Claims: L 1

A 1 · A 2 · A 3 · A 4 · A 5 · A 6 · A 7 · A 8 · B 1 · B 2 · C 1 · C 2 · C 3 · C 4 · C 5 · C 6 · D 1 · D 2 · D 3 · E 1 · E 2 · E 3 · E 4 · F 1 · F 2 · F 3 · G 1 · G 2 · H 1 · H 2 · I 1 · I 2 · I 3 · I 4 · I 5 · J · K · L 1 · L 2 · L 3 · M 1 · M 2 · M 3 · M 4 · N 1 · N 2 · O 1 · O 2 · P 1 · P 2 · P 3 · P 4 · P 5 · Q · R 1 · R 2 · R 3 · S 1 · S 2 · S 3 · S 4 · S 5 · S 6 · S 7 · S 8 · T 1 · T 2 · T 3 · T 4 · T 5 · T 6 · T 7 · T 8 · T 9 · T 10 · U · V · W 1 · W 2 · X · Y · Z · 0-9

• L1 (Spanish) reading comprehension is positively correlated with English reading comprehension, with the relationship weaker for students with lower English proficiency - L1 (Spanish) reading comprehension is positively correlated with English reading comprehension, with the relationship weaker for students with lower English proficiency
• L1 and L2 academic proficiencies are developmentally interdependent, so instruction in either language can build underlying academic ability - L1 and L2 academic proficiencies are developmentally interdependent, so instruction in either language can build underlying academic ability
• L1 and L2 CALP are interdependent: strong promotion of L1 literacy in the early grades entails no adverse consequences for English - L1 and L2 CALP are interdependent: strong promotion of L1 literacy in the early grades entails no adverse consequences for English
• L1 and L2 speakers differed in types of nonverbal devices used, with no significant overall difference in use between groups - L1 and L2 speakers differed in types of nonverbal devices used, with no significant overall difference in use between groups
• L1 and L2 writers share a core set of high-frequency connectives but with strikingly different frequencies, and is nearly three times more frequent in L1 essays - L1 and L2 writers share a core set of high-frequency connectives but with strikingly different frequencies, and is nearly three times more frequent in L1 essays
• L1 decoding is positively related to English reading comprehension for Spanish- and Chinese-speaking MLs, with the correlation decreasing as children get older - L1 decoding is positively related to English reading comprehension for Spanish- and Chinese-speaking MLs, with the correlation decreasing as children get older
• L1 glosses do not significantly improve EFL reading comprehension compared with no glosses - L1 glosses do not significantly improve EFL reading comprehension compared with no glosses
• L1 writing metacognitive strategies facilitate L2 writing performance indirectly via L2 writing metacognitive strategies - L1 writing metacognitive strategies facilitate L2 writing performance indirectly via L2 writing metacognitive strategies
• L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups - L1 writing metacognitive strategies transfer to L2 writing, invariant across L2 proficiency and academic major groups
• L1-induced errors persist in advanced learners and risk fossilization if learners rely on compensatory communication strategies - L1-induced errors persist in advanced learners and risk fossilization if learners rely on compensatory communication strategies
• L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes - L2 anxiety is negatively correlated with L2 achievement, with a mean correlation of r = −.36 across 216 effect sizes
• L2 learners pick up vocabulary incidentally from meaning-focused input, with reading the most-studied mode and listening yielding similar proportions of words learned - L2 learners pick up vocabulary incidentally from meaning-focused input, with reading the most-studied mode and listening yielding similar proportions of words learned
• L2 learners report higher certainty for meaning recognition than for meaning recall or form recognition of newly encountered words - L2 learners report higher certainty for meaning recognition than for meaning recall or form recognition of newly encountered words
• L2 learners style-shift in past tense accuracy within narrative discourse according to the amount of planning time available - L2 learners style-shift in past tense accuracy within narrative discourse according to the amount of planning time available
• L2 oral language proficiency predicts reading comprehension more strongly than decoding skills - L2 oral language proficiency predicts reading comprehension more strongly than decoding skills
• L2 oral language shows a moderate to strong positive relationship with L2 reading comprehension for multilingual learners, and the correlation increases with age - L2 oral language shows a moderate to strong positive relationship with L2 reading comprehension for multilingual learners, and the correlation increases with age
• L2 proficiency positively predicts L2 incidental vocabulary acquisition through reading - L2 proficiency positively predicts L2 incidental vocabulary acquisition through reading
• L2 proficiency, anxiety, and mastery of strategies jointly explain 18% of variance in incidental vocabulary acquisition - L2 proficiency, anxiety, and mastery of strategies jointly explain 18% of variance in incidental vocabulary acquisition
• L2 student writers' writing achievement goals form four latent profiles: Low All Goals, Mastery High, Average All Goals, and High All Goals - L2 student writers' writing achievement goals form four latent profiles: Low All Goals, Mastery High, Average All Goals, and High All Goals
• L2 writers tend to overuse more discourse connectives than they underuse, and both L1 and L2 students have a limited range of DCs at their disposal - L2 writers tend to overuse more discourse connectives than they underuse, and both L1 and L2 students have a limited range of DCs at their disposal
• L2 writing proficiency was more highly correlated with L1 writing proficiency than with L2 linguistic knowledge or its accessibility - L2 writing proficiency was more highly correlated with L1 writing proficiency than with L2 linguistic knowledge or its accessibility
• L2C coaching significantly reduces learners' lap times and failure counts from pre- to post-coaching in FPV drone racing - L2C coaching significantly reduces learners' lap times and failure counts from pre- to post-coaching in FPV drone racing
• L2C outperformed both the Rule-based Fading and Minimally-invasive Assistance baselines on lap time and failure count - L2C outperformed both the Rule-based Fading and Minimally-invasive Assistance baselines on lap time and failure count
• LA is used in higher-education feedback studies for a range of objectives beyond improving feedback itself, with reflection the most common (43% of studies) - LA is used in higher-education feedback studies for a range of objectives beyond improving feedback itself, with reflection the most common (43% of studies)
• LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most - LA usage in K–12 mathematics has a generally positive effect on student learning, with high-performing students benefiting most
• LA-based feedback shows potential to save educators time compared with traditional one-by-one feedback provision - LA-based feedback shows potential to save educators time compared with traditional one-by-one feedback provision
• LA-enhanced feedback practices are associated with improved student academic performance, the most frequently reported pedagogical objective (37% of studies) - LA-enhanced feedback practices are associated with improved student academic performance, the most frequently reported pedagogical objective (37% of studies)
• LA-Severe Fact Retrieval children commit retrieval errors on forced retrieval at rates equal to children with MLD, with no across-grade improvement - LA-Severe Fact Retrieval children commit retrieval errors on forced retrieval at rates equal to children with MLD, with no across-grade improvement
• Lab supervision, staffing, scheduling, and sustainability are key challenges for school AI labs - Lab supervision, staffing, scheduling, and sustainability are key challenges for school AI labs
• Label effects are non-significant for attitudes toward the child, attributions of problem causes, and treatment-strategy evaluations - Label effects are non-significant for attitudes toward the child, attributions of problem causes, and treatment-strategy evaluations
• Label effects do not differ significantly across superordinate diagnostic categories, but subcategories differ, with combined intellectual-and-learning-disability labels most negative - Label effects do not differ significantly across superordinate diagnostic categories, but subcategories differ, with combined intellectual-and-learning-disability labels most negative
• Label type, victim age, and their interaction showed no significant effects on treatment amenability subscales (capacity to change, treatment ineffectiveness, incapacitation) - Label type, victim age, and their interaction showed no significant effects on treatment amenability subscales (capacity to change, treatment ineffectiveness, incapacitation)
• Label-effect sizes are highly heterogeneous, with variance split between and within studies - Label-effect sizes are highly heterogeneous, with variance split between and within studies
• Labeling children as visual versus hands-on learners biases adults' and children's judgments of intelligence and subject expectations - Labeling children as visual versus hands-on learners biases adults' and children's judgments of intelligence and subject expectations
• Labelling mushrooms as poisonous versus edible successfully raised the perceived utility value of distinguishing, interest, and perceived authenticity in Experiment 1 - Labelling mushrooms as poisonous versus edible successfully raised the perceived utility value of distinguishing, interest, and perceived authenticity in Experiment 1
• Laboratory and classroom studies assess the effects of recasts and different CF types differentially - Laboratory and classroom studies assess the effects of recasts and different CF types differentially
• Laboratory-based lower-limb muscular strength (1-RM leg press) is associated with mathematics skills and persists after adjustment for BMI and cardiorespiratory fitness - Laboratory-based lower-limb muscular strength (1-RM leg press) is associated with mathematics skills and persists after adjustment for BMI and cardiorespiratory fitness
• Lack of childcare support, language barriers, unrecognized international degrees, and stigma shaped providers' educational pathways - Lack of childcare support, language barriers, unrecognized international degrees, and stigma shaped providers' educational pathways
• Lack of confidence and inappropriate language use were observed obstacles to students' mathematical communication during the experiment - Lack of confidence and inappropriate language use were observed obstacles to students' mathematical communication during the experiment
• Lack of diversity in computing stems from social and structural barriers, not ability or interest - Lack of diversity in computing stems from social and structural barriers, not ability or interest
• Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use - Lack of knowledge of cognition, regulation of cognition, and intrinsic motivation hinder learners' metacognitive strategy use
• Lack of mentorship and guidance is a key barrier for first-generation chemists, stemming from limited awareness rather than ability - Lack of mentorship and guidance is a key barrier for first-generation chemists, stemming from limited awareness rather than ability
• Lack of practice ranks fourth among speaking anxiety sources, which the authors suggest may be due to teacher-centered Iranian classrooms - Lack of practice ranks fourth among speaking anxiety sources, which the authors suggest may be due to teacher-centered Iranian classrooms
• Lack of pricing transparency in the edtech market made OBC pricing decisions challenging, with pricing varying up to 40% between districts. - Lack of pricing transparency in the edtech market made OBC pricing decisions challenging, with pricing varying up to 40% between districts.
• Lack of standardised AI reporting undermines reproducibility, peer review, meta-analysis, and impact - Lack of standardised AI reporting undermines reproducibility, peer review, meta-analysis, and impact
• Lack of study space and financial issues are associated with higher test anxiety in online exams, and reliable technology with lower - Lack of study space and financial issues are associated with higher test anxiety in online exams, and reliable technology with lower
• Lack of time and heavy workload are organizational barriers to team-based professional development in higher education - Lack of time and heavy workload are organizational barriers to team-based professional development in higher education
• Lack of time available for learning is a barrier to cognitive, metacognitive, and peer learning strategies, making time management a prerequisite for other SRL strategies in CE - Lack of time available for learning is a barrier to cognitive, metacognitive, and peer learning strategies, making time management a prerequisite for other SRL strategies in CE
• Lacquer-painting imagery characteristics are positively associated with aesthetic responses: sensible scene with emotional resonance, imaginable atmosphere with cognitive evaluation, and virtual-real imagination with behavioral intention - Lacquer-painting imagery characteristics are positively associated with aesthetic responses: sensible scene with emotional resonance, imaginable atmosphere with cognitive evaluation, and virtual-real
• Ladders to Literacy shows mixed effects on comprehension, with no statistically significant vocabulary effects in any study despite an average improvement index of +9 - Ladders to Literacy shows mixed effects on comprehension, with no statistically significant vocabulary effects in any study despite an average improvement index of +9
• Ladders to Literacy shows potentially positive effects on alphabetics, with an average improvement index of +25 percentile points and a domain average effect size of 0.69 - Ladders to Literacy shows potentially positive effects on alphabetics, with an average improvement index of +25 percentile points and a domain average effect size of 0.69
• Ladders to Literacy shows potentially positive effects on fluency based on a single non-significant finding with an effect size of 0.72 and an improvement index of +26 - Ladders to Literacy shows potentially positive effects on fluency based on a single non-significant finding with an effect size of 0.72 and an improvement index of +26
• Lag-sequential Analysis reveals temporal ordering patterns in CSCL interaction that traditional coding-and-counting approaches hide - Lag-sequential Analysis reveals temporal ordering patterns in CSCL interaction that traditional coding-and-counting approaches hide
• Langer found four stances of meaning-making operate across literary and nonliterary reading regardless of text type - Langer found four stances of meaning-making operate across literary and nonliterary reading regardless of text type
• Language and dialogue operationalize the networking capacities that connectivism values - Language and dialogue operationalize the networking capacities that connectivism values
• Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comparable across measure types - Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comp
• Language and print knowledge instructional features produced statistically comparable performance within their domains, leaving unclear which features are most effective - Language and print knowledge instructional features produced statistically comparable performance within their domains, leaving unclear which features are most effective
• Language aptitude correlates with vocabulary retention after audiovisual learning but not after grasping-based learning - Language aptitude correlates with vocabulary retention after audiovisual learning but not after grasping-based learning
• Language attitudes show a significant small-to-medium positive correlation with language proficiency (r = .34) - Language attitudes show a significant small-to-medium positive correlation with language proficiency (r = .34)
• Language barriers were the biggest concern for Chinese international students, who reported tripling their reading time in English - Language barriers were the biggest concern for Chinese international students, who reported tripling their reading time in English
• Language becomes an operational medium in AI-supported design, with risks of narrowing exploration - Language becomes an operational medium in AI-supported design, with risks of narrowing exploration
• Language competencies correlate with text comprehension performance in both groups, but with monitoring resolution only in non-native speakers - Language competencies correlate with text comprehension performance in both groups, but with monitoring resolution only in non-native speakers
• Language comprehension and numerical working memory predict comparing decimals to the one-half benchmark - Language comprehension and numerical working memory predict comparing decimals to the one-half benchmark
• Language development functions as a consequence of, not a prerequisite for, deep conceptual exploration in secondary mathematics for English Learners - Language development functions as a consequence of, not a prerequisite for, deep conceptual exploration in secondary mathematics for English Learners
• Language difficulties, rather than inherent inability to grasp numerical concepts, may often underlie struggles in mathematics - Language difficulties, rather than inherent inability to grasp numerical concepts, may often underlie struggles in mathematics
• Language effects on complex-addition accuracy are larger in auditory than visual presentation format - Language effects on complex-addition accuracy are larger in auditory than visual presentation format
• Language group predicts perspective-taking accuracy after controlling for receptive vocabulary and fluid intelligence - Language group predicts perspective-taking accuracy after controlling for receptive vocabulary and fluid intelligence
• Language is not a direct predictor of arithmetic outcomes once executive attention is accounted for, but language and executive attention are strongly related (r=.80 in the hybrid model) - Language is not a direct predictor of arithmetic outcomes once executive attention is accounted for, but language and executive attention are strongly related (r=.80 in the hybrid model)
• Language learning was the most common subject domain for AIEd in higher education, at 17% - Language learning was the most common subject domain for AIEd in higher education, at 17%
• Language must also be subjective, emotional, inspirational, and aesthetic, so teachers should employ both the method of fact and the method of imagination - Language must also be subjective, emotional, inspirational, and aesthetic, so teachers should employ both the method of fact and the method of imagination
• Language pairing, onset age of instruction, and age of assessment showed no significant impact on foreign language word reading group differences - Language pairing, onset age of instruction, and age of assessment showed no significant impact on foreign language word reading group differences
• Language processing is intimately tuned to input frequency across phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, comprehension, grammaticality, sentence production, and syntax - Language processing is intimately tuned to input frequency across phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, comprehension, grammaticality, sentence productio
• Language proficiency moderates switch cost asymmetry, but highly proficient bilinguals still show n-2 language repetition costs consistent with inhibition - Language proficiency moderates switch cost asymmetry, but highly proficient bilinguals still show n-2 language repetition costs consistent with inhibition
• Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy - Language proficiency moderates the effect of non-interactive teaching on immediate monitoring accuracy
• Language proficiency predicts residual variance in executive performance not explained by processing speed at all preschool age points - Language proficiency predicts residual variance in executive performance not explained by processing speed at all preschool age points
• Language proficiency significantly moderates the effect of learning motivation on oral proficiency improvement - Language proficiency significantly moderates the effect of learning motivation on oral proficiency improvement
• Language proficiency significantly moderates the effect of reflective behavior on oral proficiency improvement, with the effect non-significant at low proficiency - Language proficiency significantly moderates the effect of reflective behavior on oral proficiency improvement, with the effect non-significant at low proficiency
• Language proficiency, beliefs, feedback literacy and learning objectives moderate students' engagement with and uptake of WCF - Language proficiency, beliefs, feedback literacy and learning objectives moderate students' engagement with and uptake of WCF
• Language teachers in two workshops responded positively to the evaluation framework, leading to a four-category revision - Language teachers in two workshops responded positively to the evaluation framework, leading to a four-category revision
• Language × Age interactions show bilingual preschoolers had the lowest MLUm, NDW, and SI scores, while bilingual school-age children produced the most fragments - Language × Age interactions show bilingual preschoolers had the lowest MLUm, NDW, and SI scores, while bilingual school-age children produced the most fragments
• Language-learning app design is criticized as basic, replicating earlier technologies with limited instruction and feedback - Language-learning app design is criticized as basic, replicating earlier technologies with limited instruction and feedback
• Lao teachers endorse relational, mastery, and ability-approach goals at similarly high levels, unlike typical Western patterns - Lao teachers endorse relational, mastery, and ability-approach goals at similarly high levels, unlike typical Western patterns
• Laplace-based local differential privacy outperforms Gaussian noise under Rényi-DP accounting for bounded [0,1]K prediction outputs - Laplace-based local differential privacy outperforms Gaussian noise under Rényi-DP accounting for bounded [0,1]K prediction outputs
• Laptop note-takers transcribed more verbatim and did worse on conceptual questions than longhand note-takers in one set of experiments, but a direct replication found no consistent difference in test performance
• Laptop versus longhand note-taking effects are mixed: typing benefited memory in some studies but longhand benefited conceptual questions in others - Laptop versus longhand note-taking effects are mixed: typing benefited memory in some studies but longhand benefited conceptual questions in others
• Large arrays exceed young children's attentional resources, preventing optimal allocation to relevant items - Large arrays exceed young children's attentional resources, preventing optimal allocation to relevant items
• Large class sizes of 40 to 80 children limited teachers' ability to provide individualized support - Large class sizes of 40 to 80 children limited teachers' ability to provide individualized support
• Large group size (4-5 members) limited individual participation and may have inflated self-assessed confidence - Large group size (4-5 members) limited individual participation and may have inflated self-assessed confidence
• Large language models can produce fluent but factually inaccurate or fabricated outputs (AI hallucination), posing risks for uncritical users in science education - Large language models can produce fluent but factually inaccurate or fabricated outputs (AI hallucination), posing risks for uncritical users in science education
• Large language models can support learning and teaching across education levels, from reading and writing support for elementary students to professional training - Large language models can support learning and teaching across education levels, from reading and writing support for elementary students to professional training
• Large majorities believe most students are capable of high achievement, but only 19 to 29 percent say most students currently reach high levels, producing gaps of 46 to 61 points - Large majorities believe most students are capable of high achievement, but only 19 to 29 percent say most students currently reach high levels, producing gaps of 46 to 61 points
• Large majorities of Gateway students report feeling cared for, part of the school, safe, and connected - Large majorities of Gateway students report feeling cared for, part of the school, safe, and connected
• Large majorities of incoming California community college students place into remedial-level mathematics and English - Large majorities of incoming California community college students place into remedial-level mathematics and English
• Large pay disparities persist between TK teachers and other publicly funded preschool teachers, and only San Francisco raised teacher qualifications and compensation at scale - Large pay disparities persist between TK teachers and other publicly funded preschool teachers, and only San Francisco raised teacher qualifications and compensation at scale
• Large performance gaps on grades 6–8 and grade 11 CAASPP ELA and math tests, with LTEL7 students performing at lower levels than other ever-ELs - Large performance gaps on grades 6–8 and grade 11 CAASPP ELA and math tests, with LTEL7 students performing at lower levels than other ever-ELs
• Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district - Large racial and socioeconomic achievement disparities persisted in an affluent high-performing district
• Large randomized evaluations of project-based learning programs show advantages over traditional science teaching of about 0.2 standard deviations - Large randomized evaluations of project-based learning programs show advantages over traditional science teaching of about 0.2 standard deviations
• Large shares of U.S. 4th and 8th graders read below the NAEP Basic level in reading comprehension - Large shares of U.S.
• Large-scale longitudinal study measures middle school academic trajectories relative to college readiness benchmarks for more than 360,000 US students - Large-scale longitudinal study measures middle school academic trajectories relative to college readiness benchmarks for more than 360,000 US students
• Larger adequacy gaps between projected adequate cost and actual spending were associated with fewer success points milestones per FTE student - Larger adequacy gaps between projected adequate cost and actual spending were associated with fewer success points milestones per FTE student
• Larger class size linked to poorer student and teacher performance (review attribution) - Larger class size linked to poorer student and teacher performance (review attribution)
• Larger CPS high schools were consistently more likely to offer CS courses than smaller schools in both 2012 and 2018 - Larger CPS high schools were consistently more likely to offer CS courses than smaller schools in both 2012 and 2018
• Larger dense generators passed smoke probes but all exceeded the +30% classroom latency limit in bake-off round 1 - Larger dense generators passed smoke probes but all exceeded the +30% classroom latency limit in bake-off round 1
• Larger font sizes produce higher judgments of learning than smaller font sizes, with a small-to-moderate pooled effect - Larger font sizes produce higher judgments of learning than smaller font sizes, with a small-to-moderate pooled effect
• Larger font sizes produce modestly better memory than smaller font sizes, with a small but significant pooled effect - Larger font sizes produce modestly better memory than smaller font sizes, with a small but significant pooled effect
• Larger fonts reliably increase both JOLs and memory only under specific boundary conditions: intermediate-to-very-large sizes, unrelated word lists, immediate JOLs, and brief study time - Larger fonts reliably increase both JOLs and memory only under specific boundary conditions: intermediate-to-very-large sizes, unrelated word lists, immediate JOLs, and brief study time
• Larger Llama Guard models outperform smaller ones on education-prompt classification, with the 8B model best in accuracy, recall, and F1 - Larger Llama Guard models outperform smaller ones on education-prompt classification, with the 8B model best in accuracy, recall, and F1
• Larger numerical values shift adults' solving strategy from the grouping algorithm to the more economical sequential algorithm - Larger numerical values shift adults' solving strategy from the grouping algorithm to the more economical sequential algorithm
• Larger proportions of ELs classified for 6 or more years are meeting the ELPAC well-developed benchmark, rising from about 17% in 2020–21 to nearly 23% in 2022–23 - Larger proportions of ELs classified for 6 or more years are meeting the ELPAC well-developed benchmark, rising from about 17% in 2020–21 to nearly 23% in 2022–23
• Larger right fusiform surface area in bullied children partially suppresses the negative effect of bullying on crystallized composite and vocabulary scores - Larger right fusiform surface area in bullied children partially suppresses the negative effect of bullying on crystallized composite and vocabulary scores
• Largest EF-training benefits emerge on the most demanding EF tasks and task conditions, so outcome measures must test the limits of children's EF abilities - Largest EF-training benefits emerge on the most demanding EF tasks and task conditions, so outcome measures must test the limits of children's EF abilities
• Largest professional development gains occur in practical application (+27%) and critical evaluation (+26%), with ethical awareness showing the smallest gain (+18%) - Largest professional development gains occur in practical application (+27%) and critical evaluation (+26%), with ethical awareness showing the smallest gain (+18%)
• Las micro-credenciales apoyaron la práctica profesional de una educadora como desarrollo profesional a propio ritmo - Las micro-credenciales apoyaron la práctica profesional de una educadora como desarrollo profesional a propio ritmo
• Las oportunidades percibidas de los LER incluyen tener todo en un solo lugar, conectar con puestos de trabajo y auto-traducción de destrezas - Las oportunidades percibidas de los LER incluyen tener todo en un solo lugar, conectar con puestos de trabajo y auto-traducción de destrezas
• Las personas y conexiones fueron los apoyos de transición más utilizados, seguidos por los servicios, entre estudiantes y trabajadores HSE - Las personas y conexiones fueron los apoyos de transición más utilizados, seguidos por los servicios, entre estudiantes y trabajadores HSE
• Las transiciones en el aprendizaje de estudiantes y trabajadores de comunidades HSE son interseccionales, dinámicas y no lineales, con múltiples cambios simultáneos - Las transiciones en el aprendizaje de estudiantes y trabajadores de comunidades HSE son interseccionales, dinámicas y no lineales, con múltiples cambios simultáneos
• LASSI Self-Regulation cluster scores showed the greatest pre/post gain among coached students, with increasing trends in all three clusters - LASSI Self-Regulation cluster scores showed the greatest pre/post gain among coached students, with increasing trends in all three clusters
• Lasting pedagogical change is more likely when teachers try out strategies, receive feedback, and iteratively improve across multiple workshops - Lasting pedagogical change is more likely when teachers try out strategies, receive feedback, and iteratively improve across multiple workshops
• Late-afternoon memory work shows relative inefficiency of about 5-6 per cent compared with early-morning work in 13-year-old boys - Late-afternoon memory work shows relative inefficiency of about 5-6 per cent compared with early-morning work in 13-year-old boys
• Late-arriving English Learners had cumulative GPAs similar to the district average but substantially lower SAT scores - Late-arriving English Learners had cumulative GPAs similar to the district average but substantially lower SAT scores
• Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice - Late-career teachers prefer socially embedded and collaborative learning opportunities such as mentoring, dialogue and reflective practice
• Late-delivered Level A and Level C interventions showed no detectable effect on high-risk children's aggression - Late-delivered Level A and Level C interventions showed no detectable effect on high-risk children's aggression
• Late-elementary (Grades 5–6) small-group peer-skills training (Level B) was associated with higher posttest aggression than control among high-risk children - Late-elementary (Grades 5–6) small-group peer-skills training (Level B) was associated with higher posttest aggression than control among high-risk children
• Latent (token-probability) confidence is the weakest single-source confidence signal for LLM-based ASAG, with the lowest AUROC and worst calibration - Latent (token-probability) confidence is the weakest single-source confidence signal for LLM-based ASAG, with the lowest AUROC and worst calibration
• Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains - Latent boredom means increased and latent interest means declined from grade 5 to grade 8 in both domains
• Latent career adapt-abilities profiles differ in AI anxiety, with the low group most anxious and the high group least anxious - Latent career adapt-abilities profiles differ in AI anxiety, with the low group most anxious and the high group least anxious
• Latent career adapt-abilities profiles differ strongly in core self-evaluations, with a stepwise increase across low, moderate, and high groups - Latent career adapt-abilities profiles differ strongly in core self-evaluations, with a stepwise increase across low, moderate, and high groups
• Latent class analyses distinguish classes of children who read letter strings serially versus in parallel for both word and nonword reading - Latent class analyses distinguish classes of children who read letter strings serially versus in parallel for both word and nonword reading
• Latent class analysis failed to discriminate ACE clusters in the Millennium Cohort Study data - Latent class analysis failed to discriminate ACE clusters in the Millennium Cohort Study data
• Latent Class Analysis identifies six provisional manager typologies with heterogeneous readiness and barrier profiles - Latent Class Analysis identifies six provisional manager typologies with heterogeneous readiness and barrier profiles
• Latent class analysis of 27 design elements yields a five-class solution in which only ten instructional design elements significantly contribute (R² .204–.880), showing peer assessment designs are less diverse than theoretically possible - Latent class analysis of 27 design elements yields a five-class solution in which only ten instructional design elements significantly contribute (R² .204–.880), showing peer assessment designs are le
• Latent class analysis of 641 higher education students' survey responses identifies four distinct classes of feedback experience - Latent class analysis of 641 higher education students' survey responses identifies four distinct classes of feedback experience
• Latent class analysis of roadblock responses identified three roughly equally sized administrator groups—Limited, Moderate, and Considerable Roadblocks—differing in breadth and depth of concern - Latent class analysis of roadblock responses identified three roughly equally sized administrator groups—Limited, Moderate, and Considerable Roadblocks—differing in breadth and depth of concern
• Latent correlations show threat appraisal flips from positive to negative with attainment value between T1 and T3 - Latent correlations show threat appraisal flips from positive to negative with attainment value between T1 and T3
• Latent EC at age 3 does not predict mathematics achievement, but EC at ages 3.75, 4.5, and 5.25 shows independent prospective links with mathematics - Latent EC at age 3 does not predict mathematics achievement, but EC at ages 3.75, 4.5, and 5.25 shows independent prospective links with mathematics
• Latent inhibition in adults occurs even when the CS is preexposed under severe conditions of inattention - Latent inhibition in adults occurs even when the CS is preexposed under severe conditions of inattention
• Latent inhibition occurs irrespective of whether preexposure was to the monitored or the nonmonitored ear - Latent inhibition occurs irrespective of whether preexposure was to the monitored or the nonmonitored ear
• Latent learner profiles did not moderate the effectiveness of the adaptive ITS - Latent learner profiles did not moderate the effectiveness of the adaptive ITS
• Latent profile analyses of interest dimensions best support two nearly identical sets of six profiles at both time points - Latent profile analyses of interest dimensions best support two nearly identical sets of six profiles at both time points
• Latent profile analysis identified three family engagement profiles in both Spanish- and English-speaking low-income Latino samples - Latent profile analysis identified three family engagement profiles in both Spanish- and English-speaking low-income Latino samples
• Latent profile analysis identifies three career adapt-abilities subgroups (low, moderate, high) among English majors - Latent profile analysis identifies three career adapt-abilities subgroups (low, moderate, high) among English majors
• Latent profile analysis identifies three learner profiles differing in cognitive factors, self-concept, and extraneous load, with significant performance differences - Latent profile analysis identifies three learner profiles differing in cognitive factors, self-concept, and extraneous load, with significant performance differences
• Latent profile analysis of 2015 PISA data identifies four collaborative problem-solver profiles among Chinese 15-year-old students - Latent profile analysis of 2015 PISA data identifies four collaborative problem-solver profiles among Chinese 15-year-old students
• Latent profile analysis of baseline teacher ratings identifies four classes of children's behavioral and social-emotional risk - Latent profile analysis of baseline teacher ratings identifies four classes of children's behavioral and social-emotional risk
• Latent profile analysis of combined SR and OB factors identifies six distinct teacher profiles spanning overestimation, underestimation, and alignment - Latent profile analysis of combined SR and OB factors identifies six distinct teacher profiles spanning overestimation, underestimation, and alignment
• Latent profile analysis of five kindergarten SEBs identifies four profiles: SE-Prosocial, SE-Anxious, SE-Aggressive, and SE-Vulnerable - Latent profile analysis of five kindergarten SEBs identifies four profiles: SE-Prosocial, SE-Anxious, SE-Aggressive, and SE-Vulnerable
• Latent profile analysis of four learning-related achievement emotions yields a five-class solution: four academic-control gradient profiles plus a distinct high-boredom profile - Latent profile analysis of four learning-related achievement emotions yields a five-class solution: four academic-control gradient profiles plus a distinct high-boredom profile
• Latent profile analysis of German third graders' reading measures identifies four profiles consistent with the simple view of reading: poor decoders, poor comprehenders, poor readers, and good readers - Latent profile analysis of German third graders' reading measures identifies four profiles consistent with the simple view of reading: poor decoders, poor comprehenders, poor readers, and good readers
• Latent profile analysis of kindergarten pre-reading measures yields six distinct performance profiles, including PA risk, RAN risk, and double-deficit risk groups - Latent profile analysis of kindergarten pre-reading measures yields six distinct performance profiles, including PA risk, RAN risk, and double-deficit risk groups
• Latent profile analysis of pre-service teachers' ChatGPT acceptance yields four highly distinguishable profiles, with Pragmatic Evaluators the largest (47.66%) - Latent profile analysis of pre-service teachers' ChatGPT acceptance yields four highly distinguishable profiles, with Pragmatic Evaluators the largest (47.66%)
• Latent profile analysis of pre-service teachers' CT skills identifies three profiles (Novice, Developing, Proficient), revealing heterogeneous, non-linear skill acquisition - Latent profile analysis of pre-service teachers' CT skills identifies three profiles (Novice, Developing, Proficient), revealing heterogeneous, non-linear skill acquisition
• Latent profile analysis of primary teachers' SRL competence yields two quantitative profiles (low vs. high competence) rather than three qualitatively distinct situative, cognitive, or mixed profiles - Latent profile analysis of primary teachers' SRL competence yields two quantitative profiles (low vs.
• Latent profile analysis of RIASEC interests in Dutch Grade 9 students reveals seven distinct vocational interest profiles - Latent profile analysis of RIASEC interests in Dutch Grade 9 students reveals seven distinct vocational interest profiles
• Latent profile analysis of secondary students' log-file engagement in a digital chemistry textbook identifies six distinct cognitive and metacognitive engagement profiles - Latent profile analysis of secondary students' log-file engagement in a digital chemistry textbook identifies six distinct cognitive and metacognitive engagement profiles
• Latent profile analysis of situation-specific motivation for studying video modeling examples yields four profiles: good-quality, moderately positive, moderately negative, and poor-quality - Latent profile analysis of situation-specific motivation for studying video modeling examples yields four profiles: good-quality, moderately positive, moderately negative, and poor-quality
• Latent profile analysis of six AI-attitude indicators yields four profiles: Positive Empowerment, Anxious Acceptance, Low-Perception Detached, and High-Perception High-Vigilance - Latent profile analysis of six AI-attitude indicators yields four profiles: Positive Empowerment, Anxious Acceptance, Low-Perception Detached, and High-Perception High-Vigilance
• Latent profiles moderated the effect of reading comprehension intervention: the Treatment by Profile interaction was statistically significant - Latent profiles moderated the effect of reading comprehension intervention: the Treatment by Profile interaction was statistically significant
• Latent singing ability varies widely across learners, with sequence-level theta estimates spanning −3.79 to 3.36 logits - Latent singing ability varies widely across learners, with sequence-level theta estimates spanning −3.79 to 3.36 logits
• Latent transition analysis extracted four ability-profiles of hypothesis-based reasoning across affirmative, refuting, and irrelevant evidence - Latent transition analysis extracted four ability-profiles of hypothesis-based reasoning across affirmative, refuting, and irrelevant evidence
• Later age of entry to a signing school for the Deaf is associated with lower ASL syntactic judgment and analogical reasoning scores, with a marked decline for entry after age 12 - Later age of entry to a signing school for the Deaf is associated with lower ASL syntactic judgment and analogical reasoning scores, with a marked decline for entry after age 12
• Later cohorts fell off schedule for graduation at earlier ages, but the percentage off schedule by age 16 changed very little - Later cohorts fell off schedule for graduation at earlier ages, but the percentage off schedule by age 16 changed very little
• Later time-point of cognitive testing is associated with faster reaction times, with significantly slower RT in the morning - Later time-point of cognitive testing is associated with faster reaction times, with significantly slower RT in the morning
• Later-implementing PBIS schools showed the greatest organizational health improvements, while fast adopters started higher - Later-implementing PBIS schools showed the greatest organizational health improvements, while fast adopters started higher
• Latin translation ability varies strikingly across schools, with first-year pupils in some schools outperforming third- and fourth-year pupils in others - Latin translation ability varies strikingly across schools, with first-year pupils in some schools outperforming third- and fourth-year pupils in others
• Latino CPS graduates who aspire to a four-year degree are least likely to plan to attend a four-year college after graduation - Latino CPS graduates who aspire to a four-year degree are least likely to plan to attend a four-year college after graduation
• Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade - Latino girls reported higher belonging and achievement than boys, and Latino subgroup and parent-education differences emerged in the sixth grade
• Latinx two-year college students' spring-to-fall return rates declined most among race/ethnicity and gender groups in 2020 - Latinx two-year college students' spring-to-fall return rates declined most among race/ethnicity and gender groups in 2020
• Latinx, Black, and Asian students participated at higher rates than White peers; household size explained Latinx, Black, and Asian differences - Latinx, Black, and Asian students participated at higher rates than White peers; household size explained Latinx, Black, and Asian differences
• LAUNCH elementary principals reported spending about twice as much time on professional development as veteran principals and more time on staff development than other principals - LAUNCH elementary principals reported spending about twice as much time on professional development as veteran principals and more time on staff development than other principals
• LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management - LAUNCH principals report greater satisfaction and confidence in their preparation while NLNS principals report less confidence in operational management
• Launching RPP work with disaggregated student data highlighted equity issues without assigning blame - Launching RPP work with disaggregated student data highlighted equity issues without assigning blame
• LAUSD CCSPP community schools reduced chronic absence by approximately 9% more and improved math proficiency by approximately 10% more than comparable non-CCSPP high-need schools - LAUSD CCSPP community schools reduced chronic absence by approximately 9% more and improved math proficiency by approximately 10% more than comparable non-CCSPP high-need schools
• Lave, Murtaugh, and de la Rocha found grocery shoppers nearly infallible at situated price-comparison mathematics but answering fewer than half of identical abstract paper-and-pencil problems correctly - Lave, Murtaugh, and de la Rocha found grocery shoppers nearly infallible at situated price-comparison mathematics but answering fewer than half of identical abstract paper-and-pencil problems correctl
• Lay forecasters predicted that practicing alone would produce more learning than practicing with AI, contrary to the experimental results - Lay forecasters predicted that practicing alone would produce more learning than practicing with AI, contrary to the experimental results
• Lay producers of argument diagrams spontaneously create well-formed global structures, with 80% of diagrams having basic circle or square geometry - Lay producers of argument diagrams spontaneously create well-formed global structures, with 80% of diagrams having basic circle or square geometry
• Layer 1 survey (N=54) found mostly daily or weekly but largely passive AI use, with persistent ethical anxiety described as cheating fears or hallucination worries - Layer 1 survey (N=54) found mostly daily or weekly but largely passive AI use, with persistent ethical anxiety described as cheating fears or hallucination worries
• Layer-wise probing shows clearer middle-layer separability in the general model and a weaker, deeper separability profile in the coder model - Layer-wise probing shows clearer middle-layer separability in the general model and a weaker, deeper separability profile in the coder model
• Layered AI feedback led to significantly more tasks requiring three or more submissions, while total submissions, learning time and edit distance did not differ - Layered AI feedback led to significantly more tasks requiring three or more submissions, while total submissions, learning time and edit distance did not differ
• Layered AI feedback was perceived as more encouraging and independence-supporting but imposed higher mental effort - Layered AI feedback was perceived as more encouraging and independence-supporting but imposed higher mental effort
• LCFF-induced per-pupil spending increases caused improvements in math and reading achievement in districts receiving concentration grants - LCFF-induced per-pupil spending increases caused improvements in math and reading achievement in districts receiving concentration grants
• LCFF-induced spending increases of $1,000 per pupil for 3 consecutive years produced roughly a full grade-level increase in math and reading achievement in grades 3–8 - LCFF-induced spending increases of $1,000 per pupil for 3 consecutive years produced roughly a full grade-level increase in math and reading achievement in grades 3–8
• LCFF-induced spending increases reduced suspensions and expulsions, with larger effects for boys and the most pronounced effects for Black students - LCFF-induced spending increases reduced suspensions and expulsions, with larger effects for boys and the most pronounced effects for Black students
• LCFF-induced spending increases reduced the probability of grade repetition, particularly in elementary school - LCFF-induced spending increases reduced the probability of grade repetition, particularly in elementary school
• LCFF-induced spending increases significantly improved math and reading achievement in every grade assessed, with the largest gains in districts receiving concentration grants - LCFF-induced spending increases significantly improved math and reading achievement in every grade assessed, with the largest gains in districts receiving concentration grants
• LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model - LCSM on the same simulated PALMA-like data shows negative cross-lagged effects, contradicting the reciprocal effects model
• LDA topic modeling of 242 LDT syntheses reveals eight thematic areas, with computational tools most prevalent (21.7%) and generative AI integration emerging (8.2%) - LDA topic modeling of 242 LDT syntheses reveals eight thematic areas, with computational tools most prevalent (21.7%) and generative AI integration emerging (8.2%)
• LDA topic modeling of HI/HIM AI policy documents identifies four dominant themes: academic integrity, generative AI use, AI in research, and ChatGPT engagement - LDA topic modeling of HI/HIM AI policy documents identifies four dominant themes: academic integrity, generative AI use, AI in research, and ChatGPT engagement
• LDI structure does not significantly affect cued recall of picture details or of interpretations themselves - LDI structure does not significantly affect cued recall of picture details or of interpretations themselves
• LEA Design Teams came to believe that focusing first on teacher-of-color retention builds conditions that later support recruitment - LEA Design Teams came to believe that focusing first on teacher-of-color retention builds conditions that later support recruitment
• LEA's course-agnostic architecture was operationalised across three courses with no changes to the orchestrator, mastery tracker, or scaffolding engine - LEA's course-agnostic architecture was operationalised across three courses with no changes to the orchestrator, mastery tracker, or scaffolding engine
• Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration - Leaders at city, central office, and school levels are perceived to play a key role in promoting cross-sector collaboration
• Leaders caution that disaggregating data by student demographics is only the beginning of using continuous improvement for equity, not its entirety - Leaders caution that disaggregating data by student demographics is only the beginning of using continuous improvement for equity, not its entirety
• Leadership coaching partnerships and instructional leadership team collaboration increased schools' capacity to use survey data - Leadership coaching partnerships and instructional leadership team collaboration increased schools' capacity to use survey data
• Leadership competence is the strongest predictor of governance effectiveness in Vietnamese universities - Leadership competence is the strongest predictor of governance effectiveness in Vietnamese universities
• Leadership in collaborative learning is an interactional group phenomenon requiring bids to be taken up - Leadership in collaborative learning is an interactional group phenomenon requiring bids to be taken up
• Leadership moves are distributed among members of children's collaborative learning groups rather than concentrated in a single leader - Leadership moves are distributed among members of children's collaborative learning groups rather than concentrated in a single leader
• Leadership practices, teacher competence, and innovation culture collectively determine the success or failure of AI integration initiatives - Leadership practices, teacher competence, and innovation culture collectively determine the success or failure of AI integration initiatives
• Leadership teams can use CALL survey results to select the guide sections most useful for their improvement plan - Leadership teams can use CALL survey results to select the guide sections most useful for their improvement plan
• Leading LLMs hallucinated legal authorities in 58%-88% of tested cases while failing to recognise incorrect legal assumptions in prompts - Leading LLMs hallucinated legal authorities in 58%-88% of tested cases while failing to recognise incorrect legal assumptions in prompts
• LEARN reconceptualises scaffolding for GAI contexts as interactive, dialogic, and epistemically regulated interrogation of AI outputs - LEARN reconceptualises scaffolding for GAI contexts as interactive, dialogic, and epistemically regulated interrogation of AI outputs
• Learned difficulty parameters show a moderate positive correlation with empirical KC difficulty on QATD2k - Learned difficulty parameters show a moderate positive correlation with empirical KC difficulty on QATD2k
• Learner acceptance of AI simulations is generally high, with System Usability Scale scores of 61.6 to 78.56 and 72%-93% willingness to recommend - Learner acceptance of AI simulations is generally high, with System Usability Scale scores of 61.6 to 78.56 and 72%-93% willingness to recommend
• Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners - Learner age/level moderates the benefit of negotiation of meaning: high school learners relied on it more than college learners
• Learner agency in GenAI-mediated learning is enacted through prompting, questioning, verification, comparison, revision, and disciplinary judgment - Learner agency in GenAI-mediated learning is enacted through prompting, questioning, verification, comparison, revision, and disciplinary judgment
• Learner AI over-reliance is reframed as misclassification: a failure of real-time metacognitive evaluation with two distinct pathways - Learner AI over-reliance is reframed as misclassification: a failure of real-time metacognitive evaluation with two distinct pathways
• Learner attributes differ sharply in how reliably they can be recovered from tutoring dialogue, with behavioral traits slow to surface - Learner attributes differ sharply in how reliably they can be recovered from tutoring dialogue, with behavioral traits slow to surface
• Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness - Learner characteristics — prior knowledge, self-regulatory skills, cognitive styles, and attitudes towards learning — moderate hypermedia learning effectiveness
• Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.) - Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.)
• Learner control does not improve retention of the main steps in an animated multimedia instruction - Learner control does not improve retention of the main steps in an animated multimedia instruction
• Learner control does not increase self-reported cognitive involvement with the learning materials - Learner control does not increase self-reported cognitive involvement with the learning materials
• Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control - Learner control over pace and order of an animated multimedia instruction improves transfer performance compared with system control
• Learner control substantially increases time-on-task in animated multimedia instruction - Learner control substantially increases time-on-task in animated multimedia instruction
• Learner engagement is positively associated with perceived learner performance in agentic AI-supported online learning - Learner engagement is positively associated with perceived learner performance in agentic AI-supported online learning
• Learner engagement was strengthened when the AI tutor adapted to learners' pace and prior knowledge - Learner engagement was strengthened when the AI tutor adapted to learners' pace and prior knowledge
• Learner errors arise from interlingual transfer, intralingual overgeneralization, cultural interference, and communicative strategies - Learner errors arise from interlingual transfer, intralingual overgeneralization, cultural interference, and communicative strategies
• Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464 - Learner flow control over animations is rarely used, and the authors report no correlation between its use and knowledge-test results although the printed Spearman r is 0.464
• Learner highlighting of text gives a small memory benefit but no reliable comprehension benefit, and evidence on other forms of annotation is not yet recorded here
• Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring - Learner presence in an accelerated online MBA context manifests as three qualities: learner intentions, learner metacognition, and peer monitoring
• Learner Records Rarely Establish That a Prerequisite Edge Exists
• Learner repair following feedback differed by setting: prompts yielded the largest proportion of repair in French immersion, recasts in Japanese immersion - Learner repair following feedback differed by setting: prompts yielded the largest proportion of repair in French immersion, recasts in Japanese immersion
• Learner-centeredness is a universal theme across SLA theories and language teaching methods - Learner-centeredness is a universal theme across SLA theories and language teaching methods
• Learner-chatbot EFL writing interaction follows two dominant behavioural loops: a Revision Loop and a Chat Loop - Learner-chatbot EFL writing interaction follows two dominant behavioural loops: a Revision Loop and a Chat Loop
• Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills - Learner-chosen adaptivity in a collaboration script was feasible as guidance design, but impacted regulatory actions only among students with more advanced self-regulation skills
• Learner-constructed graphic organizers are not shown to outperform provided ones: the one direct test, with college readers, favoured provided organizers on transfer
• Learner-controlled pacing of a video model was heavily used and associated with better understanding of underlying processes and less practice time, especially as task difficulty increased - Learner-controlled pacing of a video model was heavily used and associated with better understanding of underlying processes and less practice time, especially as task difficulty increased
• Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses - Learner-instructor and learner-content engagement strategies are negatively associated with digital distraction in online courses
• Learner-level challenges of ChatGPT in STEAM IBL include over-reliance, inaccurate or irrelevant feedback, conceptual confusion, and diminished creativity - Learner-level challenges of ChatGPT in STEAM IBL include over-reliance, inaccurate or irrelevant feedback, conceptual confusion, and diminished creativity
• Learner-oriented interventions such as training of learning prerequisites, pre-training, and prompting are empirically tested support procedures for visual displays - Learner-oriented interventions such as training of learning prerequisites, pre-training, and prompting are empirically tested support procedures for visual displays
• Learner-side gains from curiosity modulation generalize across model families, academic domains, and topic complexity levels - Learner-side gains from curiosity modulation generalize across model families, academic domains, and topic complexity levels
• Learner-side gains from curiosity modulation persist even when tutor-side instructional quality remains unchanged or degrades, suggesting curiosity operates as a partially independent interaction-level mechanism - Learner-side gains from curiosity modulation persist even when tutor-side instructional quality remains unchanged or degrades, suggesting curiosity operates as a partially independent interaction-leve
• Learners accurately judge that twice-presented items are more likely to be recalled than once-presented items - Learners accurately judge that twice-presented items are more likely to be recalled than once-presented items
• Learners acquired untaught syntactic properties but failed to show sensitivity to agreement they had been explicitly taught and practiced - Learners acquired untaught syntactic properties but failed to show sensitivity to agreement they had been explicitly taught and practiced
• Learners allowed to make a knowledge-of-results decision before a trial and revise it after (Self-Both) mostly kept their original choice but sometimes changed it after seeing their own performance. - Learners allowed to make a knowledge-of-results decision before a trial and revise it after (Self-Both) mostly kept their original choice but sometimes changed it after seeing their own performance.
• Learners are more willing to act on feedback when they perceive the sender as credible and trustworthy - Learners are more willing to act on feedback when they perceive the sender as credible and trustworthy
• Learners are substantially overconfident when evaluating the quality of their self-generated examples - Learners are substantially overconfident when evaluating the quality of their self-generated examples
• Learners associate higher effort with less effective study strategies, indicating negative connotations of effort - Learners associate higher effort with less effective study strategies, indicating negative connotations of effort
• Learners at the same proficiency level differ in responsiveness to mediation, with Sarah needing less explicit help than Dena - Learners at the same proficiency level differ in responsiveness to mediation, with Sarah needing less explicit help than Dena
• Learners change the direction of their assumptions more often to agree with a partner than to disagree - Learners change the direction of their assumptions more often to agree with a partner than to disagree
• Learners converge toward an unknown other's assumptions after seeing the other's answers and confidence, reducing the distance between their own and the partner's answers - Learners converge toward an unknown other's assumptions after seeing the other's answers and confidence, reducing the distance between their own and the partner's answers
• Learners define engagement through cognitive, behavioral, and emotional criteria that align with the tripartite framework but differ across individuals - Learners define engagement through cognitive, behavioral, and emotional criteria that align with the tripartite framework but differ across individuals
• Learners design poor experiments: confirmation bias, inconclusive designs, and ineffective variable manipulation are common - Learners design poor experiments: confirmation bias, inconclusive designs, and ineffective variable manipulation are common
• Learners engage in mind wandering approximately 30% of the time spent in educational activities, and this is associated with deteriorated learning outcomes - Learners engage in mind wandering approximately 30% of the time spent in educational activities, and this is associated with deteriorated learning outcomes
• Learners engaged extensively with the chatbot, overwhelmingly communicating in Japanese rather than English - Learners engaged extensively with the chatbot, overwhelmingly communicating in Japanese rather than English
• Learners face compounding systemic challenges: widening gaps, isolation, and shifting skill demands - Learners face compounding systemic challenges: widening gaps, isolation, and shifting skill demands
• Learners fail to recognize the benefits of pre-instruction testing, ranking it as least effective despite benefiting from it - Learners fail to recognize the benefits of pre-instruction testing, ranking it as least effective despite benefiting from it
• Learners generally underestimate how fast they will learn word pairs, and this underconfidence is larger for low-variability lists - Learners generally underestimate how fast they will learn word pairs, and this underconfidence is larger for low-variability lists
• Learners given appropriate materials and prompts can successfully develop, articulate, and elaborate rich epistemic ideals for good models and good sources - Learners given appropriate materials and prompts can successfully develop, articulate, and elaborate rich epistemic ideals for good models and good sources
• Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success - Learners have a strong natural tendency to induce a rationale from discovered relations, which can evoke erroneous hypotheses about undiscovered relations and reduce inquiry success
• Learners have difficulty generating and adapting hypotheses, with low process validity and strong persistence of initial hypotheses - Learners have difficulty generating and adapting hypotheses, with low process validity and strong persistence of initial hypotheses
• Learners heed proactive promptings more systematically when a human tutor is accessible than when it is not - Learners heed proactive promptings more systematically when a human tutor is accessible than when it is not
• Learners hold positive attitudes toward glosses, but their perceptions of which gloss type works best do not match measured performance - Learners hold positive attitudes toward glosses, but their perceptions of which gloss type works best do not match measured performance
• Learners in agent interaction became locked in lower-order self-transition loops (e.g., Understand z = 49.08, Application z = 51.48) and rarely transitioned spontaneously to higher-order cognition - Learners in agent interaction became locked in lower-order self-transition loops (e.g., Understand z = 49.08, Application z = 51.48) and rarely transitioned spontaneously to higher-order cognition
• Learners in all three corrective-feedback groups improve irregular past tense performance on both GJT and EIT from pretest to posttests, a within-group gain that does not separate the feedback types - Learners in all three corrective-feedback groups improve irregular past tense performance on both GJT and EIT from pretest to posttests, a within-group gain that does not separate the feedback types
• Learners in both sequencing conditions predominantly preferred and were satisfied with DI-PS sequencing - Learners in both sequencing conditions predominantly preferred and were satisfied with DI-PS sequencing
• Learners in fully online courses reported positive perceived usefulness and perceived ease of use of both a goal-setting chatbot and a learning buddy chatbot - Learners in fully online courses reported positive perceived usefulness and perceived ease of use of both a goal-setting chatbot and a learning buddy chatbot
• Learners in immersive media environments tend to treat pedagogical agents as real people, relying primarily on biologically primary communication patterns - Learners in immersive media environments tend to treat pedagogical agents as real people, relying primarily on biologically primary communication patterns
• Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure - Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure
• Learners in the matched condition exhibited more meta-cognitive and cognitive activities—monitoring, preparation, and ending discussions—than learners in other conditions - Learners in the matched condition exhibited more meta-cognitive and cognitive activities—monitoring, preparation, and ending discussions—than learners in other conditions
• Learners inclined to seek help were less likely to pass an assessment after completing a lecture - Learners inclined to seek help were less likely to pass an assessment after completing a lecture
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals.
• Learners invest more mental effort in media they perceive as difficult, so multimedia should raise perceived demand characteristics - Learners invest more mental effort in media they perceive as difficult, so multimedia should raise perceived demand characteristics
• Learners judge explanatory feedback as more effective preparation than correct-response feedback, in both studies - Learners judge explanatory feedback as more effective preparation than correct-response feedback, in both studies
• Learners judge massed-presented items as more likely to be recalled than distributed-presented items, although their recall is worse - Learners judge massed-presented items as more likely to be recalled than distributed-presented items, although their recall is worse
• Learners learned most about those principles that were faded - Learners learned most about those principles that were faded
• Learners learning with generative AI risk offloading monitoring and control of learning to the AI, suppressing learner agency - Learners learning with generative AI risk offloading monitoring and control of learning to the AI, suppressing learner agency
• Learners Misjudge Spacing Benefits
• Learners misjudge which learning strategies are effective
• Learners often fail to regulate their own learning in computer-based learning environments - Learners often fail to regulate their own learning in computer-based learning environments
• Learners overwhelmingly judge blocking more effective than interleaving even when their test performance favors interleaving - Learners overwhelmingly judge blocking more effective than interleaving even when their test performance favors interleaving
• Learners partly use example length as a cue when evaluating their self-generated examples - Learners partly use example length as a cue when evaluating their self-generated examples
• Learners perceive AI applications as useful for regulating their learning but not for regulating motivation - Learners perceive AI applications as useful for regulating their learning but not for regulating motivation
• Learners perceived male PALs more positively and recalled more with them than with female PALs, reflecting gender stereotypes - Learners perceived male PALs more positively and recalled more with them than with female PALs, reflecting gender stereotypes
• Learners placed at the same CEFR level by DIALANG differ in their ZPDs, which DIALANG's non-dynamic feedback does not capture - Learners placed at the same CEFR level by DIALANG differ in their ZPDs, which DIALANG's non-dynamic feedback does not capture
• Learners prefer receiving corrective feedback more than teachers feel they should provide it - Learners prefer receiving corrective feedback more than teachers feel they should provide it
• Learners rarely detect manipulation of offloaded information and may replace internal memory with altered external content - Learners rarely detect manipulation of offloaded information and may replace internal memory with altered external content
• Learners rated the L2C coach higher than both baselines on safety, performance, agency, and satisfaction - Learners rated the L2C coach higher than both baselines on safety, performance, agency, and satisfaction
• Learners receiving both form- and meaning-focused instruction improved more than a form-focused group (attributed to Park, 2000) - Learners receiving both form- and meaning-focused instruction improved more than a form-focused group (attributed to Park, 2000)
• Learners receiving ChatGPT-generated hints showed statistically significant learning gains compared to a no-hint control in an online mathematics tutoring experiment - Learners receiving ChatGPT-generated hints showed statistically significant learning gains compared to a no-hint control in an online mathematics tutoring experiment
• Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts - Learners report more positive attitudes toward externally regulated prompts than self-regulated prompts
• Learners reported higher perceived learning and satisfaction and lower mental effort with the instructor video, despite no performance gains — a perception-performance gap - Learners reported higher perceived learning and satisfaction and lower mental effort with the instructor video, despite no performance gains — a perception-performance gap
• Learners request additional information mainly on items where their (adjusted) confidence is low, indicating confidence-based metacognitive regulation - Learners request additional information mainly on items where their (adjusted) confidence is low, indicating confidence-based metacognitive regulation
• Learners resolve grammar-related noticing with intuition, reasoning, rephrasing and explicit rules rather than external resources - Learners resolve grammar-related noticing with intuition, reasoning, rephrasing and explicit rules rather than external resources
• Learners selectively filtered and adopted AI-generated feedback while maintaining pedagogical agency - Learners selectively filtered and adopted AI-generated feedback while maintaining pedagogical agency
• Learners shift from letter-by-letter reading to word and phrase units and gain keyboard familiarity, and the shift to larger units is temporarily accompanied by more errors - Learners shift from letter-by-letter reading to word and phrase units and gain keyboard familiarity, and the shift to larger units is temporarily accompanied by more errors
• Learners show no first-language transfer for manner adverbs, judging sentence-final placement acceptable and pre-verbal placement unacceptable despite Chinese word order - Learners show no first-language transfer for manner adverbs, judging sentence-final placement acceptable and pre-verbal placement unacceptable despite Chinese word order
• Learners show stronger short-term syntactic priming with the AI partner, significant across all three recency-window operationalizations including one equalizing input volume - Learners show stronger short-term syntactic priming with the AI partner, significant across all three recency-window operationalizations including one equalizing input volume
• Learners showed positive attitudes toward receiving SMS vocabulary messages, and instant messaging raised intercultural awareness - Learners showed positive attitudes toward receiving SMS vocabulary messages, and instant messaging raised intercultural awareness
• Learners showed reliable pre–post changes in facial, vocal, and lexical expressive signals after sustained system use - Learners showed reliable pre–post changes in facial, vocal, and lexical expressive signals after sustained system use
• Learners supported by ChatGPT, a human expert, checklist tools, or no support show no significant difference in post-task intrinsic motivation - Learners supported by ChatGPT, a human expert, checklist tools, or no support show no significant difference in post-task intrinsic motivation
• Learners tend to feel restudying confers more learning than being tested even though the opposite is true, per the review - Learners tend to feel restudying confers more learning than being tested even though the opposite is true, per the review
• Learners underuse effective learning strategies such as spacing and retrieval practice - Learners underuse effective learning strategies such as spacing and retrieval practice
• Learners use apps mostly for vocabulary development, translation, and grammar practice, often informally and in short sessions - Learners use apps mostly for vocabulary development, translation, and grammar practice, often informally and in short sessions
• Learners use navigational help less when a human tutor is accessible, contradicting the expected direction - Learners use navigational help less when a human tutor is accessible, contradicting the expected direction
• Learners used products outside class despite infrastructure limits: 65% of surveyed students reported doing software work outside class while mobile access was largely unavailable - Learners used products outside class despite infrastructure limits: 65% of surveyed students reported doing software work outside class while mobile access was largely unavailable
• Learners using a GenAI system issued prompts that offloaded tasks that may have been important for them to perform themselves, such as differentiating concepts and deciding what to learn - Learners using a GenAI system issued prompts that offloaded tasks that may have been important for them to perform themselves, such as differentiating concepts and deciding what to learn
• Learners using standard keyboard-based LLM workflows during pen-based study face a Referential Barrier and an Expressive Barrier - Learners using standard keyboard-based LLM workflows during pen-based study face a Referential Barrier and an Expressive Barrier
• Learners using structured CAI maintained their level of memory from recall to retention, while unstructured CAI learners did not - Learners using structured CAI maintained their level of memory from recall to retention, while unstructured CAI learners did not
• Learners valued AI revision podcasts for portability and 'dead time' use but identified absent pauses and AI voice monotony as design barriers - Learners valued AI revision podcasts for portability and 'dead time' use but identified absent pauses and AI voice monotony as design barriers
• Learners valued repeatable practice and recorded review in MedEasy while questioning missing actions and feedback criteria - Learners valued repeatable practice and recorded review in MedEasy while questioning missing actions and feedback criteria
• Learners valued safe, repeatable, nonjudgmental AI practice environments that reduced anxiety and bridged the theory-practice gap - Learners valued safe, repeatable, nonjudgmental AI practice environments that reduced anxiety and bridged the theory-practice gap
• Learners who construct good single arguments individually are not always able to apply that competence in comparable collaborative tasks - Learners who construct good single arguments individually are not always able to apply that competence in comparable collaborative tasks
• Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) showed less error on a 24-h transfer test to a new target distance than Self-Before learners and their yoked counterparts. - Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) showed less error on a 24-h transfer test to a new target distance than Self-Before learners and
• Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) were more accurate on a 24-h motor retention test than learners who decided before the trial (Self-Before) and than their yoked counterparts. - Learners who could decide after a trial whether to receive knowledge of results (Self-After, Self-Both) were more accurate on a 24-h motor retention test than learners who decided before the trial (Se
• Learners who could decide after a trial whether to receive knowledge of results estimated their own movement outcomes more accurately in retention than Self-Before learners and their yoked counterparts. - Learners who could decide after a trial whether to receive knowledge of results estimated their own movement outcomes more accurately in retention than Self-Before learners and their yoked counterpart
• Learners who reflected collaboratively on their prior collaboration gained more knowledge about effective collaboration than learners guided by an external collaboration script or unsupported learners - Learners who reflected collaboratively on their prior collaboration gained more knowledge about effective collaboration than learners guided by an external collaboration script or unsupported learners
• Learners with BLV often cannot feel whether their wrist is straight while playing and discover misalignment only when someone else observes them - Learners with BLV often cannot feel whether their wrist is straight while playing and discover misalignment only when someone else observes them
• Learners with high prior knowledge benefit more from segmenting in retention performance than learners with no or low prior knowledge - Learners with high prior knowledge benefit more from segmenting in retention performance than learners with no or low prior knowledge
• Learners with higher visuospatial ability outperform lower-visuospatial-ability learners on recognition and factual knowledge when learning fish movements in Desktop-VR - Learners with higher visuospatial ability outperform lower-visuospatial-ability learners on recognition and factual knowledge when learning fish movements in Desktop-VR
• Learners with lower own confidence are more inclined to change their assumption in the face of disagreement - Learners with lower own confidence are more inclined to change their assumption in the face of disagreement
• Learners with more misconceptions made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets - Learners with more misconceptions made more overconfident comprehension predictions after a standard text with a misconception list, an association not seen with refutation texts or think sheets
• Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance - Learners with more misconceptions who completed a think sheet were more underconfident in predicting their transfer performance
• Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions - Learners working with tree diagrams performed fewer manipulations in the simulations than learners in other conditions
• Learners' critical sharing of ideas and the teacher's intentional intervention were the two critical factors for effective folding back - Learners' critical sharing of ideas and the teacher's intentional intervention were the two critical factors for effective folding back
• Learners' grammar noticing centers more on syntax than morphology, with syntax issues encountered by all participants - Learners' grammar noticing centers more on syntax than morphology, with syntax issues encountered by all participants
• Learners' JOLs are sensitive to the enactment benefit even when encoding type is manipulated between subjects - Learners' JOLs are sensitive to the enactment benefit even when encoding type is manipulated between subjects
• Learners' knowledge gains focused particularly on interactions required for solving information pooling tasks, such as sharing information - Learners' knowledge gains focused particularly on interactions required for solving information pooling tasks, such as sharing information
• Learners' mechanical ability and spatial ability were not significantly related to identification performance in the main study - Learners' mechanical ability and spatial ability were not significantly related to identification performance in the main study
• Learners' perceived self-efficacy during learning moderated the effect of prompts on learning outcomes - Learners' perceived self-efficacy during learning moderated the effect of prompts on learning outcomes
• Learners' self-assessments of response correctness are imperfect, with asymmetric error rates for incorrect and correct responses - Learners' self-assessments of response correctness are imperfect, with asymmetric error rates for incorrect and correct responses
• Learners' sensitivity to frequency has implications for theories of implicit and explicit learning and their interactions - Learners' sensitivity to frequency has implications for theories of implicit and explicit learning and their interactions
• Learners' spatial ability moderates whether realistic visualizations help or hinder learning - Learners' spatial ability moderates whether realistic visualizations help or hinder learning
• Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks.
• Learners’ proficiency correlates with constructional sorting and translation performance, countering a purely age-based explanation - Learners’ proficiency correlates with constructional sorting and translation performance, countering a purely age-based explanation
• Learning ability does not decline with age in healthy older adults - Learning ability does not decline with age in healthy older adults
• Learning agency and challenge emotions serially mediate the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors - Learning agency and challenge emotions serially mediate the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors
• Learning agency mediates the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors - Learning agency mediates the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors
• Learning agility, digital literacy, future work self salience, and perceived university digital support prospectively differentiate AI-attitude profile membership, especially separating Low-Perception Detached from engaged profiles - Learning agility, digital literacy, future work self salience, and perceived university digital support prospectively differentiate AI-attitude profile membership, especially separating Low-Perception
• Learning analytics research most often supports the 'where the learner is now' stage of formative assessment (51% of studies) and rarely the 'how to get there' stage (2%) - Learning analytics research most often supports the 'where the learner is now' stage of formative assessment (51% of studies) and rarely the 'how to get there' stage (2%)
• Learning analytics tools can provide personalized feedback on students' academic writing by identifying mistakes and offering constructive suggestions (e.g., AcaWriter) - Learning analytics tools can provide personalized feedback on students' academic writing by identifying mistakes and offering constructive suggestions (e.g., AcaWriter)
• Learning and innovation skills outcomes: 15 innovations from the game design program and six from the mathematics CAI program, with all students working creatively with others - Learning and innovation skills outcomes: 15 innovations from the game design program and six from the mathematics CAI program, with all students working creatively with others
• Learning and performance goal orientations are highly positively correlated and not mutually exclusive in adults - Learning and performance goal orientations are highly positively correlated and not mutually exclusive in adults
• Learning and teaching processes in networked learning are not static but have different dynamics at various stages of collaborative work - Learning and teaching processes in networked learning are not static but have different dynamics at various stages of collaborative work
• Learning avoidance goals are separable from learning approach goals in university instructors. - Learning avoidance goals are separable from learning approach goals in university instructors.
• Learning behaviors of typical multilingual development can resemble those of disability, complicating accurate identification - Learning behaviors of typical multilingual development can resemble those of disability, complicating accurate identification
• Learning benefits of Cognitive Tutor interactivity are supported to varying extents by a growing body of experimental studies - Learning benefits of Cognitive Tutor interactivity are supported to varying extents by a growing body of experimental studies
• Learning biologically primary words is perceived as less difficult and less effortful than learning biologically secondary words - Learning biologically primary words is perceived as less difficult and less effortful than learning biologically secondary words
• Learning biologically primary words is rated as more enjoyable and more interesting than learning biologically secondary words - Learning biologically primary words is rated as more enjoyable and more interesting than learning biologically secondary words
• Learning by drawing outperforms text-based strategies but is often less effective than studying pre-made drawings, with guidance and drawing training as key determinants - Learning by drawing outperforms text-based strategies but is often less effective than studying pre-made drawings, with guidance and drawing training as key determinants
• Learning By Teaching Improves Tutor Learning
• Learning concepts such as multiplication are transphenomenal, spanning genetic structure, bodily activity, social interaction and cultural tools - Learning concepts such as multiplication are transphenomenal, spanning genetic structure, bodily activity, social interaction and cultural tools
• Learning conditions did not differ in total questions attempted, ruling out differential effort quantity as the source of create-question differences - Learning conditions did not differ in total questions attempted, ruling out differential effort quantity as the source of create-question differences
• Learning conditions predict math grades across racial and socioeconomic groups, with larger associations for FRPL-eligible and Black students - Learning conditions predict math grades across racial and socioeconomic groups, with larger associations for FRPL-eligible and Black students
• Learning conditions worsen slightly but significantly over a school year absent intentional efforts to improve them - Learning conditions worsen slightly but significantly over a school year absent intentional efforts to improve them
• Learning curves show error rates decreased for wind direction, air movement, and cloud type but stayed high for wind speed and precipitation skills - Learning curves show error rates decreased for wind direction, air movement, and cloud type but stayed high for wind speed and precipitation skills
• Learning deficits are appreciably larger in middle-income countries than in high-income countries, with no evidence available from low-income countries - Learning deficits are appreciably larger in middle-income countries than in high-income countries, with no evidence available from low-income countries
• Learning deficits during the pandemic are larger in maths than in reading - Learning deficits during the pandemic are larger in maths than in reading
• Learning deficits in math/science were larger than in other subjects (about 0.17 SD smaller achievement) - Learning deficits in math/science were larger than in other subjects (about 0.17 SD smaller achievement)
• Learning disabilities drove almost the entire rise in ninth-grade special education enrollment - Learning disabilities drove almost the entire rise in ninth-grade special education enrollment
• Learning disability scores correlate negatively with ABR wave III/IV/V latencies, I-III and I-V intervals, and epileptiform EEG activity - Learning disability scores correlate negatively with ABR wave III/IV/V latencies, I-III and I-V intervals, and epileptiform EEG activity
• Learning efficiency increases with age, with adults and 14-year-olds more efficient than 10-year-olds, and no age-by-condition interaction - Learning efficiency increases with age, with adults and 14-year-olds more efficient than 10-year-olds, and no age-by-condition interaction
• Learning engagement, PsyCap, and commitment differ by gender, student-leader status, and grade level - Learning engagement, PsyCap, and commitment differ by gender, student-leader status, and grade level
• Learning enhancements from core knowledge violations are entity-specific: no benefit for unrelated bystander objects - Learning enhancements from core knowledge violations are entity-specific: no benefit for unrelated bystander objects
• Learning environment had a less significant impact on causal mechanistic reasoning on the boiling point task, with a small effect size of 0.168 - Learning environment had a less significant impact on causal mechanistic reasoning on the boiling point task, with a small effect size of 0.168
• Learning environment indicators only moderately discriminate between countries with high versus low ICT aspiration growth, with digital skills the strongest discriminant - Learning environment indicators only moderately discriminate between countries with high versus low ICT aspiration growth, with digital skills the strongest discriminant
• Learning environment significantly affected students' use of causal mechanistic reasoning on the dissolution task, with the core ideas environment highest at 40% - Learning environment significantly affected students' use of causal mechanistic reasoning on the dissolution task, with the core ideas environment highest at 40%
• Learning from a male model is more enjoyable and leads to greater willingness to receive similar instruction for male students than for female students - Learning from a male model is more enjoyable and leads to greater willingness to receive similar instruction for male students than for female students
• Learning from a single static picture is significantly more successful than learning from an animation or four pictures when identifying spatial arrangements of joined links - Learning from a single static picture is significantly more successful than learning from an animation or four pictures when identifying spatial arrangements of joined links
• Learning from an animation is significantly more successful than learning from static pictures when identifying the specific motions of a gear mechanism's links - Learning from an animation is significantly more successful than learning from static pictures when identifying the specific motions of a gear mechanism's links
• Learning from examples depends on the explaining mode: prompting principle-based self-explanations and guided comparison of examples improves transfer - Learning from examples depends on the explaining mode: prompting principle-based self-explanations and guided comparison of examples improves transfer
• Learning from fiction is a research area with both recommendations and areas of caution for education - Learning from fiction is a research area with both recommendations and areas of caution for education
• Learning from visual displays often yields disappointing outcomes because displays pose substantial demands on learners - Learning from visual displays often yields disappointing outcomes because displays pose substantial demands on learners
• Learning gains from ChatGPT-generated hints were not statistically significantly different from human tutor-authored hints, though ChatGPT gains were numerically higher in all subjects - Learning gains from ChatGPT-generated hints were not statistically significantly different from human tutor-authored hints, though ChatGPT gains were numerically higher in all subjects
• Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline - Learning gains from remote inquiry with virtual and video experiments remain relatively stable from post-test to eight-week follow-up, with a slight decline
• Learning gains showed significant main effects of hint condition and subject, with no significant condition-by-subject interaction - Learning gains showed significant main effects of hint condition and subject, with no significant condition-by-subject interaction
• Learning gains were uncorrelated with prior self-reported AI literacy and database literacy, suggesting AI integration benefited students irrespective of prior perceptions - Learning gains were uncorrelated with prior self-reported AI literacy and database literacy, suggesting AI integration benefited students irrespective of prior perceptions
• Learning GenAI anxiety moderates the intention–procrastination association, which is negative and significant at high anxiety but absent at low anxiety - Learning GenAI anxiety moderates the intention–procrastination association, which is negative and significant at high anxiety but absent at low anxiety
• Learning goals predict more positive subjective appraisals of memory performance after controlling for actual performance - Learning goals predict more positive subjective appraisals of memory performance after controlling for actual performance
• Learning happens best when students feel a sense of belonging, while alienation and exclusion create cognitive barriers - Learning happens best when students feel a sense of belonging, while alienation and exclusion create cognitive barriers
• Learning in ecologically valid, authentic contexts is more rapid, durable, and transferable - Learning in ecologically valid, authentic contexts is more rapid, durable, and transferable
• Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen - Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen
• Learning in multiple contexts and generalizing across them makes knowledge both specific and general, addressing why transfer is difficult - Learning in multiple contexts and generalizing across them makes knowledge both specific and general, addressing why transfer is difficult
• Learning in virtual communities ranges across many settings, requiring connective ethnography and analysis at multiple units of analysis - Learning in virtual communities ranges across many settings, requiring connective ethnography and analysis at multiple units of analysis
• Learning in-depth semantic associations with novel objects facilitates recognition and attenuates viewpoint dependency - Learning in-depth semantic associations with novel objects facilitates recognition and attenuates viewpoint dependency
• Learning Internet social media increased general self-efficacy, social interactions, and cognitive abilities among 60-95 year-old vulnerable adults (reported by cited prior work) - Learning Internet social media increased general self-efficacy, social interactions, and cognitive abilities among 60-95 year-old vulnerable adults (reported by cited prior work)
• Learning is a process of development in which the beginner's mode of working constantly changes and cannot use expert methods - Learning is a process of development in which the beginner's mode of working constantly changes and cannot use expert methods
• Learning is an initiative construction of meanings completed by the interaction of learners' old and new knowledge - Learning is an initiative construction of meanings completed by the interaction of learners' old and new knowledge
• Learning is assumed to be a non-symbolic inductive process enhanced by formal systems acting as tools - Learning is assumed to be a non-symbolic inductive process enhanced by formal systems acting as tools
• Learning is effective when it builds on children's existing knowledge in real-world contexts, and early fraction foundations matter because many older children struggle with rational numbers - Learning is effective when it builds on children's existing knowledge in real-world contexts, and early fraction foundations matter because many older children struggle with rational numbers
• Learning journal writing improves learning outcomes, but learners often do not apply sufficient strategies without support; prompts, worked examples and fading are the supports studied - Learning journal writing improves learning outcomes, but learners often do not apply sufficient strategies without support; prompts, worked examples and fading are the supports studied
• Learning loss showed little evidence of differing by sex, school grade, subject, or prior performance - Learning loss showed little evidence of differing by sex, school grade, subject, or prior performance
• Learning loss varied considerably by school, with some schools seeing slides of 10 percentile points or more and others recording no losses or small gains - Learning loss varied considerably by school, with some schools seeing slides of 10 percentile points or more and others recording no losses or small gains
• Learning losses accumulate because children fall behind the curriculum and outside the range of the pedagogical production function, making no further gains: 72 percent of in-school children after the unmitigated shock - Learning losses accumulate because children fall behind the curriculum and outside the range of the pedagogical production function, making no further gains: 72 percent of in-school children after the
• Learning losses were 40% larger than average among students in the two lowest parental-education categories - Learning losses were 40% larger than average among students in the two lowest parental-education categories
• Learning mechanisms are triggered to a greater extent for non-STEM-background students in the narrative condition and for STEM-background students in the expository condition - Learning mechanisms are triggered to a greater extent for non-STEM-background students in the narrative condition and for STEM-background students in the expository condition
• Learning motivation and perceived social presence are both positively associated with learner engagement in agentic AI-supported online learning - Learning motivation and perceived social presence are both positively associated with learner engagement in agentic AI-supported online learning
• Learning motivation is positively associated with acceptance outcomes for AI-assisted English learning tools in adjusted regression models - Learning motivation is positively associated with acceptance outcomes for AI-assisted English learning tools in adjusted regression models
• Learning number symbols from multiple concrete representations carries a cost compared with consistent single representations, whether concrete or abstract - Learning number symbols from multiple concrete representations carries a cost compared with consistent single representations, whether concrete or abstract
• Learning of absolute exceptions in French suffixation was more likely among advanced than intermediate adult learners - Learning of absolute exceptions in French suffixation was more likely among advanced than intermediate adult learners
• Learning outcome focus significantly moderates effects: knowledge outcomes benefit more than skills, attitudes, or ethics - Learning outcome focus significantly moderates effects: knowledge outcomes benefit more than skills, attitudes, or ethics
• Learning outcomes are better under conditions of variation consistent with the variation-theory conjecture than under conditions not consistent with it - Learning outcomes are better under conditions of variation consistent with the variation-theory conjecture than under conditions not consistent with it
• Learning outcomes attributed to study away are most commonly psychosocial or attitudinal - Learning outcomes attributed to study away are most commonly psychosocial or attitudinal
• Learning outcomes differ by how students use AI: augmentation and mixed users show gains in both sessions, while automation users' Session One essay advantage is absent from their unaided essays - Learning outcomes differ by how students use AI: augmentation and mixed users show gains in both sessions, while automation users' Session One essay advantage is absent from their unaided essays
• Learning partners converge strongly in their use of knowledge resources during collaboration - Learning partners converge strongly in their use of knowledge resources during collaboration
• Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice - Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice
• Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning patterns are not stable traits - Learning patterns are associated with personal factors (personality, motivation, beliefs, prior education, age, gender); their associations with personality are weak to moderate, indicating learning p
• Learning patterns are moderately stable over months but changeable, and more stable in constant than in changing educational contexts - Learning patterns are moderately stable over months but changeable, and more stable in constant than in changing educational contexts
• Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students - Learning patterns in ill-structured tasks are less strategic than in well-structured tasks, and on-track students apply learning strategies in later phases than off-track students
• Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline - Learning patterns relate to contextual factors including teaching strategies, perceptions of the learning environment, and discipline
• Learning performance improved over time and differed by group, but ADA showed no significant group-by-time interaction advantage over conventional materials - Learning performance improved over time and differed by group, but ADA showed no significant group-by-time interaction advantage over conventional materials
• Learning pitched at the edge of students' current abilities — the ZPD — is more effective than learning that is too easy or too frustrating - Learning pitched at the edge of students' current abilities — the ZPD — is more effective than learning that is too easy or too frustrating