A systematic review of Stimulated Recall (SR) in educational research from 2012 to 2022

Xuesong Zhai, Xiaoyan Chu*, Minjuan Wang*, Chin Chung Tsai, Jyh Chong Liang, Jonathan Michael Spector

*此作品的通信作者

研究成果: 雜誌貢獻回顧評介論文同行評審

1 引文 斯高帕斯(Scopus)

摘要

Stimulated Recall (SR) has long been used in educational settings as an approach of retrospection. However, with the fast growing of digital learning and advanced technologies in educational settings over the past decade, the extent to which stimulated recall has been effectively implemented by researchers remains minimal. This systematic review reveals that SR has been primarily employed to probe the patterns of participants’ thinking, to examine the effects of instructional strategies, and to promote metacognitive level. Notably, SR video stimuli have advanced, and the sources of stimuli have become more diverse, including the incorporation of physiological data. Additionally, researchers have applied various strategies, such as flexible intervals and questioning techniques, in SR interviews. Furthermore, this article discusses the relationships between different SR research items, including stimuli and learning contexts. The review and analysis also demonstrate that stimulated recall may be further enhanced by integrating multiple data sources, applying intelligent algorithms, and incorporating conversational agents enabled by generative artificial intelligence such as ChatGPT. This article provides a comprehensive analysis of SR studies in the realm of education and proposes a promising avenue for researchers to proactively apply stimulated recall in investigating educational issues in the digital era.

原文英語
文章編號489
期刊Humanities and Social Sciences Communications
11
發行號1
DOIs
出版狀態已發佈 - 2024 12月

ASJC Scopus subject areas

  • 一般商業,管理和會計
  • 一般藝術與人文科學
  • 一般社會科學
  • 一般心理學
  • 一般經濟,計量經濟和金融

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