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How Much Is Too Much? Learning and Motivation Effects of Adding Instructional Explanations to Worked Examples
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Richey, J. Elizabeth; Nokes-Malach, Timothy J. – Learning and Instruction, 2013
A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined learning outcomes from providing and withholding stepwise instructional explanations as students studied worked examples and solved physics problems. We…
Descriptors: Demonstrations (Educational), Teaching Methods, Problem Solving, Learning Processes
Students' Construction of External Representations in Design-Based Learning Situations
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de Vries, Erica – Learning and Instruction, 2006
This article develops a theoretical framework for the study of students' construction of mixed multiple external representations in design-based learning situations involving an adaptation of professional tasks and tools to a classroom setting. The framework draws on research on professional design processes and on learning with multiple external…
Descriptors: Classroom Environment, Models, Student Attitudes, Instructional Design
Cognitive Load Theory: Implications of Cognitive Load Theory on the Design of Learning.
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Kirschner, Paul A. – Learning and Instruction, 2002
Introduces six articles on the instructional implications of cognitive load theory (CLT). CLT is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. (SLD)
Descriptors: Educational Theories, Instructional Design, Long Term Memory
Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.
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Bannert, Maria – Learning and Instruction, 2002
Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)
Descriptors: Educational Theories, Instructional Design, Metacognition, Teaching Methods
Aids to Computer-Based Multimedia Learning.
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Mayer, Richard E.; Moreno, Roxana – Learning and Instruction, 2002
Presents a cognitive theory of multimedia learning that draws on dual coding theory, cognitive load theory, and constructivist learning theory and derives some principles of instructional design for fostering multimedia learning. These include principles of multiple representation, contiguity, coherence, modality, and redundancy. (SLD)
Descriptors: Cognitive Processes, Constructivism (Learning), Instructional Design, Multimedia Instruction