作者：师亚飞，董倩倩，魏艳涛*，朱珂

出版刊物：Journal of Computer Assisted Learning

出版时间：2026年

内容摘要：

Background: The growing prominence of online learning in educational contexts has underscored the critical role of cognitive engagement in shaping academic performance.

Objectives: To synthesise current research trajectories, this study conducted a systematic literature review spanning two decades on cognitive engagement within online learning contexts.

Methods: A structured framework encompassing research backgrounds, theoretical foundations, analytical methods, and existing challenges was employed to code and analyse the 98 retrieved literature.

Results and Conclusions: The findings indicated that the majority of studies concentrated on examining the impact of educational technology tools and a range of associated influencing factors on cognitive engagement. A notable absence of research examining cognitive engagement in online learning among primary and secondary education students was observed. The majority of existing studies focused on college students. Moreover, cognitive engagement was a complex academic concept researchers attempted to interpret from different perspectives, including motivation and self-regulation, psychological engagement, learning strategies, Taxonomy of educational objectives, knowledge construction, and overt behaviours. Self-determination theory, ICAP framework, and community of inquiry were the most frequently adopted in research on cognitive engagement. The self-report scale was the most frequently employed method for data collection. The multimodal data illustrated significant potential and promise in predicting learners' cognitive engagement in online learning environments. This would enable a comprehensive analysis of students' cognitive engagement patterns and evolutionary characteristics.

[背景]在线学习在教育情境中日益突出，凸显了认知投入在影响学业表现方面的关键作用。

[目标]为综合当前研究脉络，本研究开展了一项跨越二十年的系统文献综述，聚焦在线学习情境中的认知投入。

[方法]研究采用一个涵盖研究背景、理论基础、分析方法和现有挑战的结构化框架，对检索到的98篇文献进行编码与分析。

[结果与结论]研究发现，大多数研究集中于考察教育技术工具及一系列相关影响因素对认知投入的影响。值得注意的是，针对中小学教育阶段学生在线学习中认知投入的研究明显缺失。现有研究大多聚焦于大学生。此外，认知投入是一个复杂的学术概念，研究者试图从不同视角对其进行阐释，包括动机与自我调节、心理投入、学习策略、教育目标分类学、知识建构和外显行为。自我决定理论、ICAP框架和探究社区理论是认知投入研究中采用最为频繁的理论。自我报告量表是最常用的数据收集方法。多模态数据在预测在线学习环境中学习者的认知投入方面展现出巨大潜力与前景。这将有助于全面分析学生认知投入的模式及其演化特征。