摘要：
Highly cited papers showcase high-quality research and encompass significant themes in the field. This study examined a total of 435 highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences with a bibliometric method. In particular, the bibliometric indicators of the highly cited papers including publication venues, authors, countries, institutions, and the top cited publications were presented and analyzed in detail. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. The top cited publications can be grouped into three categories: guidelines, recommendations based on systematic reviews, and evaluations. The most frequently explored topics based on the Abstract corpus and the most frequently used keywords from VOSviewer mapping overlap to a great extent. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research. What are the top cited papers in the area of sport sciences? What are the publication characteristics of these highly cited papers? What are the most frequently explored topics? Researchers in the areas of sports and its neighboring disciplines are keen to find the answers. This paper uses a corpus-based bibliometric analysis to explore the highly cited papers based on Essential Citation Indicators in the Web of Science (WoS) category of sport sciences. An Abstract corpus was constructed to help identify the most frequently explored topics. VOSviewer was employed to visualize the co-occurrence networks of keywords. The study revealed the trending information of important contributors at the levels of journals, authors, countries, and institutes. Specifically, topics such as meta-analysis, systematic review, sport-related concussion, sedentary behavior, football, rehabilitation, and osteoarthritis are among the most frequently mentioned. The results provide the most updated publication characteristics and hot topics of highly cited papers in sport sciences and offer insights for academic researchers in future research.
期刊：
Landscape and Urban Planning,2024年241:104924 ISSN：0169-2046
通讯作者：
Xiao, CW
作者机构：
[Wang, Yi; Xiao, Chiwei; Xiao, CW; Yan, Mingyan; Chiaka, Jeffrey Chiwuikem] Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, 11A Datun Rd, Beijing, Peoples R China.;[Wang, Yi; Xiao, Chiwei; Xiao, CW] Univ Chinese Acad Sci, Coll Resources & Environm, 1 Yanqihu East Rd, Beijing, Peoples R China.;[Wang, Yi; Yan, Mingyan] Cent China Normal Univ, Coll Publ Adm, 382 Luoyu Rd, Wuhan, Peoples R China.;[Chiaka, Jeffrey Chiwuikem] Beijing Normal Univ, Sch Environm, 19 Xinjiekou, Beijing, Peoples R China.
通讯机构：
[Xiao, CW ] C;Chinese Acad Sci, Inst Geog Sci & Nat Resources Res, 11A Datun Rd, Beijing, Peoples R China.;Univ Chinese Acad Sci, Coll Resources & Environm, 1 Yanqihu East Rd, Beijing, Peoples R China.
关键词：
Land -use change;Landscape pattern;Geo-economic cooperation;Cross-border transportation corridors;China -Laos Railway
摘要：
Regional integration initiatives have triggered impacts on land use changes (LUC) and landscape patterns through geo-economic cooperation like cross-border infrastructure, which are often presented, but comprehensive studies on the extent and degree remains insufficient. The China-Laos Railway (CLR), a cross-border transportation corridor connecting Kunming in China with the Laotian capital, Vientiane, which was launched in December 2016 and operation started in December 2021, has recently witnessed rapid and notable changes in landscape and land use. This case study provides a distinctive opportunity to evaluate the relative significance of political and socioeconomic factors on LUC and landscape patterns. In this study, we integrate 10-m land-use data products (2017–2022) provided by Environmental Systems Research Institute, Inc (ESRI) with geospatial analysis to quantify and compare the impacts of cross-border transportation corridors on LUC within a 10 km buffer area along the CLR. The results showed that since 2017, about 3 % deforestation caused by the expansion of cropland (8 %) and construction land (38 %) along the CLR. The comprehensive dynamic degree along the CLR displays two peaks, appearing within the 2–4 km and 8–10 km buffer zones. Interestingly, the fragmentation of land patches within the buffer zone decreases as the distance from the CLR increases. Moreover, the construction of the CLR has a greater impact on the Laotian side, while its completion and operation triggered more significant changes on the Chinese side. The study quantitatively assesses the extent, type, and intensity of the impacts of cross-border transportation corridors on LUC and landscape patterns.
作者机构：
[Yan, Yujie; Zhong, Qifang; Luo, H; Zuo, Mingzhang; Luo, Heng; Gao, Wenjing; Liang, Lingling] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Zhong, Qifang] Wuhan NO 3 Boarding Sch, Phys Teaching & Res Grp, Wuhan 430050, Peoples R China.;[Wang, Qiyun] Nanyang Technol Univ, Natl Inst Educ, Learning Sci & Assessment Acad Grp, Singapore 637616, Singapore.;[Gao, Wenjing] Tsinghua Univ, ICT Teaching & Res Grp, High Sch Changping, Beijing 102200, Peoples R China.
通讯机构：
[Zhong, QF ] W;[Zhong, QF; Luo, H ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;Wuhan NO 3 Boarding Sch, Phys Teaching & Res Grp, Wuhan 430050, Peoples R China.
摘要：
The implementation of home-based learning for secondary school students faces challenges such as weakened supervision, a lack of prior online learning experience, and low self-regulated learning (SRL) skills. To address this, we propose an implementation mechanism to help teachers develop students’ SRL skills in home-based learning environments. After three iterations of design, implementation, and evaluation, following the educational-design research approach, the proposed implementation mechanism was empirically validated and refined. The results confirmed the feasibility and effectiveness of the proposed framework, one which integrates strategies of goal setting and planning, self-monitoring, and self-evaluation. We also demonstrated that the designed implementation mechanism, which comprises the four components of sequence, resource, activity, and incentive, helped students master SRL skills and improve nonacademic performance. Lastly, we identified seven design principles that can guide educators in the adoption of similar practices to develop students’ SRL skills, particularly for future flexible and smart learning scenarios. These principles emphasize the motivational, sequential, social, and instrumental aspects of instructional design, and call for parental involvement and a flexible mindset during implementation. The paper ends with a discussion of several limitations regarding sample representativeness and data diversity that should be noted when interpreting the study results.
摘要：
Online collaborative learning (OCL) has become a common instructional strategy in higher education for developing students' skills in collaboration, problem-solving, and critical thinking. Cognitive engagement in OCL evolves dynamically, but we do not yet fully understand which patterns of cognitive engagement are conducive to OCL and when to promote them. This study used entropy analysis, sequential pattern mining, and temporal network analysis to examine the online discourse of 44 college students who participated in three OCL tasks. Results showed that, compared with the low-performance groups, the high-performance groups exhibited patterns of continuous perspective elaboration and low-level regulation, as well as frequent shifts from perspective expression to perspective elaboration. In addition, there were differences in the longitudinal evolution patterns of cognitive engagement between the high- and low- performance groups. These findings have important implications for learning tool design and improving collaborative learning design.
作者机构：
[Wu, Ruiping; Lu, Xinyuan] Cent China Normal Univ, Sch Informat Management, Wuhan, Hubei, Peoples R China.;[Lu, Xinyuan] Cent China Normal Univ, Hubei E Commerce Res Ctr, Wuhan, Hubei, Peoples R China.;[Wu, RP; Wu, Ruiping] Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wu, RP ] C;Cent China Normal Univ, Sch Informat Management, Wuhan 430079, Hubei, Peoples R China.
关键词：
Rural digitization;rural enterprises' resilience;rural labour outflow;labour resource misallocation;R11;R58;O16
摘要：
Considerable research has focused on the question of how to better utilize the rural digitization to enhance rural enterprises' resilience. However, there has not been a unified conclusion reached on the influence of rural digitization on rural enterprises' resilience. To reconcile the existing inconclusive evidence, this paper aims to investigate the nonlinear impact of rural digitization on rural enterprises' resilience. We also hypothesize the mediating role of rural labour outflow in the relationship and explore the moderating role of rural social organization. Following a mixed research method, we employ the U-test method and 205 listed Chinese rural enterprises as the research objects to test the hypotheses. We then use a qualitative case study to offer unique insights for explaining the underlying mechanisms behind the quantitative results. The findings show that rural digitization and rural enterprises' resilience have a U-shaped relationship, and labour outflow plays a nonlinear mediating role in it. Moreover, rural labour outflow and rural enterprises' resilience show an inverted U-shaped relationship, which regulated by rural social organization. Together, the mixed methods research offers nuanced and scientific advice for enhancing rural enterprises' resilience.
期刊：
IRAL-INTERNATIONAL REVIEW OF APPLIED LINGUISTICS IN LANGUAGE TEACHING,2024年 ISSN：0019-042X
通讯作者：
Xu, Q
作者机构：
[Wang, Yupei; Xu, Quan; Xu, Q] Cent China Normal Univ, Sch Foreign Languages, Wuhan 430000, Hubei, Peoples R China.
通讯机构：
[Xu, Q ] C;Cent China Normal Univ, Sch Foreign Languages, Wuhan 430000, Hubei, Peoples R China.
关键词：
willingness to communicate (WTC);complex dynamic systems theory (CDST);idiodynamic method;interconnectedness;nonlinearity
摘要：
Employing the Complex Dynamic Systems Theory (CDST) as a theoretical framework, this study explores the interconnectedness of cognitive and affective components within the Willingness to Communicate (WTC) among eight undergraduate students in a university classroom in China. The eight students were divided into four pairs, engaging in a communication task in English, followed by self-ratings of WTC using software and stimulated recall interviews. Interconnectedness was examined on a per-second basis. Analysis of these interconnected interactions revealed five patterns across three states of WTC. Among the rising, stable, and declining states of WTC, cognitive issues (e.g., discrepancy in viewpoints, vocabulary retrieval, self-monitoring) dynamically interacted with affective instances (e.g., anger, excitement, and emotional dependence on the partner), influencing the pattern of interconnectedness. The findings suggest that interconnectedness in WTC exhibits reciprocal interaction and nonlinearity. Speculation within these intricate cognitive-affective interactions suggests that affective components may have a greater influence on determining the level of L2 WTC. These insights highlight the dynamic interplay between WTC components and the system as a whole, revealing their uneven influence on the WTC system.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年14 ISSN：1664-1078
通讯作者：
Gu, CH;Hu, QP;Zheng, JH
作者机构：
[Guo, Yuncheng] Cent China Normal Univ, Sch Phys Educ & Sports, Wuhan, Peoples R China.;[Zheng, Qishan; Hou, Xinyu; Xu, Fanglei; Gu, Chuanhua; Wang, Lixia; Zhang, Yan; Yu, Yida; Qin, Keyi] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Hu, Biying] Univ Macau, Fac Educ, Macau, Peoples R China.;[Hu, Qingping] Cent China Normal Univ, Campus Hosp, Wuhan, Peoples R China.;[Zheng, Jianhong; Zheng, JH] Lingnan Normal Univ, Dept Psychol, Zhanjiang, Guangdong, Peoples R China.
通讯机构：
[Hu, QP ; Gu, CH ] C;[Zheng, JH ] L;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;Cent China Normal Univ, Campus Hosp, Wuhan, Peoples R China.;Lingnan Normal Univ, Dept Psychol, Zhanjiang, Guangdong, Peoples R China.
关键词：
physical exercise;life satisfaction;self-efficacy;meaning in life;chain mediating role;college students
摘要：
Meaning in life refers to an individual's capacity to understand and grasp the meaning of their own existence, as well as being aware of the goals, tasks, or missions in their personal life. Previous studies have found that college students lack meaning in life, but physical exercise can enhance it. In this study, 3,196 college students completed self-report questionnaires to assess self-efficacy, life satisfaction, physical exercise, and meaning in life. The results revealed that the physical exercise not only influenced an individual's perceived meaning in life directly, but also influenced it through self-efficacy. Furthermore, it confirmed the chain mediating role of self-efficacy and life satisfaction, whereby engaging in physical exercise can ultimately impact meaning in life through self-efficacy and life satisfaction. This discovery can help educators create interventions to improve college students' physical exercise engagement and overall life satisfaction.
作者机构：
[Luo, Liqun; Luo, LQ; Zuo, Yinan; Xiong, Xinzhu] Cent China Normal Univ, Sch Sociol, Dept Social Work, Wuhan, Peoples R China.
通讯机构：
[Luo, LQ ] C;Cent China Normal Univ, Sch Sociol, Dept Social Work, Wuhan, Peoples R China.
关键词：
Cultural differences;Grandparental investment;Paternity uncertainty;Sex-specific reproductive strategies
摘要：
Many studies in Western societies show a pattern of discriminative grandparental investment as follows: maternal grandmothers (MGMs) > maternal grandfathers (MGFs) > paternal grandmothers (PGMs) > paternal grandfathers (PGFs). This pattern is in line with the expectation from evolutionary reasoning. Yet whether or not this pattern applies in China is in question. The present study was based on a questionnaire survey at a university in Central China (N = 1,195). Results show that (1) when grandparent-grandchild residential distance during grandchildren's childhood is controlled, in the case of grandsons and granddaughters as a whole and granddaughters only, both grandparental caregiving and grandchildren's emotional closeness to grandparents display a rank order of MGM > MGF > PGM > PGF, but in the case of grandsons only, this order is not statistically significant. (2) There are stable relationships between grandparental caregiving/grandchildren's emotional closeness and residential distance/similarity in appearance. (3) The effects of residential distance on either PGFs' or PGMs' caregiving exceed those on either MGFs' or MGMs'. (4) The PGF and PGM prefer grandsons to granddaughters in their caregiving, whereas the MGF and MGM do not have a sex preference, and (5) the fact that the PGF and PGM invest more in grandsons than in granddaughters does not depend on grandsons' duration of living in a rural area. Our results suggest that (1) in general, the Chinese display a pattern of differential grandparental investment predicted by an evolutionary perspective, (2) the evolutionary perspective that combines the two factors of paternal uncertainty and sex-specific reproductive strategies is applicable to grandparental investment in China, and (3) the traditional son-preference culture also plays some role in affecting grandparental investment in China, though the roles of culture and urban-rural cultural difference should not be exaggerated.
期刊：
Thinking Skills and Creativity,2024年51:101453 ISSN：1871-1871
通讯作者：
Zhang, S
作者机构：
[Zhang, Si; An, Shuowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.
通讯机构：
[Zhang, S ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Hubei Res Ctr Educ Informationizat, Wuhan 430079, Peoples R China.
关键词：
Cooperative/collaborative learning;Improving classroom teaching;Teaching/Learning strategies;21st century abilities
摘要：
Grouping students according to their abilities and maximizing each member's role is a key issue in collaborative learning research. Although some studies have investigated the effects of homogeneous or heterogeneous grouping on collaborative learning performance, the differences between two approaches remains largely unexplored. During the course of an eight-week term, 42 student teachers participated in a multitasking collaborative problem solving activity. This study employed content analysis, Lag Sequence Analysis, and Epistemic Network Analysis to examine the effects of ability grouping on the behavioral patterns and cognitive networks of the student teachers. The coding results show that, compared with the homogenous groups, the heterogeneous groups had more socially oriented communication, and they were also more inclined to propose questions concerning learning task. Students with similar ability were more successful in establishing common representations of problem solving in peer interactions. In addition, the statistical analysis showed that heterogeneous groups had significantly higher learning performance than homogeneous groups. Revealing and comparing the behavioral patterns, heterogeneous groups had more behavioral sequences that were significantly associated with learning performance, which partly explained the significantly higher performance of the heterogeneous group than the homogeneous group. Compared with the homogeneous groups, the most striking difference of the heterogeneous groups was in how they proceeded negotiation. Furthermore, Epistemic Network Analysis detailed how they developed cognitive networks of multitasking collaborative learning from different levels. At the group level, more closely connected CPS skills were observed in the heterogeneous group. At the individual level, three learners in the heterogeneous groups had a distributed discussion focus and trajectory change due to the emerging of student-teacher relationships. In the homogeneous groups, three learners were very close in their discussion focus at beginning and the changes in the trajectories are also very close. Finally, we stated the implications and limitations and pointed out future research directions.
期刊：
BRITISH JOURNAL OF PSYCHOLOGY,2024年115(1):66-89 ISSN：0007-1269
通讯作者：
Zhang, Y
作者机构：
[Li, Hao; Zhang, Ying; Chen, Gaowei] Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Li, Bo; Li, Na] Cent China Normal Univ, Sch Math & Stat, Wuhan, Peoples R China.;[Zhou, Xin] Sichuan Univ, Middle Sch, Chengdu, Peoples R China.;[Zhang, Ying; Zhang, Y] Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
通讯机构：
[Zhang, Y ] U;Univ Hong Kong, Fac Educ, Pokfulam, Hong Kong, Peoples R China.
摘要：
Bullying victimization can undermine adolescents' well-being. However, few studies have comprehensively investigated the contributions of various victimization forms to well-being and compared which forms were more harmful than others. Evidence on whether resilience and social support moderate such associations is also limited. Using a sample of 12,058 Chinese adolescents in the Programme for International Student Assessment (PISA) 2018, this cross-sectional study aimed to (1) investigate the associations of physical, verbal and relational victimization with well-being; (2) compare the strengths of these associations; and (3) examine the moderating roles of resilience and teacher and parent support in these associations. Results showed that three victimization forms were associated with poorer well-being. Relational and physical victimization were more harmful to most studied well-being outcomes than verbal victimization. Furthermore, resilience weakened the negative effects of physical victimization on negative affect and life satisfaction but aggravated the negative effects of verbal victimization on both outcomes and the negative effect of relational victimization on school belonging. Teacher support intensified the negative effects of physical victimization on school belonging. Parent support was not effective in regulating the victimization-well-being association. The findings underscored the detrimental effects of bullying victimization on adolescents' well-being and the potentially harmful sides of resilience and social support. Implications for bullying prevention were discussed.
期刊：
INTERNET AND HIGHER EDUCATION,2024年60:100932 ISSN：1096-7516
通讯作者：
Luo, Heng;Liu, BW
作者机构：
[Jiang, Huiting; Chen, Tianjiao; Wang, Peiyu; Luo, Heng; Liu, Bowen] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Liu, Bowen; Luo, Heng; Luo, H] Cent China Normal Univ, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Liu, BW ; Luo, H] C;Cent China Normal Univ, 152 Luoyu St, Wuhan 430079, Peoples R China.
关键词：
Blended learning;Asynchronous online discussions;Role assignment;Timing;Social communication
摘要：
Asynchronous online discussion (AOD) is an essential component of blended learning, and role assignment and timing are two important discussion design considerations. With the purpose of improving blended learning through effective AOD design, this study conducted a two-level factorial experiment to explore the main effects and interaction effects of role assignment and timing on blended learning outcome and experiences. In addition, this experiment examined the influence of role assignment and timing on participants' social communication in AOD and the effects of timing on individual role performance in role-based discussion. A total of 114 participants in a blended course were randomly assigned to four experimental conditions: role-based pre-class discussion (n = 29), role-free pre-class discussion (n = 29), role-based post-class discussion (n = 28), and role-free post-class discussion (n = 28). The results showed that the role assignment strategy featured by initiator, supporter, and arguer has led to improved learning experiences in terms of affection, sense of community, and forum experiences, as well as enhanced social communication in AOD; while timing affected the enactment, contribution, and participation of assigned roles in role-based discussions. However, there was no significant interaction between the two AOD strategies. In general, role-based post-class AOD is recommended after face-to-face lesson because of the better learning experience and role performance.
作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.
关键词：
instructional video;learning with video;mask;video lectures;visual attention
摘要：
Abstract This study examined whether having the instructor wear a mask during a video lecture affects learning. In Experiment 1, college students watched an instructional video on the formation of lightning, in which an instructor who either did or did not wear a mask as she stood next to slides and lectured. Learners' learning outcomes did not differ significantly, but learners spent significantly less time looking at the instructor's face when she was masked. In Experiment 2, using a 2 (the instructor wore a mask or not) × 2 (slides were displayed or not) between‐subject design, college students learned about the process of water cycle from instructional videos. There was a significant interaction in which adding slides improved learning outcomes with a masked instructor, but not with an unmasked instructor. Adding a mask lowered student ratings of social presence with the instructor. Practical and theoretical implications are discussed.
期刊：
Education and Information Technologies,2024年29(1):77-101 ISSN：1360-2357
通讯作者：
Liu, Jiaxu;Liu, QT
作者机构：
[Liu, Jiaxu; Ma, Jingjing; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Liu, Jiaxu; Ma, Jingjing; Liu, Qingtang; Yu, Shufan; Wu, Linjing] Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.;[Liu, Mengfan] Hongxing Expt Sch, Shenzhen, Guangdong, Peoples R China.
通讯机构：
[Liu, JX; Liu, QT ] C;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;Cent China Normal Univ, Hubei Res Ctr Educ Informationizat, Wuhan, Peoples R China.
摘要：
Virtual reality learning environment (VRLE), which allow students to transcend time and space and provide them with a sense of immersion, is becoming more common in education. Although many studies have explored the effects of VRLE on learners’ learning outcomes as well as learning experiences, the results of these studies indicate that the effects of VRLE on learning outcomes and cognitive load are mixed. This is influenced by multiple factors that can be broadly grouped into two categories: learner characteristics and VRLE features. This study aimed to investigate how the autonomy of VRLE and learner characteristics affect learning in the VRLE. 94 volunteered students (aged 18 to 26) were randomly assigned to a high-autonomy VRLE (N = 47) or a low-autonomy VRLE (N = 47). We did a fuzzy-set qualitative comparative analysis (fsQCA) and discovered that VRLE is not good for all students but only for those with particular features. According to the findings, teachers should personalize their use of instructional technology depending on the profiles of their students.
作者机构：
[Liu, Leyuan; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;[Liu, Leyuan; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;[Liu, Leyuan; Yao, Xinyu; Wang, Guangshuai; Liu, Lili; Zhang, Kun; Chen, Jingying] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;[Ling, Yutao; Ling, YT] Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.
通讯机构：
[Ling, YT ; Wang, GS ] C;Cent China Normal Univ, Natl Engn Res Ctr Educ Big Data, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan 430079, Peoples R China.
关键词：
virtual reality;autism spectrum disorder;safety skills;skills training
摘要：
In recent years, virtual reality technology, which is able to simulate real-life environments, has been widely used in the field of intervention for individuals with autism and has demonstrated distinct advantages. This review aimed to evaluate the impact of virtual reality technology on safety skills intervention for individuals with autism. After searching and screening three databases, a total of 20 pertinent articles were included. There were six articles dedicated to the VR training of street-crossing skills for individuals with autism, nine articles focusing on the training of driving skills for individuals with ASD, and three studies examining the training of bus riding for individuals with ASD. Furthermore, there were two studies on the training of air travel skills for individuals with ASD. First, we found that training in some complex skills (e.g., driving skills) should be selected for older, high-functioning individuals with ASD, to determine their capacity to participate in the training using scales or questionnaires before the intervention; VR devices with higher levels of immersion are not suitable for younger individuals with ASD. Second, VR is effective in training safety skills for ASD, but there is not enough evidence to determine the relationship between the level of VR immersion and intervention effects. Although the degree of virtual reality involvement has an impact on the ability of ASD to be generalized to the real world, it is important to ensure that future virtual reality settings are realistic and lifelike. Again, adaptive models that provide personalized training to individuals with ASD in VR environments are very promising, and future research should continue in this direction. This paper also discusses the limitations of these studies, as well as potential future research directions.
摘要：
Non-profit sports organizations increasingly participate in government service procurement, seeking vital resources. This study conducted interviews with staff members of sports non-profit organizations in the central provinces of China to understand the impact of participating in government service procurement on non-profit sports organizations. The data was analyzed using NVivo12 software, in conjunction with Resource Dependency Theory (RDT) to propose three subject categories relevant to the subjects of this study, namely (a) resources obtained by the organisation, (b) attitudes of the organisation towards the government and (c) specific behaviours taken by the organisation. The -'government-public duality' of sports non-profit organisations in China makes the government purchase of services, not a fully marketable option. Organizations exhibit proactive behaviors beyond contractual obligations to nurture relationships. This study emphasizes the need to prevent the alienation of non-profit sports organizations in government service procurement, underscoring the importance of fostering and enhancing collaboration in the sports field.
期刊：
British Journal of Educational Psychology,2024年:- ISSN：0007-0998
通讯作者：
Li, WJ;Wang, FX
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Li, Wenjing; Li, WJ] Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, FX ] C;[Li, WJ ] T;Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
摘要：
BACKGROUND: Although adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on-screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning. AIMS: We explored whether and how embodied on-screen instructors rendered with different levels of realism in multimedia lessons affect learning process and learning outcomes. SAMPLES: We recruited 125 college students as participants. METHODS: Students learned about neural transmission in an online multimedia lesson that included a real human, cartoon human, cartoon animal or no instructor. RESULTS: Students learning with cartoon human or cartoon animal instructors tended to fixate more on the relevant portions of the screen and performed better on retention and transfer tests than no instructor group. The real human group fixated more on the instructor, fixated less on the relevant portion of the screen and performed worse on a retention test in comparison to the cartoon human group. Fixation time on the instructor fully mediated the relationship between instructor realism and retention score. CONCLUSIONS: The addition of embodied on-screen instructors can promote multimedia learning, but the promotion effect would be better if the embodied instructor was a cartoon animal or cartoon human rather than a real human. This suggests an important boundary condition in which less realism of on-screen embodied instructors produces better learning processes and outcomes.
摘要：
Digital technology is profoundly transforming various aspects of life, thus highlighting the need to enhance digital literacy on a national scale. In primary and secondary schools, artificial intelligence (AI) education plays a pivotal role in fostering digital literacy. To comprehensively investigate the variables influencing AI education in primary and secondary schools, a dynamic system model was constructed based on the CIPP (Context, Input, Process, and Product) education evaluation model. We employed a mixed-method research approach, combining both qualitative and quantitative methods, to thoroughly investigate the influencing factors and perform predictive and simulation experiments. Firstly, we construct a system framework for AI education in primary and secondary schools based on CIPP model, utilizing qualitative methods such as literature review and expert interviews to identify influencing factors and define the system's boundaries. Secondly, we collect 814 questionnaire responses from 12 primary and secondary schools and employ Structural Equation Modeling (SEM) for quantitative analysis to explore the relationships between these influencing factors. Finally, these relationships are utilized to construct a System Dynamics model, allowing for an in-depth exploration of the development trends in AI education in primary and secondary schools through predictive analysis and control simulation. Controlled simulations allow us to predict and validate factors that influence the level of AI education development, aiding in the identification of high-leverage elements. Our findings underscore that AI education in Chinese primary and secondary schools is still in its initial stage with insufficient developmental momentum. Through controlled simulation results, it is found that the development of AI education in primary and secondary schools is influenced by both external systems and internal student systems, with national policy serving as the fundamental driving force. Among these influencing factors, societal factors play a predominant role in the external environment, followed by school factors, while the students' level of learning engagement is identified as the most crucial factor within the internal system. Based on the results of prediction and simulation studies, recommendations for improvement are proposed, including policy reforms and collaboration between schools and enterprises.
期刊：
Journal of Computer Assisted Learning,2024年40(1):49-64 ISSN：0266-4909
通讯作者：
Zhou, ZK
作者机构：
[Xie, Heping] South China Normal Univ, Sch Studies Fundamental Educ, Shanwei, Peoples R China.;[Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Zhou, Zongkui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Zhou, ZK ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
关键词：
attention guidance;eye tracking;learning by drawing;learning outcome;touchscreens
摘要：
Abstract Background Drawing is generally regarded as a promising learning strategy and has been explored in the touchscreen setting with different drawing modes. Although both a finger and a digital pencil can help individuals complete drawing activities effortlessly on touchscreen devices, there is no guarantee that they show the same effect on learning, which should be further tested. Objectives This study paid attention to the influence of drawing mode on learning processes and outcomes. Methods By means of the eye tracking technique, this study recruited college students as participants who were required to learn instructional materials consisting of actual (Experiment 1) or fictitious (Experiment 2) terms and definitions to test the effects of touchscreen‐based finger drawing versus pencil drawing on visual attention, learning performance as well as motivation. Results and Conclusions Across both experiments, learners showed more fixation count in areas of interest, and also more transition count between these areas for the finger drawing condition as compared to the pencil drawing condition. Recall performance on the studied definitions in the finger drawing condition was better than that in the pencil drawing condition. However, learners were subjectively less motivated to use a finger to draw than a digital pencil. Implications These findings show contributions to the emphasis of importance of drawing mode when the generative drawing activity is applied to touchscreens.
期刊：
European Journal of Psychotraumatology,2024年15(1):2301844 ISSN：2000-8198
通讯作者：
Zhou, XQ
作者机构：
[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu, Peoples R China.;[Meng, Yayun] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Li, Jiarui] Sichuan Southwest Vocat Coll Civil Aviat, Chengdu, Peoples R China.;[Shen, Xi] Southwest Univ, Fac Psychol, Ctr Mental Hlth Educ, Chongqing, Peoples R China.;[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu 610066, Peoples R China.
通讯机构：
[Zhou, XQ ] S;Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu 610066, Peoples R China.
关键词：
Mente divagada;Mind wandering;adversidad infantil;childhood adversity;cognitive flexibility;efecto de mediación en serie;flexibilidad cognitiva;habitual tendencies;serial mediation effect;tendencias habituales
摘要：
Background: Initial evidence proposes that exposure to childhood adversity may induce avoidance or withdrawal behaviour. However, it remains unclear whether childhood adversity results in avoidance from externally directed thinking to both deliberate and spontaneous mind wandering, i.e. intentionally or unintentionally diverting attention from ongoing task to task-independent thoughts.Objective: To assess the associations between childhood adversity, and mind wandering, and to evaluate the mediating roles of cognitive flexibility, and habit tendencies.Methods: A total of 601 Chinese subjects (378 females, Mage = 19.37) participated in the current study. The participants completed a series of questionnaires including demographics, childhood maltreatment, cognitive flexibility, habitual tendencies, and mind wandering.Results: Hierarchical regression analyses showed childhood adversity, the control facet of cognitive flexibility, and the automaticity facet of habitual tendencies had significant contributions to deliberate mind wandering (beta = 0.10, beta = -0.40, and beta = 0.06) and spontaneous mind wandering (beta = 0.09, beta = -0.28, and beta = 0.07). Serial mediation analyses revealed that the control and automaticity partially mediated associations between childhood adversity and mind wandering (deliberate mind wandering: 95% CIs = [0.037 0.078], and spontaneous mind wandering: 95% CIs = [0.023, 0.062]).Conclusions: The findings underscore the pivotal role of mediators in delineating the relationship between childhood adversity and mind wandering in everyday life. Interventions geared toward augmenting the control component of cognitive flexibility and regulating the automatic component of habitual tendencies show the potential to ameliorate the propensity of individuals affected by childhood adversity to disengage cognitively from the present moment. Individuals with greater childhood adversity have higher deliberate and spontaneous mind wandering.Low control and high automaticity contribute to mind wandering.The control and automaticity partially mediate the associations between childhood adversity and mind wandering. Antecedentes: La evidencia inicial propone que la exposicion a la adversidad infantil puede inducir conductas de evitacion o retraimiento. Sin embargo, aun no esta claro si la adversidad infantil da como resultado la evitacion del pensamiento dirigido externamente a la divagacion mental tanto deliberada como espontanea, es decir, desviar intencionalmente o no la atencion de la tarea en curso hacia pensamientos independientes de la tarea.Objetivo: Evaluar las asociaciones entre la adversidad infantil y la divagacion mental, y evaluar las funciones mediadoras de la flexibilidad cognitiva y las tendencias de los habitos.Metodos: Un total de 601 sujetos chinos (378 mujeres, Medad = 19.37) participaron en el estudio actual. Los participantes completaron una serie de cuestionarios que incluian datos demograficos, maltrato infantil, flexibilidad cognitiva, tendencias habituales y distracciones mentales.Resultados: Los analisis de regresion jerarquica mostraron que la adversidad infantil, la faceta de control de la flexibilidad cognitiva y la faceta de automaticidad de las tendencias habituales tuvieron contribuciones significativas a la divagacion mental deliberada (beta = 0.10, beta = -0.40 y beta = 0.06) y a la divagacion mental espontanea (beta = 0.09, beta = -0.28 y beta = 0.07). Los analisis de mediacion en serie revelaron que el control y la automaticidad mediaron parcialmente las asociaciones entre la adversidad infantil y la divagacion mental (divagacion mental deliberada: IC del 95% = [0.037, 0.078], y divagacion mental espontanea: IC del 95% = [0.023, 0.062]).Conclusiones: Los hallazgos subrayan el papel fundamental de los mediadores a la hora de delinear la relacion entre la adversidad infantil y la divagacion mental en la vida cotidiana. Las intervenciones orientadas a aumentar el componente de control de la flexibilidad cognitiva y regular el componente automatico de las tendencias habituales muestran el potencial de mejorar la propension de los individuos afectados por la adversidad infantil a desconectarse cognitivamente del momento presente.
