Results 151 to 160 of about 151,706 (280)
British Journal of Educational Psychology, EarlyView.Abstract Background Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy. Aim To evaluate a brief, novel lexical inference intervention for homonyms. Samples Children aged 7–8 years (Study 1: N = 180, Study 2: N = 76).
Sophie A. Booton +4 more
wiley +1 more source
British Journal of Educational Psychology, EarlyView.Abstract Background and Aims A vast body of theory and research highlights the operation of seriation as a prerequisite to mathematical thinking in young children. However, there is limited evidence that seriation interventions improve early years mathematics.
David Tzuriel, Dikla Hanuka‐Levi
wiley +1 more source
British Journal of Educational Technology, EarlyView.We explore a topological model that situates teachers' agency as a constituent element within the convergent and divergent dynamics at the intersection of human‐mediated and algorithmically mediated pedagogies. Ubiquitous AI in education is designed to simulate, emulate and automate human processes and behaviours through datafication.
Keith Turvey, Norbert Pachler
wiley +1 more source
Metacognition and spelling performance in college students [PDF]
, 2010 Desoete, Annemie +2 more
core +1 more source
The role of generative AI in collaborative problem‐solving of authentic challenges
British Journal of Educational Technology, EarlyView.Abstract This study investigates undergraduate and postgraduate teamwork in a four‐week ‘Generative AI for Social Good’ hackathon, focusing on how students use GAI tools in authentic problem‐solving within their learning ecology. It examines the factors that foster productive collaboration and explores evidence of AI extending human cognition beyond ...
Nancy Law +7 more
wiley +1 more source
Supporting learner agency in collaborative writing with generative AI
British Journal of Educational Technology, EarlyView.Abstract To support learner agency in LLM‐powered writing environments, this research introduces a new interface that integrates two key features: an Argument Outline and a Similarity Viewer. These features were designed to enhance intentionality in writing and self‐monitoring of reliance on AI‐generated suggestions.
Sujin Kim, Hyo‐Jeong So, Kyudong Park
wiley +1 more source
Generative artificial intelligence in higher education: Emotional tensions and ethical declaration
British Journal of Educational Technology, EarlyView.Abstract The increasing use of Generative Artificial Intelligence (GenAI) tools such as ChatGPT in higher education has raised questions about authorship, ethical responsibility, and academic transparency. While institutional guidelines exist, many remain vague and ineffective, leaving students to interpret disclosure obligations on their own.
Yao Qu, Hui En Loo, Jue Wang
wiley +1 more source
Three shades of self‐regulation with unique complex dynamics, drivers and targets for intervention
British Journal of Educational Technology, EarlyView.Abstract Self‐regulated learning (SRL) is an active process involving multiple interacting components that evolve over time, exhibiting characteristics of complex systems such as non‐linearity, emergent behaviour, self‐organization, and hierarchy. These interactions unfold at different temporal levels, each warranting a dedicated lens to capture their ...
Sonsoles López‐Pernas +2 more
wiley +1 more source
British Journal of Educational Technology, EarlyView.Abstract Teacher education students play double role as present learners and future educators. Hence, they need targeted training to navigate the growing influence of Generative Artificial Intelligence (GenAI) on teaching, learning and professional identity.
Tam Hong Le +5 more
wiley +1 more source
Explore thyself: is it time for metacognition screening in clinical trials? [PDF]
Clin Park Relat DisordMcGarry A +4 more
europepmc +1 more source