Results 181 to 190 of about 37,892 (294)

Correction: Gao et al. Language Nativeness Modulates Physiological Responses to Moral vs. Immoral Concepts in Chinese-English Bilinguals: Evidence from Event-Related Potential and Psychophysiological Measures. <i>Brain Sci.</i> 2023, <i>13</i>, 1543. [PDF]

Brain Sci
Gao F, Wu C, Fu H, Xu K, Yuan Z.
europepmc   +1 more source

‘A double‐edged tool’: A psychological needs perspective of generative AI and postgraduate international students' engagement in UK higher education

British Educational Research Journal, EarlyView.
Abstract The integration of generative artificial intelligence (generative AI) in higher education is reshaping student engagement, yet its impact on postgraduate international students remains underexplored. This study examines how generative AI shapes postgraduate international students' engagement through a psychological needs perspective.
Olatunji David Adekoya, Hakeem Adeniyi Ajonbadi, Chima Mordi, Peculiar Samuel, Hoang Nguyen   +4 more
wiley   +1 more source

Comparative analysis of text readability and writing styles in AI-generated vs. Human-written academic abstracts. [PDF]

PLoS One
Zou Y, Kuek F, Ng KH, Cheng X.
europepmc   +1 more source

Contrasting roles of school and public libraries in lower primary pupils' reading

British Educational Research Journal, EarlyView.
Abstract Libraries represent an important institutional component of children's reading socialisation, yet their role is often treated as uniform despite substantial differences between school and public libraries. This study examines how visits to school and public libraries relate to pupils' reading attitudes, practices and self‐assessed reading ...
Kateřina Balcarová, Jiří Balcar
wiley   +1 more source

Grammatical metaphor studies: historical review and outlook. [PDF]

Front Psychol
Yu Y, Wang T.
europepmc   +1 more source

Form flows function: Learner‐centered game Re‐design in a STEM classroom

British Educational Research Journal, EarlyView.
Abstract Re‐designing games facilitates interest‐driven learning and immerses learners in systems thinking. However, there are limited studies exploring how the form and function of tabletop games influence learners' design decisions and learning experiences. To address this gap, we conducted a mixed‐methods study in a STEM classroom in western Canada.
Farzan Baradaran Rahimi, Beaumie Kim, Shima Dadkhahfard   +2 more
wiley   +1 more source

Head-driven gender assignment in noun-noun compound recognition: Evidence from a determiner priming task in German. [PDF]

PLoS One
Lorenz A, Beyersmann E.
europepmc   +1 more source

‘It is not a topic that should be assessed by a test’: Understanding teachers' assessment literacy in the teaching of ‘difficult histories’ such as the Holocaust

British Educational Research Journal, EarlyView.
Abstract This paper explores how history teachers in secondary education in England (a) see their role as assessors and (b) how they make decisions about assessing a difficult history: learning about the Holocaust. Assessment literacy (AL) is recognised as a potentially valuable aspect of good teaching and central to supporting students' learning ...
Mary Richardson, Rebecca Hale, Tom Haward, Kwaku Adjepong   +3 more
wiley   +1 more source

Age and language experience modulate predictive processing in the visual modality. [PDF]

PLoS One
Malaia EA, Borneman SC, Borneman J, Krebs J, Wilbur RB.   +4 more
europepmc   +1 more source