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Feldon, David F.; Callan, Gregory; Juth, Stephanie; Jeong, Soojeong – Educational Psychology Review, 2019
Research on cognitive load theory (CLT) has focused primarily on identifying the mechanisms and strategies that enhance cognitive learning outcomes. However, CLT researchers have given less attention to the ways in which cognitive load may interact with the motivational and emotional aspects of learning. Motivational beliefs have typically been…
Descriptors: Cognitive Processes, Difficulty Level, Emotional Response, Student Motivation
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Beena Joseph; Sajimon Abraham – Knowledge Management & E-Learning, 2023
Currently, the majority of e-learning lessons created and disseminated advocate a "one-size-fits-all" teaching philosophy. The e-learning environment, however, includes slow learners in a noticeable way, just like in traditional classroom settings. Learning analytics of educational data from a learning management system (LMS) have been…
Descriptors: Electronic Learning, Learning Management Systems, Slow Learners, Educational Environment
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Andrà, Chiara; Bernardi, Giulia – For the Learning of Mathematics, 2020
Results in Mathematics Education, from different theoretical perspectives, highlight students' difficulties with graphs, both in interpreting given ones and in producing their own graphs. In this paper, we take an affective lens to understand both a student's relationship with mathematical graphs and a teacher's role when a task with a graph is…
Descriptors: Difficulty Level, Mathematics Instruction, Graphs, Teacher Student Relationship
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Rey, Günter Daniel; Beege, Maik; Nebel, Steve; Wirzberger, Maria; Schmitt, Tobias H.; Schneider, Sascha – Educational Psychology Review, 2019
The segmenting effect states that people learn better when multimedia instructions are presented in (meaningful and coherent) learner-paced segments, rather than as continuous units. This meta-analysis contains 56 investigations including 88 pairwise comparisons and reveals a significant segmenting effect with small to medium effects for retention…
Descriptors: Learning Processes, Multimedia Instruction, Teaching Methods, Recall (Psychology)
Pittinsky, Todd L.; Diamante, Nicole – Phi Delta Kappan, 2015
The United States education system must improve its ability to produce scientists, engineers, and programmers. Despite numerous national, state, and local efforts to make the study of STEM (science, technology, engineering, and mathematics) subjects more fun in K-12, initial interest in those subjects drops off precipitously in middle and later…
Descriptors: STEM Education, Student Interests, Student Motivation, Difficulty Level
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Ford-Connors, Evelyn; Dougherty, Susan; Robertson, Dana A.; Paratore, Jeanne R. – Journal of Adolescent & Adult Literacy, 2015
Rising expectations for middle grade students to independently read and comprehend complex, discipline-specific texts have also raised expectations for the ways teachers will teach. Helping all students, despite assessed reading levels, to access grade level texts calls for instructional approaches that not only meet readers where they are, but…
Descriptors: Middle School Students, Reading Comprehension, Content Area Reading, Teaching Methods
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Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam; Abu Bakar, Zainudin – International Journal of Educational Psychology, 2015
Human cognitive capacity is unavailable for conscious processing of every amount of instructional messages. Aligning an instructional design with learner expertise level would allow better use of available working memory capacity in a cognitive learning task. Motivating students to learn consciously is also an essential determinant of the capacity…
Descriptors: Cognitive Processes, Difficulty Level, Expertise, Short Term Memory
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Bawa, Papia – SAGE Open, 2016
Despite increasing enrollment percentages from earlier years, online courses continue to show receding student retention rates. To reduce attrition and ensure continual growth in online courses, it is important to continue to review current and updated literature to understand the changing behaviors of online learners and faculty in the 21st…
Descriptors: School Holding Power, Online Courses, Student Attrition, Misconceptions
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Potacco, Donna R.; Chen, Peter; Desroches, Danielle; Chisholm, Daniel R.; De Young, Sandra – Learning Assistance Review, 2013
How does a Coupon Incentive Program motivate students to seek academic support in high-risk courses? Results from this study demonstrated that the Coupon Incentive Program was effective in motivating voluntary student attendance and improving student outcomes. Recommendations related to implementation of the Coupon Incentive Program are discussed.…
Descriptors: Incentives, Rewards, Student Motivation, Study
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Hawthorn-Embree, Meredith L.; Skinner, Christopher H.; Parkhurst, John; O'Neil, Michael; Conley, Elisha – School Psychology Quarterly, 2010
Academic skill development requires engagement in effortful academic behaviors. Although students may be more likely to choose to engage in behaviors that require less effort, they also may be motivated to complete assignments that they have already begun. Seventh-grade students (N = 88) began a mathematics computation worksheet, but were stopped…
Descriptors: Mathematics Instruction, Grade 7, Skill Development, Student Motivation
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Bourgonjon, Jeroen; Valcke, Martin; Soetaert, Ronald; Schellens, Tammy – Computers & Education, 2010
Video games are often regarded as promising teaching and learning tools for the 21st century. One of the main arguments is that video games are appealing to contemporary students. However, there are indications that video game acceptance cannot be taken for granted. In this study, a path model to examine and predict student acceptance of video…
Descriptors: Student Attitudes, Video Games, Secondary School Students, Teaching Methods
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Wouters, Pieter; Paas, Fred; van Merrienboer, Jeroen J. G. – Instructional Science: An International Journal of the Learning Sciences, 2010
Animated models explicating how a problem is solved and why a particular method is chosen are expected to be effective learning tools for novices, especially when abstract cognitive processes or concepts are involved. Cognitive load theory was used to investigate how learners could be stimulated to engage in genuine learning activities. It was…
Descriptors: Observational Learning, Cognitive Processes, Teaching Methods, Difficulty Level
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Gerow, Joshua R. – Teaching of Psychology, 1980
Discusses a study to evaluate how test design influences student performance in elementary psychology courses. Findings indicated that the order in which test items appeared on an exam was less significant with regard to student performance than the extent to which test items were well-written and contained some measure of content validity.…
Descriptors: Academic Achievement, Difficulty Level, Higher Education, Psychology