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Declarative and procedural knowledge are important behaviors to teach when training staff. This study examined the training of staff declarative and procedural knowledge about a representative staff task—the Assessment of Basic Learning Abilities (ABLA), a behavioral assessment that measures an individual’s ability to learn an imitation and five two-choice discrimination skills. The ABLA was taught to 12 senior tutors of a behavioral intervention program for children with autism. The training intervention involved the senior tutors passing mastery-based unit tests and watching instructional videos related to the ABLA. The two training components were delivered by computer-aided personalized system of instruction (CAPSI). A multiple baseline design across two training sequences (see Martin & Pear, 2019, pp. 46–49), with a reversed order of the two components, was used to monitor the changes of the senior tutors’ performance on declarative and procedural knowledge. The results indicated that all senior tutors gained both types of knowledge substantially. In addition, differential contributions of the components to training effects were observed, i.e., passing unit tests was more effective in developing declarative knowledge while watching videos was more effective in developing procedural knowledge. It is recommended that when training staff efforts be made to teach both types of knowledge—because they represent different behavioral repertoires—as opposed to assuming that it is sufficient to teach only one of these repertoires.

The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the questionnaire, which collected data about the structural variables of the family context: family structure, educational level, occupational activity, cultural resources available in the home, and monthly family income. Univariate analyses of variance were performed. The parents' educational level and some of the variables of cultural resources, such as access to the Internet, influence the basic abilities of the participants. This study indicates that structural variables condition family resources of a dynamic nature, and these are significant variables for academic achievement.

Level 6 of the Assessment of Basic Learning Abilities (ABLA) assesses the ease or difficulty with which persons with developmental disabilities are able to learn a two-choice auditory-visual discrimination. We investigated whether participants who passed ABLA Level 6 (Group 1) would more readily learn object naming (vocal tacts) than those who failed ABLA Level 6 (Group 2). The groups were matched on the Communication Subscale of the Vineland Adaptive Behavior Scale. Results indicated that Group 1 met mastery criterion for a significantly larger number of naming responses and in significantly fewer trials than Group 2. The implications for language training are discussed.

Chronic alcoholism seriously damages the central nervous system and leads to impaired learning and memory. Cell damage in chronic alcoholism is strongly associated with elevated levels of hydrogen sulfide (H2S) and calcium ion overload. Aminooxyacetic acid is a cystathionine-β-synthase activity inhibitor that can reduce H2S formation in the brain. This study sought to observe the effect of aminooxyacetic acid on learning and memory in a chronic alcoholism rat model. Rats were randomly divided into three groups. Rats in the control group were given pure water for 28 days. Rats in the model group were given 6% alcohol for 28 days to establish an alcoholism rat model. Rats in the aminooxyacetic acid remedy group were also given 6% alcohol for 28 days and were also intraperitoneally injected daily with aminooxyacetic acid (5 mg/kg) from day 15 to day 28. Learning and memory was tested using the Morris water maze test. The ultrastructure of mitochondria in the hippocampus was observed by electron microscopy. H2S levels in the hippocampus were measured indirectly by spectrophotometry, and ATPase activity was measured using a commercial kit. The expression of myelin basic protein was determined by immunohistochemistry and western blotting. Compared with the control group, latency and swimming distance were prolonged in the navigation test on days 2, 3, and 4 in the model group. In the spatial probe test on day 5, the number of platform crosses was reduced in the model group. Cristae cracks, swelling or deformation of mitochondria appeared in the hippocampus, the hippocampal H2S level was increased, the mitochondrial ATPase activity was decreased, and the expression of myelin basic protein in the hippocampus was down-regulated in the model group compared with the control group. All the above indexes were ameliorated in the aminooxyacetic acid remedy group compared with the model group. These findings indicate that aminooxyacetic acid can improve learning and memory in a chronic alcoholism rat model, which may be associated with reduction of hippocampal H2S level and mitochondrial ATPase activity, and up-regulation of myelin basic protein levels in the hippocampus.

There has been a little research on emotion, cognitive load, or learning performance for digital game-based learning (DGBL). However, there is still a dearth of research on investigating the interactive effects of scaffolding DGBL and cognitive style on the above three outcomes. Participants were 97 middle-aged and elder adults from a community college and randomly assigned into three groups. Taking prior knowledge as the covariate, 3 × 2 two-way MANCOVA was adopted to verify the interactive effects of scaffolding DGBL (hard scaffolding DGBL, soft scaffolding DGBL, and non-scaffolding DGBL) and cognitive style (Serialist and Holist). The findings presented that there exited significantly interactive effects of scaffolding DGBL and cognitive style on learning emotion, cognitive load, and learning performance. In hard scaffolding DGBL, learning emotion, cognitive load, and learning performance of Serialist learners were significantly better than those of Holist learners. Conversely, in soft scaffolding DGBL, learning emotion, cognitive load, and learning performance of Holist learners were significantly better than those of Serialist learners. Learning emotion, cognitive load, and learning performance of Serialist learners using hard scaffolding DGBL and Holist learners using soft scaffolding DGBL were significantly better than those of learners using non-scaffolding DGBL. The findings demonstrated concrete contributions and implications on practical promotion and theoretical development. This study ensures sufficiency of applying the cognitive-affective theory of learning with media (CATLM), cognitive load theory and cognitive style theory on DGBL, suggesting to extend the application of these theories to scaffolding.

Background Self-directed learning (SDL) is widely adopted in nursing education but has limitations in preparing students for professional practice. Self-regulated learning (SRL) provides a complementary approach, emphasizing strategies learners use to manage their own learning. Method This article reviews the theoretical distinctions and connections between SDL and SRL, focusing on their application in nursing education. Challenges associated with SDL readiness are examined, alongside the potential of SRL to address these issues. Results Although SDL emphasizes learner autonomy, SRL focuses on teachable strategies and processes that support cognition, motivation, and behaviors. SRL offers a practical framework to foster academic success and enhance readiness for self-directed learning. Conclusion Incorporating SRL principles into nursing education can better align teaching practices with student needs, supporting the development of lifelong learning skills and improving readiness for professional challenges. [J Nurs Educ. 2025;64(5):287–293.]

This study contributes to a more nuanced understanding of student engagement in online learning by exploring the effects of salient online learning environment conditions on student engagement and the motivational pathways through which they affect engagement. Survey data were collected from 351 undergraduate students enrolled in various online undergraduate programs at a large open university in Vietnam. Results of structural equation modelling revealed that course clarity and task relevance had significant indirect effects on students’ behavioural, cognitive, and affective engagement via their expectancy and task value beliefs. Teacher support was found to have indirect effect on student engagement only via expectancy beliefs whereas student connectedness predicted neither students’ motivation nor engagement in online learning. Results of the study are discussed in light of existing theoretical and empirical evidence on the intricate relationships between learning environment, motivation, and student engagement. Implications for practice are also offered to help create an online learning environment that has potential to foster student engagement and alleviate disengagement and dropout.

Many educators and professionals in different industries may need to become more familiar with the basic concepts of artificial intelligence (AI) and generative artificial intelligence (Gen-AI). Therefore, this paper aims to introduce some of the basic concepts of AI and Gen-AI. The approach of this explanatory paper is first to introduce some of the underlying concepts, such as artificial intelligence, machine learning, deep learning, artificial neural networks, and large language models (LLMs), that would allow the reader to better understand generative AI. The paper also discusses some of the applications and implications of generative AI on businesses and education, followed by the current challenges associated with generative AI.

The current study aims to explore the influence of resilience on (de)motivation and second language proficiency among elementary school students in South Korea. A total of 367 sixth-grade students completed questionnaires at three elementary schools. The data were analyzed with factor analysis and structural equation modeling (SEM). The results show that resilience is composed of metacognitive adaptation, sociability, optimism, perseverance, and communicative efficacy. In terms of the influence of resilience, the SEM presents that the direct impact of resilience on English as a foreign language (EFL) learning motivation is greater than its impact on demotivation. Regarding the impact of EFL learning (de)motivation and resilience on English proficiency, EFL learning demotivation plays the most dominant role. The findings indicate that it is important to simultaneously sustain EFL learning motivation and prevent demotivation to help learners achieve their desired level of English proficiency in an EFL context.

PurposeThis study intends to examine whether the reasons learners like or dislike a learning environment can help explain the differences in the characteristics of the learner and whether learner characteristics can influence a learner's preference for a learning environment.Design/methodology/approachThis study adopted an exploratory sequential mixed methods research design. The study first conducted focus groups with university students to uncover their learner characteristics by examining the reasons they liked or disliked a learning environment. This was followed by a questionnaire survey to explore how these learner characteristics influenced learner inclination for a learning environment. The survey data were analysed using exploratory and confirmatory factor analysis (partial least squares structural equation modelling).FindingsThe findings showed that two types of learner characteristics, i.e. online learner characteristics and classroom learner characteristics, significantly affected learner inclination for a learning environment. Analyses also indicated that learner demographics had no major moderating effect between learner characteristics and learner inclination for a learning environment.Practical implicationsThe findings can be useful for education institutions, learning designers and academics to design engaging learning activities to better support different learning needs.Originality/valueThis study makes a novel attempt to distinguish learner characteristics based on the reasons learners like or dislike a learning environment and establishes that individual learners' characteristics play a role in influencing their preference for a specific learning environment.