alternative designs.The qualitative analysis explains why the expected interaction effect of motivation, flexibility and self‐efficacy is not found at this stage. Implications for practice and/or policy: Designing a successful flipped classroom requires a theory‐grounded blend of instructional design elements.Implementation of alternative instructional designs should consider the broader context to guarantee student familiarity with the new design elements. [ABSTRACT FROM AUTHOR]

This exploratory experimental study investigates the impact of motivational strategies based on the Attention, Relevance, Confidence, Satisfaction, and Volition (ARCS‐V) model on online learners' academic performance, motivation, volition, and course interest. The research was conducted over an 11‐week semester with 122 undergraduate online learners within two groups. One group received a traditional e‐course, while the other group was offered the course with extra motivational strategies derived from the ARCS‐V model. The results revealed that the group who used motivational strategies showed significantly higher gains in motivation, academic performance, and course interest scores. However, there were no significant differences between the groups regarding the volition. Furthermore, the motivation and interest variables were measured with Attention, Relevance, Confidence, and Satisfaction subscales of the ARCS‐V model. In terms of interest variable, there was only a statistically significant difference on the Attention subscale. Regarding motivation variable, the results also showed a statistically significant difference on the attention, confidence, and satisfaction subsections of the ARCS‐V model. The findings of the present study offer insights into ARCSV model‐based research by examining the effects of the model as a valid and reliable framework for online learning environments. The implications and directions for future research are then discussed. Practitioner Notes/ Lay Description: What is already known about this topic: Learning motivation is the most vital factor that influencing effective and efficient learning process.The attention, relevance, confidence, and satisfactionARCS model of motivational design has been used myriad times to design motivational instructions in a wide range of educational settings (from traditional to computer‐assisted instruction and distance education).Few studies address the online learners" motivation through the attention, relevance, confidence, satisfaction, and volition (ARCS‐V) ‐based motivational strategies. What this paper adds to this: A quasi‐experimental study was conducted in online learning environment to research the effects of the ARCS‐V ‐based motivational strategies.The impact of the ARCS‐V ‐based motivational strategies on online learners" academic performance, motivation, volition, and course interest was investigated.The results showed that the ARCS‐V ‐based motivational strategies had positive effects on online learners' regarding to academic performance, motivation, volition, and course interest. The implications of study findings for practitioners: This research provided evidences for effects of the ARCS‐V motivational strategies on online learners.Online learners who took the ARCS‐V ‐based motivational messages had positive effects regarding to academic performance, motivation, volition, and course interest. [ABSTRACT FROM AUTHOR]

The association between time devoted to homework and children's academic achievement has long been an issue of great debate. A small number of mainly correlational studies have been conducted into this issue in a primary school setting, but have produced somewhat mixed results. In this paper we contribute to this literature by investigating the relationship between time spent upon homework and children's outcomes across 24 countries. By using a student fixed-effects approach, capturing differences in homework time amongst the same student across different school subjects, we argue that our results are likely to be subject to less confounding than much of the existing literature. We find little evidence that the amount of homework time primary school children are assigned is related to their academic achievement. This holds true across a large number of countries, survives various robustness tests and does not vary by gender or socio-economic status. We interpret this finding as suggesting that the homework assigned to primary school pupils may not be adequate to produce a positive association, and needs be improved if this time-consuming activity is ever going to bring benefits for children's academic achievement. [ABSTRACT FROM AUTHOR]

Background: Reading researchers have generally considered that reading is an interactive combination of top‐down (higher‐level language skill) and bottom‐up (lower‐level language skill) processes. Nevertheless, the mechanisms through which readers apply these skills for online text comprehension are unclear. Methods: The present study thus used eight classical Chinese (CC) texts and their corresponding vernacular translation (VT) texts for controlling the text structure and meaning to explore such mechanisms in high school students. Results: With partial‐out to the influences of (a) students' language achievement scores, (b) word frequency and (c) word length, we observed no significant difference in comprehension accuracy between the CC and VT texts, and the CC texts involved a significantly lower reading speed than did the VT texts. Moreover, the first fixation duration, gaze duration, rereading time and total reading time for the CC texts were longer than those for the VT texts. For all events, CC text reading required a longer fixation duration and significantly longer rereading time and total reading time than did VT text reading. Further observations show that students comprehended CC texts by adjusting their lower‐ and higher‐level language skills. Conclusion: These findings demonstrate that even if CC texts contain a relatively high number of low‐frequency words, as readers get more and more contextual information from the text, they can gradually apply higher‐level reading skills to understand the meaning of the text, which can ease the dependence on word decoding. Highlights: What is already known about this topicLower‐ and higher‐level language skills—which reflect lexical access and higher order text integration, respectively—affect reading comprehension.Theory and research in reading comprehension have emphasised the interactive process of both language skills to lead to successfully understanding text. What this paper addsBy using classical Chinese texts and their corresponding vernacular translations to control the meaning of texts, text event structures and the corresponding word sequence, we determined that high school students comprehended classical Chinese texts by adjusting their lower‐ and higher‐level language skills.This study also revealed students' dynamical adjustment of lower‐ and higher‐level language skills within construction and integration phases according to various events. Implications for theory, policy or practiceThis study demonstrated that word‐based eye‐movement measures can reflect the processing of lower‐ and higher‐level components in online reading and can reveal the even construction and integration processes of construction–integration model theory.By thoroughly examining reading strategies for texts structured according to events, this study revealed how high school students can achieve a certain degree of comprehension of classical Chinese texts through the use of higher‐level language skills. [ABSTRACT FROM AUTHOR]

Because the microworld can create a learning environment that allows learners to interact with the real world, the view of the microworld has been widely used in education and training. In this study, the simulated transactional interactive concurrent system (STICS) was used to provide an environment that simulates the stock market trading of the Taiwan Stock Exchange; the goal is to explore the effectiveness of using STICS in enhancing the financial literacy of students. This study adopts a quasi‐experimental design approach and divides students into two groups. The intervention group was made up of 42 students who learned financial knowledge aided by STICS, with a comparison group consisting of 43 students who learned with traditional lecturing and dictating methods. The study found that learners who used the STICS as an aid to learn financial knowledge had significantly better learning effectiveness than those who did not use STICS, in terms of motivation, attitude, and achievement. The intervention group also made significant improvements in average scores in learning motivation and achievement after 8 weeks of experimental teaching and learning. Lay Description: What is already known about this topic This study employs the microworld perspective as a learning scaffold which simulates the real financial environment through computer assistant learning.By means of the computer assistant learning pattern of STICS, it not only enhances the financial literature of learners, but also increases the happiness and fun in the learning process. What this paper adds This allows learners can free from the barrier of insufficient investment funds by using STICS computer assistant learning.The STICS computer assistant learning system have the potential of promoting interactivity between learners and instructors, and improving the students' financial achievements. Implications for practice and/or policy The benefits of the STICS computer assistant learning are not only to enable students to deepen their understanding of the content of the textbook, but also to experience practical trading environment, such as profitability, risk, delivery and payment, long‐buying and short‐selling, etc.From this study, it is known that improving students' financial literacy not only contributes to personal wealth, but also avoids the recurrence of financial turmoil.In the future, we should devote ourselves to teach students how to apply knowledge to the real environment in an immersive learning, without being out of reality. [ABSTRACT FROM AUTHOR]

BACKGROUND The increasing prevalence of asthma among adolescents and the limited studies exploring the educational outcomes for youth coping with asthma makes the inquiry in this field of special interest. This paper reviews the literature on empirical studies exploring the relationship between asthma and academic performance among adolescents. METHODS: Five databases (CINAHL, PubMed, ERIC EBSCO, Web of Science, and PsycINFO) were searched for peer‐reviewed empirical studies exploring the link between asthma and academic performance utilized. Studies were reviewed, logged, and assessed studies for their research design, methods, and findings. Data synthesis incorporated strengths, limitations, and recommendations for future research and practice. RESULTS: Twenty studies met the inclusion criteria. Of these, 13 employed a survey design and 7 evaluated school‐based interventions implementing an experimental design. Whereas researchers applied quantitative methods in all the studies, qualitative and mixed‐method designs were infrequently used. Studies showed a link between school absenteeism and asthma; other academic indicators (eg, graduation and test‐scores) showed inconsistent correlation. CONCLUSIONS: Future research should deploy more variable research designs and methods to improve understanding of the factors contributing to the relationship between adolescent asthma and academic performance. Additional topic‐specific inquiry is needed to inform school practices and policies. [ABSTRACT FROM AUTHOR]

This paper examines the effect of legal access to marijuana on student performance stemming from a voter‐approved initiative legalizing marijuana for those 21 and older in the State of Washington. Using panel data from a medium‐sized public university, we use a within‐student and within‐class estimator to show that legalization reduces students' grades, with an effect size about one‐half the impact of gaining legal access to alcohol. Consistent with how marijuana consumption affects cognitive functioning, we find that students' grades fall furthest in courses that require more quantitative skills. These effects are largely driven by men and low performers. [ABSTRACT FROM AUTHOR]

In this paper, we test two mechanisms through which cultural capital might affect educational performance: (a) teachers misinterpreting cultural capital as signals of academic brilliance and (b) cultural capital fostering skills in children that enhance educational performance. We analyse data from the ECLS‐K and ECLS‐K:2011 from the United States and focus on three aspects of children's cultural capital: participation in performing arts, reading interest and participation in athletics and clubs. We find that (1) none of the three aspects of cultural capital that we consider affects teachers' evaluations of children's academic skills; (2) reading interest has a direct positive effect on educational performance; and (3) the direct effect of reading interest on educational performance does not depend on schooling context. Our results provide little support for the hypothesis that cultural capital operates via signals about academic brilliance. Instead, they suggest that cultural capital fosters skills in children that enhance educational performance. We discuss the theoretical implications of our findings. [ABSTRACT FROM AUTHOR]

Problem behaviour in schools may have detrimental effects both on students' well‐being and academic achievement. A large literature has consistently found that school‐wide positive behaviour support (SWPBS) successfully addresses social and behavioural problems. In this paper, we used population‐wide longitudinal register data for all Norwegian primary schools and a difference‐in‐difference (DiD) design to evaluate effects of SWPBS on a number of primary and secondary outcomes, including indicators of externalising behaviour, school well‐being, pull‐out instruction, and academic achievement. Indications of reduced classroom noise were found. No other effects were detected. Analyses revealed important differences in outcomes between the intervention and control schools, independent of the implementation of SWPBS, and that a credible design like DiD is essential to handle such school differences. [ABSTRACT FROM AUTHOR]

The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth‐grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi‐experimental design was used, with a sample of 67 students; 33 students were assigned to the experimental group, whereas 34 comprised the control group. The experimental group was subjected to the flipped classroom approach, whereas the control group was given direct instruction. To measure student achievements, an instrument that measures cognitive skills based on Revised Bloom's taxonomy levels was designed. Findings revealed a positive effect on the experimental group's achievement levels with respect to Bloom's higher order thinking skills, that is, applying, analysing, and evaluating. No difference was found between the two groups in terms of academic achievements at the remembering and understanding levels of Bloom's taxonomy. Moreover, learners with low prior knowledge showed a higher improvement in academic achievements compared with those with high prior knowledge. This corresponds to the assumption of the cognitive theory of multimedia learning that learners with low prior knowledge would benefit from its principles more than learners with high prior knowledge. Lay Description: What is already known about this topic: Increasingly, K‐12 teachers around the world are using the flipped classroom approach (FCA) with their students.Previous studies have shown mixed results on the effects of flipped learning on academic achievements.Scholarly research is limited regarding the use of cognitive theory of multimedia learning (CTML) as a theoretical framework for designing instructional videos in flipped learning.Several flipped learning studies have not provided data of their outcomes or assessment as per level of cognition. What this paper adds: This study presents an improved approach for flipped learning by integrating CTML with flipped learning.A comparison was conducted for the effects of FCA designed according to CTML on the academic achievements of students with high and low prior knowledge.A proposed model has been introduced for the application of flipped learning in K‐12 education. Implications for practice and/or policy: Designing instructional videos in flipped learning should be based on a theoretical framework.Flipped learning research needs to employ Bloom's taxonomy to understand the outcomes or assessments according to cognition levels.Adopting FCA designed according to CTML may be more important for teachers whose students clearly suffer from poor academic achievements. [ABSTRACT FROM AUTHOR]

This study investigated how students designed English academic oral presentations via a blended language learning environment. Data were collected from focus group interviews, observations of students, and instructor perspectives to explore how students develop academic presentation skills. In addition, a total of 36 oral presentations were assessed by a rubric and frequency counts of presentation language and features. By adopting an ecological approach, we identified the interactions between different factors that influenced learning. Interview findings and observations suggested students welcomed the immediacy of the technology and demonstrated signs of autonomous learning by self‐selecting the chat application Line for group collaboration. Participants preferred both online and face‐to‐face collaboration, as students discovered the limits of online communication. Results indicated that group oral presentations improved, with stronger introductions, linking devices, and visual elements. However, students had problems constructing conclusions and trouble linking the main ideas to the content. Lay Description: What is already known about this topic? Group oral presentation projects train students in 21st century competencies such as multimedia skills, critical thinking, problem solving, and collaboration.Cloud computing collaborative environments have the potential to help students develop language and communication skills.Users are aware of some of the affordances of mobile devices for language learning. What this paper adds? A description of the design and development of a blended language learning environment (BLLE) for English undergraduate oral presentations.Identified improvements in oral presentation introductions, cohesion, and visual elements from using this BLLE.Provides deep, qualitative insights on student perspectives for collaborative, mobile‐based learning from an ecological approach. Implications for practice and/or policy Oral presentation skills can be developed in a BLLE providing the instructor involves students in the design process.Instructors need to discover the right blend for language learners between online and face‐to‐face collaboration to facilitate project development.Collaboration, instruction, effective learning technology, and convenience are the four main factors that interact and influence how students develop and perform group oral presentations in a BLLE. [ABSTRACT FROM AUTHOR]

Background: National ranking from the triennial Programme of International Student Assessment (PISA) often serves as a barometer of national performance and human capital. Though excessive student‐ and school‐level covariates (n > 700) may prove intractable for traditional least‐squares estimate procedures, shrinkage methods may be more suitable for subset selection. Aims: With a focus on the United States, this paper proposes sparse regression for PISA 2012 to discover salient student‐ and school‐level predictor variables for mathematical literacy achievement. Sample: The sparse regression analysis was conducted on 10 top‐tiered OECD countries/economies, Canada, and the United States in mathematical literacy on the 2012 PISA. Two‐ and three‐level hierarchical regression analyses were performed on Canadian and US students (N = 26,522) along with five of the ten top‐tiered countries/economies (N = 58,385). Methods: Using the 'least absolute shrinkage and selection operator' (LASSO) technique, the study (1) identified salient predictor variables of mathematical literacy performance for the top‐tiered countries/economies, Canada, and the United States and (2) used these salient variables to perform two‐ and three‐level hierarchical regression on data from Canada and the United States along with five top‐tiered countries/economies. Weights and replicates were used to account for complex sample design. A weighted, two‐level confirmatory factor analysis was performed to identify latent constructs. Missing data were handled through multiple imputation. Results: Separate two‐level hierarchical models accounted for 32–35% student‐level and 58–70% school‐level variance in Canada and the United States, respectively; three‐level models accounted for 33% of level‐one variance, 62–65% level‐two variance, and 13–44% of level‐three variance for the US/Canada and US/Canada/top‐tiered students, respectively. Following top‐tiered countries/economies, Canadian students had high levels of self‐efficacy, were more likely to encounter advanced concepts in class, were less activity/small group‐centred, and were more likely to consider truancy a learning hindrance. Factor analyses revealed a positive relation with rigour and class organization (teacher‐centred) for top‐tiered countries and Canada, though not for the United States. For all countries, there was a strong relation between rigour and self‐beliefs. Conclusion: Compared to top performers, a less rigorous curriculum, coupled with class and school factors, may explain lag in US performance. [ABSTRACT FROM AUTHOR]

This study presents an advanced predictive learning analytics system, OU Analyse (OUA), and evidence from its evaluation with online teachers at a distance learning university. OUA is a predictive system that uses machine learning methods for the early identification of students at risk of not submitting (or failing) their next assignment. Teachers have access, via interactive dashboards, to weekly predictions of risk of failing for each of their students. In this study, we examined how the degree of OUA usage by 559 teachers, of which 189 were given access to OUA, related to student learning outcomes of more than 14 000 students in 15 undergraduate courses. Teachers who made "average" use of OUA, that is accessed OUA throughout the life cycle of a course presentation, and in particular between 10% and 40% of the weeks a course was running, and intervened with students flagged as at risk were found to benefit their students the most; after controlling for differences in academic performance, these students were found to have significantly better performance than their peers in the previous year's course presentation during which the same teachers made no use of predictive learning analytics. Predictive learning analytics is an innovative student's support approach in online pedagogy that, as shown in this study, can empower online teachers in effectively monitoring and intervening with their students, over and above other approaches, and result in improved learning outcomes. Practitioner NotesWhat is already known about this topic Pedagogical and personal support to students is a significant responsibility of online teachers.Student's support is a challenging activity due to the lack of face‐to‐face interactions.Predictive learning analytics (PLA) can identify students at risk of failing their studies.What this paper adds One of the few large‐scale studies is available for examining the impact of analytics on student's performance.Teachers' usage of PLA was significantly related to better learning outcomes.Online teachers had students with better learning outcomes when accessing PLA data rather than when they had no access.Implications for practice and/or policy PLA can empower online teachers and complement the teaching practice.PLA can help in the identification and proactive intervention of students at risk of failing their studies.Actions should be taken to motivate and engage online teachers with PLA. [ABSTRACT FROM AUTHOR]

Background: Online and blended learning need an appropriate assessment strategy which ensures academic integrity. During the pandemic, many universities have chosen for online proctoring. Although some earlier examples suggest that online proctoring may reduce cheating, the potential side‐effects of proctoring are largely unknown. Objectives: Therefore, this study aims to identify the effects of proctoring on students' self‐reported temptation to cheat and potentially undesirable side‐effects, including test anxiety, perceived exam difficulty, and performance. In addition, we examine which contextual and student characteristics affect test anxiety during online exams. Methods: For this, we collected four waves of survey data throughout a year of teaching during the pandemic at one faculty of a Dutch university, resulting in a total sample of 1760 students within 105 courses. Results and Conclusions: Multi‐level analyses showed that while proctoring had no effect on the temptation to cheat, exam difficulty or performance, students reported higher levels of test anxiety. Some learning strategies, internet literacy, access to a reliable technology and a dedicated study space as well as gender and financial stress affect their test anxiety. To conclude, the decision to use online proctoring needs to consider the undesirable side‐effect on test anxiety. We discuss practical implications for university administrators, educational designers and teachers to reduce test anxiety. Lay Description: What is already known about this topic: Proctoring is often used to ensure academic integrity in online exams.Some evidence shows that proctoring reduces cheating.Little is known about the potential negative side‐effects of proctoring. What this paper adds: The use of proctoring has no effect on the temptation to cheat.The use of proctoring results in increased test anxiety.Several student characteristics and contextual factors reduce text anxiety. Implications for practice: Consider potential negative side‐effects when choosing for proctoring.Time management and internet literacy training might reduce test anxiety.Simulating the exam environment might be used to reduce test anxiety. [ABSTRACT FROM AUTHOR]

Supporting productive disciplinary engagement (PDE) in low‐achieving students is an important but challenging goal in education. This study used a knowledge‐building inquiry approach augmented by reflective assessment to facilitate low‐achieving students' PDE. A quasi‐experimental design method was employed to examine the effects of reflective assessment in supporting low‐achieving students' PDE. The experimental class of tenth graders (n = 20) conducted inquiries in the visual arts in a knowledge‐building design augmented by reflective assessment, while the comparison class of tenth graders (n = 14) conducted inquiries in a regular knowledge‐building design without reflective assessment. This study lasted approximately 4 months and the primary data source was the online discourse. A comparative analysis of the knowledge‐building discourse characteristics and the sequential patterns of the discourse moves revealed higher cognitive, emotional and epistemic engagement in the experimental class compared with the comparison class. Epistemic network analysis showed that reflective assessment facilitated low‐achieving students' collective reflection, monitoring and regulation, as shown by their metacognitive discourse moves. Their metacognition further helped them to achieve higher levels of cognitive, emotional and epistemic engagement than the comparison class. This study provides insights into the connections between inquiry, engagement and assessment. Moreover, it has implications for designing technology‐supported collaborative inquiry environments to support low‐achieving students' engagement and higher‐level skills. Practitioner notesWhat is already known about this topic Supporting low‐achieving students' productive disciplinary engagement (PDE) is an important but challenging goal in education and limited research has focused on it.Knowledge‐building inquiry design augmented by reflective assessment is promising in supporting low‐achieving students' PDE.Little research has examined the effects of reflective assessment‐augmented knowledge building inquiry on low‐achieving students' PDE and the mechanism through which reflective assessment supports their PDE.What this paper adds Reflective assessment‐augmented knowledge‐building inquiry is effective in supporting low‐achieving students' PDE.Portfolio‐supported Reflective assessment in Knowledge Forum facilitated low‐achieving students' enactment of collective reflection, monitoring and regulation, and these metacognitive processes further helped low‐achieving students to achieve higher levels of cognitive, emotional and epistemic engagement.This study provides insights into the connections between inquiry, engagement, and assessment.Implications for practice and/or policy It is crucial to create a collaborative and reflective community culture to help low‐achieving students gradually gain agency.It is critical to help low‐achieving students to develop a productive belief that idea improvement and reflection is a continuous and iterative process.The effectiveness of reflective assessment requires face‐to‐face knowledge‐building discussion and collaborative reflection opportunities scaffolded by assessment tools and analytics that encourage low‐achieving students to engage in meta‐level discussion. [ABSTRACT FROM AUTHOR]

The advancement of technologies has promoted the increasing popularity and integration of mobile technologies in science education in the past decade. These trends have led to an increased interest among scholars to understand the effects of mobile technologies in science education and whether those effects differ depending on how mobile technologies are used in learning and teaching (eg, student‐led, teacher‐led, collaborative). In this study, we performed a meta‐analysis of 34 studies that directly examined the effects of users' pedagogical role on K‐16 students' achievement in science when engaging in mobile learning (ML). The analysis of the 34 studies yielded an overall significant main effect of ML on K‐16 science learning outcomes. We applied the mixed‐effects model with moderator variables and found that users' pedagogical role significantly moderated the ML effects as a whole. Collaborative and student‐led uses had a statistically significant impact on student science learning, whereas teacher‐led use did not. Findings from this meta‐analysis are consistent with prior research, providing synthesized research‐based evidence of the effects of ML on science learning that holds implications for both mobile curriculum design and mobile technology use. Practitioner notesWhat is already known about this topicMobile technology has been increasingly adopted in science learning with great potential to support learning and teaching.Prior meta‐analysis has suggested multiple moderators in measuring the mobile learning effect.Prior empirical studies examined the effect of mobile users' pedagogical role in the specific subject domains (eg, physics) and grade levels (eg, high school).What this paper addsThis meta‐analysis is among the first to examine the moderator effect of mobile users' pedagogical roles on ML in K‐16 science education.This study found that mobile technology use is associated with significant science learning outcomes across 34 studies.This study found that the effect of mobile learning was moderated by mobile users' pedagogical roles (ie, who initiated the use). Collaborative use between teachers and students tends to be the most effective. Teacher‐led use tends to be the least effective.Implications for practiceThis study suggests that we should consider who leads the use of mobile technology when integrating mobile learning in science education.In particular, educators should encourage collaborative and student‐led mobile use for learning and instruction. [ABSTRACT FROM AUTHOR]

Situational engagement plays a critical role in promoting students' academic performance. In a smart classroom environment, this study collected longitudinal real‐time data for 105 college students at a university in central China to investigate the relationship among situational engagement, personal characteristics and learning environment perceptions. Hierarchical linear modelling showed that environmental perception and students' personal factors have different effects on situational engagement. Specifically, (1) social support perceptions, autonomous motivation and controlled motivation have a significant impact on behavioural engagement; (2) perceptions of social and media support, autonomous motivation and controlled motivation have a significant impact on shallow cognitive engagement; and (3) perceptions of teacher and social support, self‐efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement. This study suggests that the effect of the perception regarding advanced technology‐supported learning environments on students' situational engagement is limited, and instructors should pay more attention to improving students' perceptions of teacher and social support, self‐efficacy and autonomous motivation to promote students' situational deep cognitive engagement in smart classrooms. Practitioner notesWhat is already known about this topic Compared with overall engagement, situational engagement fluctuates and changes with time and context.Situational engagement is a product of environmental and personal factors.Few studies have focused on the nature of situational engagement and how environmental and personal factors influence situational engagement in smart classrooms.What the paper adds This study contributes to the existing literature by investigating the critical factors that predict situational engagement, using the experience sampling method in a smart classroom at a Chinese university.Environmental perception, self‐efficacy and students' motivation factors have different effects on situational engagement in a smart classroom.Perceptions of teacher and social support, self‐efficacy and autonomous motivation significantly predict deep cognitive and emotional engagement, while perceptions of media support only have a significant impact on shallow cognitive engagement.Personal factors (controlled and autonomous motivation) moderate the relationship between environmental perception factors and situational engagement.Implications for practice and/or policy Rather than only providing external technology‐rich conditions, instructors should focus more on improving students' perceptions of teacher and social support, self‐efficacy and autonomous motivation in the smart classroom environment.Instructors should promote students' perception of teacher support and their autonomous motivation to enhance their deep cognitive engagement. [ABSTRACT FROM AUTHOR]

Identifying students facing difficulties and providing them with timely support is one of the educator's key responsibilities. Yet, this task is becoming increasingly challenging as the complexity of physical learning spaces grows, along with the emergence of novel educational technologies and classroom designs. There has been substantial research and development work focused on identifying student social behaviours in digital platforms (eg, the learning management system) as predictors of academic progression. However, little work has investigated such relationships in physical learning spaces. This study explores the potential of using wearable trackers for the early detection of low‐progress students based on their social and spatial (socio‐spatial) behaviours at the school. Positioning data from 98 primary school students and six teachers were automatically captured over a period of eight weeks. Fourteen socio‐spatial behavioural features were extracted and processed using a set of machine learning classifiers to model students' learning progression. Results illustrate the potential of prospectively identifying low‐progress students from these features and the importance of adapting classroom learning analytics to differences in pedagogical designs. Practitioner notesWhat is already known about this topicLearning analytics research on predicting students' academic progression is emerging in both digital and physical learning spaces.Students' social behaviours in learning activities is a key factor in predicting their academic progression.Emerging sensing technologies can provide opportunities to study students' real‐time social behaviours in physical learning spaces.What this paper addsFourteen progression‐related socio‐spatial behavioural features are extracted from students' physical (x‐y) positioning traces.Predictive learning analytics that achieved 81% accuracy in prospectively identifying low‐progress students from their real‐time socio‐spatial behaviours.Empirical evidence to support the need for classroom learning analytics to have instructional sensitivity (ie, be calibrated according to the learning design).Implications for practice and/or policySensing technologies and machine learning algorithms can be used to capture and generate valuable insights about higher‐order learning constructs (eg, performance and collaboration) from students' physical positioning traces in classrooms.Researchers and practitioners should be cautious with generalised classification algorithms and predictive learning analytics that do not account for the pedagogical differences between different subjects or learning designs.Researchers and practitioners should consider the potentially unforeseen ethical issues that can emerge in using sensing technologies and predictive learning analytics in authentic, physical classroom settings. [ABSTRACT FROM AUTHOR]

Understanding how early reading and mathematics co‐develop is important from both theoretical and pedagogical standpoints. Previous research has provided mixed results. This paper investigates the development of reading and mathematics in a longitudinal sample of N = 355,883 students from the United Kingdom (2005–2019) aged 5 to 12 (49% girls). Results indicate a positive relation between the development of the two domains. In addition, a substantial statistically significant positive association between prior reading scores and subsequent changes in achievement in mathematics was found, whereas changes in reading were smaller for students with a higher prior performance in mathematics. The findings suggest that acquiring good reading skills is highly relevant for developing mathematics skills. Implications for theory and practice are discussed. [ABSTRACT FROM AUTHOR]

We systematically reviewed quantitative research that compared developmental health or wellbeing outcomes for maltreated children placed in out-of-home care (OoHC) with those cared for in their home. Randomised, quasi-randomised and cohort studies that met detailed criteria were eligible. Study results and bias risk information were extracted by two authors using predefined data fields. Narrative synthesis was used because of the diversity of studies. No randomised studies were found. Thirty-one papers from 11 cohort studies were included. The studies covered 15 developmental health or wellbeing outcomes (63 distinct comparisons). Of 40 significance-tested comparisons, 29 were consistent with no evidence of benefit or harm of OoHC, seven were consistent with harm and four with benefit. Three studies with low risk of selection bias showed no evidence of significant differences, or found worse outcomes for OoHC. Overall, evidence from cohort studies shows limited evidence of improved outcomes, and some evidence of worse outcomes associated with OoHC. These results may be explained by selection bias favouring placement of children likely to have worse outcomes in OoHC rather than in-home care. Further research, including randomised controlled trials and carefully matched data-sets, is needed to determine the effectiveness of OoHC. Copyright © 2016 John Wiley & Sons, Ltd. Key Practitioner Messages Most research has high bias risk, as children who enter OoHC have more disadvantaged backgrounds and higher risk for poor outcomes than other maltreated children., Even allowing for significant bias risk in the studies, there are mixed results for children entering OoHC, and the three highest-quality studies showed no difference or worse outcomes for OoHC. [ABSTRACT FROM AUTHOR]

Since their inception in 1992, the number of charter schools has grown to more than 6,800 nationally, serving nearly three million students. Various studies have examined charter schools' impacts on test scores, and a few have begun to examine longer-term outcomes including graduation and college attendance. This paper is the first to estimate charter schools' effects on earnings in adulthood, alongside effects on educational attainment. Using data from Florida, we first confirm previous research (Booker et al., ) that students attending charter high schools are more likely to graduate from high school and enroll in college. We then examine two longer-term outcomes not previously studied in research on charter schools-college persistence and earnings. We find that students attending charter high schools are more likely to persist in college, and that in their mid-20s they experience higher earnings. [ABSTRACT FROM AUTHOR]

Schools in England and Wales since the late 1980s have been compared in terms of their performances in public examinations and standardised test scores in the form of 'school league tables', with Wales ceasing to produce these after 2001. One of the factors related to performance in examinations is the choice of the examination board, with five main boards currently active in England and Wales. In this paper, we study differences in student uptake and performance among boards and how this has changed over time. By contrasting the experiences of England and Wales the results of our analyses provide a commentary on recent attempts to understand the effects of league tables on school performance. [ABSTRACT FROM AUTHOR]

There is an established literature that suggests teacher perceptions of pupils affect how they interact with them, how they teach them and how they rate their ability and behaviour. Evidence also indicates that a teacher's perception of a child is often based on ascriptive characteristics such as gender, ethnicity and socio-economic background independent of a child's ability. This paper builds on the literature by examining whether teacher ratings of a child's ability and behaviour are associated with their perception of a particular ascriptive characteristic of the children they teach - their attractiveness. Using data from the National Child Development Study (NCDS) results show that not only do teachers rate the academic ability of students they perceive to be attractive more highly than less attractive students both in terms of their performance across different areas of learning (general knowledge, numbers, books and oral ability) and whether they show any outstanding potential, but they are also more likely to overrate and less likely to underrate their ability than other students. This is true even after controlling for a wide range of other factors related to the child, their family, their teacher and their school that could influence the relationship, many of which are shown to be independently related to teacher ratings. [ABSTRACT FROM AUTHOR]

One of the challenges facing education systems in general and the South African education system in particular is how to understand ways that teachers change from nonusers of technologies to becoming transformative teachers with technology. Despite numerous initiatives, not limited to training, workshops and so forth, to bring about sustained and wide-spread teacher change, transmission/delivery-based pedagogies and chalk-and-talk methods continue to dominate. While policy directives and professional development programmes aim to effect change in teachers' practice, they tend to fail to create sustainable change in teachers' practice of using emerging technologies (ETs). This paper reports on a study that sought to understand how teachers change their pedagogy of teaching with ETs. Using a Design-Based Research approach, the paper reports on the teachers' pedagogical change framework (Teaching Change Frame -TCF) as a diagnostic tool for locating and mapping how teachers' change. The TCF maps teachers' existing pedagogies and ET uses, and designs a pathway of a change process to effect the desired change. The TCF was tested and refined using data from 325 teachers drawn from rural, resource-constrained schools, urban, well-resourced schools and from preservice teaching students in a decontextualized environment. Following three iterations it was found that teachers' use of ETs in regulated, restrictive ways correlate with transmission pedagogies, unregulated, dispersed ways correlate with transformative pedagogies. The use of TCF not only located teaching pedagogies but also provide different pathways to ensure sustainable change. Findings emphasize the need for teachers to encourage learners to build/create/construct with ETs and for increased interaction in fostering nonregulated dispersed use of ETs. [ABSTRACT FROM AUTHOR]

This paper describes daily report cards and the evidence relating to their use in schools for children with attention-deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre-determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long-term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. [ABSTRACT FROM AUTHOR]

Background: Homework is a common educational task given to students around the world. It demands mental exertion, but staying focused can be challenging, especially for K‐12 students. Too much homework can increase their cognitive load and mental fatigue, leading to decreased motivation and performance. This can cause boredom with homework and learning. To lessen their load and make homework more effective, it is important to establish the connection between homework duration and academic achievement. Objectives: To evaluate the relationship between homework time and academic performance among K‐12 students. Search Methods: On November 5, 2021, we retrieved articles from a variety sources. Firstly, we searched 10 electronic databases for related publications, including Academic Search Premier, APA PsycArticles, APA PsycInfo, Business Source Premier, Education Resources Information Center (ERIC), Journal Storage (JSTOR), Learning and Technology Library (LearnTechLib), OCLC FirstSearch, Social Sciences Citation Index (Web of Science), and Teacher Reference Center. We also searched two publisher platforms: ScienceDirect and Taylor & Francis Online Database. Secondly, we consulted five educational organization website such as, American Educational Research Association, Best Evidence Encyclopedia, Education Endowment Foundation, European Educational Research Association, What Works Clearinghouse, and the Open Grey database for unpublished studies. We then searched Open Dissertations and ProQuest Dissertations & Theses Global databases to locate the relevant dissertations and theses. Additionally, we hand‐searched seven educational journals to identify unpublished documents, reports, and potential studies not indexed in the databases. Lastly, we searched Campbell Library to identify relevant reviews and primary (and nearly eligible studies) in these reviews. We also searched Google Scholar for related studies and checked the citations of eligible studies as well as their bibliographies. Selection Criteria: Studies with the following criteria were included: −Population: K‐12 school students with no disabilities or not attending special education schools;−Intervention: Homework assigned regularly by schoolteachers to students to complete during non‐school hours;−Comparison: Different time spent on the homework;−Outcomes: Academic performance was the primary outcome. The secondary outcomes were academic motivation and the quality of homework;−Study design: Treatment‐control group design or comparison group design studies. Data Collection and Analysis: We reviewed the titles, abstracts, and full texts of the retrieved records. Our team extracted and coded all relevant information from the studies that met our inclusion criteria. To evaluate the risk of bias, we used the Cochrane Risk of Bias tool for randomized controlled trials and ROBINS‐I for non‐randomized controlled trials. A random‐effect meta‐analysis was conducted to determine the effect of homework on academic achievement as compared to no homework. A funnel plot, trim‐and‐fill method and Egger's test were used to test for any publication bias. Due to the insufficient data on homework duration and academic achievement, we analyzed these data using qualitative synthesis. Main Results: Eleven publications were identified that examined the relationship between homework duration and academic outcomes using an experimental design. Based on their focus, we categorized them into two groups: comparisons of homework with no homework and comparison of homework with less homework. There were 10 articles with 14 independent reports that compared academic performance between students who did homework and those who did not. Overall, the meta‐analysis revealed that the students who did homework had better academic performance than that those who did not (n = 14; g = 0.45, 95% confidence interval [CI]: 0.24–0.66; Q = 454.30, I2 = 71.30%, τ2 = 0.11), especially in arithmetic computation (n = 5; g = 0.46, 95% CI: 0.17–0.75; Q = 13.03, I2 = 69.29%, τ2 = 0.07) and arithmetic problems solving (n = 6; g = 0.17, 95% CI: 0.02–0.33; Q = 6.87, I2 = 27.17%, τ2 = 0.01), but not in arithmetic concepts (n = 3, g = −0.02, 95% CI: −0.22–0.18; Q = 1.46, I2 = 0.00%, τ2 = 0.00). Two experiments explored the effectiveness of homework moderated by homework time. In Koch (1965), the effects of long daily homework (20–30 min) and short daily homework (10–15 min) were compared. The authors found that achievement in arithmetic concepts was higher with long homework assignments every day. Recently, Dolean and Lervag (2021) confirmed the effect of homework on writing skills, and their findings were consistent with those of Koch (1965), who found that increasing time spent on homework was associated with greater writing achievement (average 20 min each time). Authors' Conclusions: Homework could be used as a supplement to enhance the academic performance of primary school students. However, the optimal amount of time they should dedicate each day to homework to achieve the best results remains uncertain. More high‐quality experiments are needed to determine the ideal homework duration for these students. Furthermore, additional research is required to understand the impact of homework on secondary school students. [ABSTRACT FROM AUTHOR]

The article presents front cover of the periodical and mentions the list of editorial board members including Gina Biancarosa; James Boyle; and the Cleonice Bosa, along with notes the table of content of the periodical.

Background: Immersive virtual reality (IVR) applications that support student learning have gained increasing interest. However, empirical studies exploring the educational potential of using IVR in primary school science classrooms are lacking. Objectives: This study developed a series of IVR science lessons for primary school students and examined the effects of these lessons on learning outcomes. Methods: Our mixed‐method approach employed pre‐ and post‐tests to measure academic achievement, questionnaires to measure motivation and cognitive load, and semi‐structured interviews to further explore students' feelings and attitudes about IVR science lessons. Participants included 362 Grade 4 students assigned to either the experimental (IVR‐based classroom) or control (traditional classroom) groups. The experimental group engaged in IVR science lessons using Head‐Mounted Displays; the control group learned the same material through traditional methods. Results and conclusions: The results showed that the IVR‐based classroom significantly improved primary students' academic achievement and science motivation and decreased their cognitive load. Moreover, the experimental group reported positive experiences with the IVR science lessons. Takeaways: These findings help unpack the relationships between IVR and academic achievement, science motivation, and cognitive load in primary school science lessons, thus providing insight on integrating IVR into existing classrooms. Lay Description: What is already known about this topic: Non‐immersive virtual reality (IVR) has been used effectively in science learning.The 2D nature of non‐IVR can limit VR technology's educational effectiveness. What this paper adds: Evidence that IVR allows students to more fully engage in science educational subjects.Evidence that IVR can increase primary students' academic achievement.Evidence that IVR can increase primary students' science motivation.Evidence that IVR can decrease primary students' cognitive load. Implications for practice and/or policy: Adding IVR in primary classrooms can enhance science learning.Implementing IVR with head‐mounted displays can enrich primary school education.IVR‐based lessons can support primary students' successful learning in the future. [ABSTRACT FROM AUTHOR]

Considering the popularity and particularity of basketball, the athletes face a potential "Sport Commitment Crisis" due to immense pressures from academics, training, employment, and college. To date, research in sports has demonstrated the relationship between coach trust and sport commitment; however, the relationship among teammates is yet to be explored. We examined whether teammate trust is related to commitment and if prosocial and antisocial behaviors mediate these relationships. Right before a game, the college basketball players (N = 570) were asked to complete a multi-section questionnaire measuring the aforementioned variables. Structural equation modeling (SEM) revealed that athletes' perceptions of their teammates' trust were positively related to their sport commitment, and these relationships were mediated by teammate prosocial behavior. In contrast, antisocial behavior did not affect their relationship. The findings suggest that teammate trust could facilitate sport commitment in athletes, which could occur via prosocial behavior. Current college athletes face multiple pressures such as academics, sports training, and future employment, which cause their continuous participation in sports training and competitions to be shaken, resulting in a decline in sport commitment. This study starts from the perspective of team atmosphere and peer behavior, and selects college basketball players on a large scale in China, because basketball is popular among Chinese college students and has brought greater social attention. In the process of playing basketball, the interaction between members is high, and the emotional factor with teammates is even more important. Therefore, the choice of research participants is also one of the advantages of this paper. [ABSTRACT FROM AUTHOR]

The numbers of UK students choosing to study abroad for a period has increased steadily over the years, with many students citing academic, professional, linguistic and cultural reasons as their key motivations. However, while there is an abundance of literature on the advantage of study abroad (SA) for linguistic learning, there is less known about the academic impact of studying abroad. In addition, because SA is largely a process of self‐selection, this makes it difficult to derive unbiased estimates of its impact on academic achievement. Using data on students from a London‐based Russell Group university, and categorising SA students as those who participated in credit‐seeking SA programmes through Erasmus or bilateral/multilateral agreements with partner universities, this paper uses individual fixed effects to compare the post‐SA grades for students who sojourned with their expected grades had they not sojourned, as well as with their non‐SA counterparts. The results are quite robust across subgroups and indicate that grades in year 3 are less than expected for the SA group, given their pre‐sojourn grades. To tackle the problem of self‐selection, outcomes for SA students were compared to the group who applied but did not eventually study abroad, and to the outcomes for students who did not apply. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to investigate the relationship of service quality dimensions (tangibility, responsiveness, assurance, reliability, empathy, and e‐learning) on student's academic performance through student motivation, and student satisfaction. Primary data were collected from 384 participants studying in higher education institutes (HEI's) in the Punjab province of Pakistan and the research model was empirically tested. The findings reveal that all service quality dimensions (tangibility, responsiveness, assurance, reliability, empathy, and e‐learning) are positively associated with student's academic performance through student's motivation and student satisfaction. This study makes a substantial contribution to the literature of service quality, by adding a novel dimension "e‐learning" into the most renowned and frequently used SERVQUAL (tangibility, reliability, empathy, assurance, and responsiveness) model. By doing so we not only establish the link between e‐learning and student's academic performance through student satisfaction and student motivation but also extended the SERVQUAL model by incorporating an important neglected area. [ABSTRACT FROM AUTHOR]

Background: Researchers debate whether game‐based learning (GBL) affects students' achievement emotions, as past studies yielded mixed results. Objectives: This study determines the overall effect of GBL on students' positive achievement emotion and their negative achievement emotions (PAEs, NAEs), along with their moderators. Methods: This meta‐analysis examined true or quasi‐experimental studies, reported in English or Chinese, and with students (ranging from primary schools to universities) who did not report physiological and/or psychological illnesses. Results: Compared to traditional instruction, GBL had a positive effect on students' PAEs (g =0.526, k = 39, 95% CI = [0.319, 0.733]) and a negative effect on NAEs (g = −0.517, k = 22, 95% CI = [−0.709, −0.324]). GBL's positive effects on students' PAEs were (a) largest in middle school and otherwise generally larger in higher grades, and (b) largest for competition GBLs (compared to cooperative or individual GBLs). GBL's negative effects on students' NAEs were (a) larger in collectivist cultures than individualistic ones, (b) progressively larger in primary school, middle school, and university, (c) larger for non‐digital games than digital games, (d) smallest for individual games, (e) progressively larger in mathematics, social sciences, language, science, and highest in engineering and technology, and (f) smallest for extremely short or extremely long intervention durations (very short: up to 45 min; very long: over 2 months). Take Away: GBL often increases students' PAEs and decreases their NAEs, though their effect sizes differ across cultural values, grade level, game type, academic subject, or intervention duration. Hence, educators should consider these aspects when designing / selecting education games for their students and instructional contexts. Lay Description: What is already known: There are many definitions concerning educational games, resulting in a lack of consensus in conceptualisation.The impact of educational games on students' learning and development has aroused significant interest among scholars.As previous studies have shown mixed results, whether GBL supports or hinders students' achievement emotions remains ambiguous. What this paper adds: Contribution to a clarification of the overall effect sizes of educational games on students' positive and negative achievement emotions (PAEs and NAEs).Insights into the impacts of educational games on students' PAEs and NAEs taking into account some moderator variables (e.g., cultural values, grade level, game type, academic subject, intervention duration). Implications for practice: Planners, implementers and evaluators of GBL should carefully consider the appropriateness of digital games in learning.GBL can be appropriately applied in teaching to control the fluctuations of middle school students' NAEs.Concrete suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

This article describes an experiment with LogEx, an e‐learning environment that supports students in learning how to prove the equivalence between two logical formulae, using standard equivalences such as DeMorgan. In the experiment, we compare two groups of students. The first group uses the complete learning environment, including hints, next steps, worked solutions, and informative timely feedback. The second group uses a version of the environment without hints or next steps, but with worked solutions, and delayed flag feedback. We use pretest and posttest to measure the performance of both groups with respect to error rate and completion of the exercises. We analyse the loggings of the student activities in the learning environment to compare its use by the different groups. Both groups score significantly better on the posttest than on the pretest. We did not find significant differences between the groups in the posttest, although the group using the full learning environment performed slightly better than the other group. In the examination, which took place 5 weeks after the experiment, the group of students who used the complete learning environment scored significantly better than a control group of students who did not participate in the experiment. Lay Description: What is already known about this topic: An intelligent tutoring system can be very effective in supporting students solving stepwise exercises.Balancing the giving and withholding of feedback in an intelligent tutor can benefit the learning of students.The question, how to decide in general which information should be given at any moment, is a fundamental open problem. What this paper adds: Practicing with the logic tutor LogEx improves skills in propositional logic.There is no significant difference in posttest performance after restricted or elaborated feedback.The examination results of students who received elaborated feedback using LogEx are significantly better than the results of students who did not participate, even after correcting for possible general difference in skills or motivation. Implications of study findings for practitioners: Practicing with an e‐learning tool can help students in learning logic.Providing immediate feedback together with hints and feedback can help students to complete the exercises and improve their performance. [ABSTRACT FROM AUTHOR]

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Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nation, a self‐guided system that provided instructional videos and practice problems, and the performance of students who had failed the state‐administered Algebra I end‐of‐course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re‐took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis and link self‐regulated learning strategies to student achievement. Lay Description: What is already known about this topic: Algebra courses typically have a high failure rate.Repeating algebra is costly for the education system and for the student.Open education resources could potentially be an effective and cost‐efficient approach to algebra instruction. What this paper adds: This study shows that logins, video views, and practice questions answered in an open education resource were positively related to scores on a state‐administered,high‐stakes algebra assessment.The study indicates that the relationship between a self‐regulated learning strategy (i.e., practice questions answered) and student algebra scores is stronger than that between video views and algebra scores.This study shows that student‐driven ad hoc use of online tutoring programme is associated with higher passing rates on the algebra exam. Implications for practice and/or policy: This study demonstrates that informal use of an open education resource with videos and a practice question system can be effective in increasing student scores on algebra assessments.Future research is needed to connect diverse types of student self‐regulated use of open education resources to academic achievement and on how to design resources that encourage effective self‐regulation. [ABSTRACT FROM AUTHOR]

This paper examines the effects of a comprehensive performance pay program implemented in high‐need schools using administrative data from Louisiana. Exploiting the within‐student variation in the timing of implementation, we find a large and significant effect beginning with the second year of the program on math achievement. Similar but generally insignificant point estimates are observed in social studies. As for English Language Arts and science, there are no effects of the program. We provide evidence against changes in the composition of teacher workforce and postadoption student sorting as potential explanations for our results. We then show aggregate findings from a web‐survey that teachers may have altered their teaching practices following performance‐based compensation. Finally, under certain assumptions, we calculate the net present value of earnings impact to be close to a million dollars per school‐year for math. [ABSTRACT FROM AUTHOR]

This paper takes up ongoing discussions on the inequality of educational opportunities and formulates a conceptual model to link separate lines of research. Our particular focus is on combining motivational and structural approaches into a mediation model that explains differences in academic achievement. In the literature, four main mechanisms of social reproduction are discussed. Two main pathways refer to (1) parents' expectations regarding their children's academic success and (2) replicating cultural capital through intra‐familial cultural practices. (3) Parents' perception of children's abilities depends on social position and is influential for expectations of success. (4) For all three pathways, we expect effects on students' motivational characteristics, which in turn influence academic achievement. We test our conceptual model by structural equation modelling using longitudinal data from primary school students in Germany. Empirical evidence is in line with the assumptions in the model. Cultural reproduction and expectations of success can be seen as the key components of the model. However, both chains of reproduction are related to each other by parents' perception of child's ability, and their effects are mediated by child's motivational characteristics. [ABSTRACT FROM AUTHOR]

This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6–9 years) potential for learning and strategy use when solving series‐completion tasks. The robot, in a "Wizard of Oz" setting, provided instructions and prompts during dynamic testing. It was found that a dynamic training resulted in greater accuracy and more correctly placed pieces at the post‐test than repeated testing only. Moreover, children who were dynamically trained appeared to use more heuristic strategies at the post‐test than their peers who were not trained. In general, observations showed that children were excited to work with the robot. All in all, the study revealed that computerized dynamic testing by means of a robot has much potential in tapping into children's potential for learning and strategy use. The implications of using a robot in educational assessment were stressed further in the discussion. Lay Description: What is already known about this topic: ○Computerized dynamic testing provides information on children's potential for learning.○Computerized testing can be of help in the fine‐tuning of assessment outcomes.What this paper adds: ○Dynamic testing with a peer/table robot provides information on children's potential for learning.○Dynamic testing and training by a peer robot results in greater accuracy in solving an inductive reasoning task than repeated testing only.○Dynamically trained children show a more advanced use of analytic task solving than their peers who were not trained by a peer robot.○Dynamic testing with a peer/table robot provides detailed, step‐by‐step information regarding children's need for instruction during assessment.○Children were very eager to work with the peer/table robot. Implications for practice and/or policy: ○Detailed assessment information derived from dynamic testing may be more suitable to inform education.○Computerized testing with a peer/table provides a motivating testing environment for children who can work independently, in their own tempo, on a task.○In future, a peer/table robot may be of help in teaching/assessment situations in education. [ABSTRACT FROM AUTHOR]

Virtual learning environments can now be enriched not only with visual and auditory information, but also with tactile and kinesthetic feedback. However, the way to successfully integrate haptic feedback on a multimodal learning environment is still unclear. This study aims to provide guidelines on how visuohaptic simulations can be implemented effectively, thus the research question is: Under what conditions do visual and tactile information support students' development of conceptual learning of force‐related concepts? Participants comprised 170 undergraduate students of a Midwestern University enrolled in a physics for elementary education class. Four experiments were conducted using four different configurations of multimodal learning environments: Visual feedback only, haptic force feedback only, visual and haptic force feedback at the same time, and sequenced modality of haptic feedback first and visual feedback second. Our results suggest that haptic force feedback has the potential to enrich learning when compared with visual only environments. Also, haptic and visual modalities interact better when sequenced one after another rather than presented simultaneously. Finally, exposure to virtual learning environments enhanced by haptic forced feedback was a positive experience, but the ease of use and ease of interpretation was not so evident. Lay Description: What is already known about the topic: Multimedia learning environments enrich learning by using verbal and non‐verbal modalities.Previous research about the impact of haptic feedback in the simulation of abstract phenomena has not provided concluding results.It has been hypothesized that exposure to diverse stimuli at the same time may cause cognitive overload.What this paper adds: Sequenced modality of haptic force feedback first and visual feedback second may provide a learning advantage to single modalities or combined modalities.Participants' interaction with haptic force feedback was perceived as a positive learning experience.Implications for practice and/or policy: Participants exposed to any haptic force feedback stimulus outperformed participants interacting with visual feedback only. However, the difference was not statistically different at ∝ = 0.05.The incorporation of haptic force feedback to a multimodal learning environment may improve students' performance when delivered via a sequenced approach. [ABSTRACT FROM AUTHOR]

Background: Deliberate reflection when practising the diagnosis of clinical cases has been shown to develop medical students' diagnostic competence. Adding guidance by cueing reflection or providing modelling of reflection increased the benefits of reflection for advanced (Years 5–6) students. The present study investigated whether we could replicate and extend these findings by comparing the effects of free, cued and modelled reflection on novice students' diagnostic competence. Methods: A total of 80 third‐year medical students participated in a two‐phase experiment. In the learning phase, students diagnosed nine clinical cases under one of three conditions: free reflection; cued reflection, and modelled reflection. Two weeks later, all students diagnosed four new examples of the diseases studied in the learning phase and four cases of non‐studied related diseases ('adjacent diseases'). The main outcome measurements were diagnostic accuracy scores (range 0–1) on studied and adjacent diseases. Results: For studied diseases, there was a significant effect of experimental condition on diagnostic accuracy (p < 0.02), with the cued‐reflection group (mean = 0.58, standard deviation [SD] = 0.23) performing significantly better than the free‐reflection group (mean = 0.41, SD = 0.20; p < 0.02). The cued‐reflection and modelled‐reflection groups (mean = 0.54, SD = 0.22) did not differ in diagnostic accuracy (p > 0.05), nor did the modelled‐reflection group perform better than the free‐reflection group (p > 0.05). For adjacent diseases, the three groups scored extremely low, without significant differences in performance (p > 0.05). Cued reflection and free reflection were rated as requiring similar effort (p > 0.05) and both were more demanding than studying examples of reflection (both p < 0.001) in the learning phase. Conclusions: Simply cueing novice students' reflection to focus it on relevant diseases was sufficient to increase diagnostic performance relative to reflection without any guidance. Cued reflection and studying examples of reflection appear to be equally useful approaches for teaching clinical diagnosis to novice students. Students found studying examples of reflection required less effort but cued reflection will certainly demand much less investment from teachers. Prompting deliberate reflection has been shown previously to facilitate improved diagnostic performance. In this paper it is reported that the cues to do so need not be elaborate to reveal their benefit. [ABSTRACT FROM AUTHOR]

The article reports that academic scholarship, journal impact factor, CiteScore, h‐index, hi‐10, and the alternative metrics (Altmetrics) are terms that are familiar to seasoned academics. It states that bibliometric and publication metrics should be used by junior scholars to quantify the reach of academic work.

In utero alcohol exposure can disrupt the development of the fetal brain and result in a wide range of neurobehavioral outcomes collectively known as fetal alcohol spectrum disorders (FASD). This paper provides a comprehensive review of the cognitive and behavioral outcomes of prenatal alcohol exposure, including domains of general intelligence, executive functioning, language development, learning and memory, adaptive functioning, academic performance, and concurrent psychopathology. In addition, the current status of the neurobehavioral profile of FASD and its potential as a diagnostic tool will be discussed. [ABSTRACT FROM AUTHOR]

Summary: This paper provides empirical evidence on sibling spillover effects in school achievement using administrative data on 230,000 siblings in England. We extend previous strategies to identify peer effects by exploiting the variation in school test scores across subjects observed at ages 11 and 16 as well as variation in peer quality between siblings. We find a statistically significant positive spillover effect from the older to the younger sibling. Sibling spillovers account for a non‐negligible proportion of the attainment gap between low‐ and higher income pupils in England. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effects of augmented reality (AR) activities on students' academic achievement and motivation in a biology course. For this purpose, a mixed study was conducted, and a pretest and posttest control group model was used. In addition, the opinions of the experimental group students and the teacher about the AR activities were taken, and classroom observations were made during the study. The study group consisted of 40 (22 female and 18 male) ninth‐grade biology course students. The control group followed the biology course programme, whereas the experimental group students conducted AR activities in addition to the course programme using tablets. Consequently, it was found that the motivation of the students in the experimental group increased more than that of the students in the control group. However, no significant difference was found between the academic achievement scores of the groups. The teacher and the students stated that AR activities might be effective in increasing course success and motivation. Lay Description: What is already known about this topic: Biology is one of the fields that cover too many abstract and invisible contents.Abstract and invisible course contents cause misunderstandings and low academic achievement.Augmented reality (AR) technology stands out with its visualization feature.AR appears to be an effective technology for making invisible subjects visible and giving concrete examples for abstract content in biology education.What this paper adds: AR activities could positively affect students' motivation in biology courses.Students' perceptions of the augmented reality into classroom are highly positive.AR activities raise students' participation to the course.However, AR does not significantly affect students' academic achievement.Implications for practice and/or policy: More long‐term and interaction‐based AR activities in a school with proper infrastructure might influence students' academic achievement positively.AR materials that have better image quality, more interesting design for students, and more interactivity will increase the effectiveness of instruction.It could be beneficial to use more AR technology when preparing curricula and textbooks. [ABSTRACT FROM AUTHOR]

This meta‐analysis investigated the effects of learning video games on mathematics achievement of PreK‐12th‐grade students compared with traditional classroom instructional methods. Results from the 24 collected studies showed heterogeneity among effect sizes, both in magnitude and direction. Using a random effects model, a small but marginally significant overall effect (d¯RE=0.13,p=.02) suggested that mathematics video games contributed to higher learning gains as compared with traditional instructional methods. In addition, moderator analyses were mixed in terms of statistical significance and explored effect‐size heterogeneity across effects using grade level, instrument type, length of game‐based intervention, country, publication type, and study year characteristics. Overall findings indicate that video games are a slightly effective instructional strategy for teaching mathematics across PreK‐12th‐grade levels. Lay Description: What is already known about this topic: Math video games are gaining increased popularity in the classroom.Research on the effectiveness of math video games in PreK‐12 education is inconsistent.More empirical studies on math video games are needed. What this paper adds: This meta‐analysis focused on math video games versus traditional classroom instruction.The targeted learner audience was PreK‐12 students.The target learning outcome was mathematics achievement.Results indicate that video games contribute to higher learning gains compared with traditional instruction.Publication year and type influenced the strength of the video‐gaming intervention effect. Implications for practice and/or policy: Video games are an effective instructional strategy for teaching mathematics across PreK‐12th grades.Having more teaching instruction/intervention that includes video games might increase students' math achievement. [ABSTRACT FROM AUTHOR]

Parent involvement in and engagement with children's learning has been shown to strongly influence student achievement, engagement, motivation and school completion. However, parent involvement decreases once students reach middle school, as subject content gets harder, the number of teachers increases, and students are less likely to share their homework and learning with parents. To this end, the flipped learning (FL) approach has received growing attention, with evidence of improved higher order thinking and collaborative skills and increased transparency for parents. This paper explores school leader, parent, student and teacher perceptions of the FL approach, through the lens of a 1‐year case study of two rural South Australian schools, in order to uncover how the approach affects parent engagement. Findings reveal that, whilst stakeholders feel that the flipped approach is beneficial for absent students, to reinforce content and increase student responsibility, it has not yet improved transparency for parents, with a disconnect between what schools think parents know and are engaging in, and the actual level of parent engagement in student learning. Recommendations for schools implementing the FL approach are provided against a bioecological model, adapted for this study. [ABSTRACT FROM AUTHOR]