Decades of research indicate that peer interaction, where individuals discuss or work on a task collaboratively, may be beneficial children’s and adolescents’ learning. Yet we do not know which features of interaction may be related to learning from peer interaction. This meta-analysis examined results from 62 articles with 71 studies into peer interaction, involving a total of 7,103 participants aged 4 to 18 years. Peer interaction was effective in promoting learning in comparison with other types of learning conditions, Hedges' g = 0.40, 95% CI [0.27, 0.54], p < .0001, across different gender and age groups. In contrast, however, peer interaction was not more effective than child-adult dyadic interaction. Moderator analyses also indicated that peer interaction is more effective when children are specifically instructed to reach consensus than when they are not. Findings extend theoretical considerations by teasing apart the processes through which children learn from peer interactions and offer practical implications for the effective use of peer interaction techniques in the classroom.

中文翻译：

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同伴互动在促进学习方面的效果如何？荟萃分析。

数十年的研究表明，个人合作讨论或完成一项任务的同伴互动可能有益于儿童和青少年的学习。然而，我们不知道交互的哪些特征可能与从同伴交互中学习有关。这项荟萃分析检查了 62 篇文章和 71 项同伴互动研究的结果，共涉及 7,103 名 4 至 18 岁的参与者。与其他类型的学习条件相比，同伴互动在促进学习方面是有效的，Hedges' g = 0.40, 95% CI [0.27, 0.54], p < .0001，跨越不同的性别和年龄组。然而，相比之下，同伴互动并不比儿童-成人二元互动更有效。主持人分析还表明，当儿童被明确指示达成共识时，同伴互动比没有时更有效。研究结果通过梳理儿童从同伴互动中学习的过程扩展了理论考虑，并为在课堂中有效使用同伴互动技术提供了实际意义。