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Download full textRicardo Böheim; Jennifer E. Symonds – Frontline Learning Research, 2025
In recent years, there has been a strong call for more fine-grained analyses of student engagement to better capture its nature as a situated, momentary phenomenon. This special issue aims to promote cross-disciplinary discussions about the complex processes involved in students' momentary engagement and learning situated in classroom contexts.…
Descriptors: Learner Engagement, Classroom Environment, Interdisciplinary Approach, Situated Learning
Direct linkDiego G. Campos; Tim Fütterer; Thomas Gfrörer; Rosa Lavelle-Hill; Kou Murayama; Lars König; Martin Hecht; Steffen Zitzmann; Ronny Scherer – Educational Psychology Review, 2024
Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear…
Descriptors: Artificial Intelligence, Algorithms, Computer System Design, Natural Language Processing
Ahmed M. Abdulla Alabbasi; Reem Al-Shehri; Fatima A. Aljasim; Selcuk Acar – Gifted Education International, 2024
Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid "be fluent AND original") and time-on-task. The current study aimed to examine the effect of…
Descriptors: Time on Task, Context Effect, Creativity Tests, Academically Gifted
Katie Headrick Taylor; Jiyoung Lee; Erin Riesland; Mack Ikeru; Leslie Rupert Herrenkohl – Cultural Studies of Science Education, 2024
In reckoning with anti-Blackness and white hegemony in STEM, this study recommits to critical feminist orientations and explores alternative engagements with STEM education that center "matters of care" where learners are encouraged to build upon their existing values of family and collectivism to reinvigorate rather than disrupt…
Descriptors: STEM Education, Feminism, Holistic Approach, Values
Robert A. Cortes; Mafalda C. B. Peña; Richard J. Daker; Griffin A. Colaizzi; Adam E. Green – Creativity Research Journal, 2024
The role of top-down control in divergent creativity remains heavily debated. An outstanding question about the state dynamics of creativity concerns acute shifts between heightened and lowered creative states. Particularly, do transitions between creative states incur a "switch cost" as observed in other domains of cognition? Prior…
Descriptors: Undergraduate Students, Creativity, Verbs, Cognitive Processes
Irina Elgort; Elisabeth Beyersmann – Studies in Second Language Acquisition, 2024
Theories of learning and attention predict a positive relationship between reading times on unfamiliar words and their learning; however, empirical findings of contextual learning studies range from a strong positive relationship to no relationship. To test the conjecture that longer reading times may reflect different cognitive and metacognitive…
Descriptors: Adults, English Learners, Native Speakers, Non English Speaking
