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A Conceptual Framework for the Development of Theories-in-Action with Open-Ended Learning Environments.
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Land, Susan M.; Hannafin, Michael J. – Educational Technology Research and Development, 1996
This paper describes a rationale for, and conceptual framework of, learning via open-ended learning environments (OELEs). It highlights development of theories-in-action with OELEs, including the roles of context, system response/feedback, and levels of processing. Discussion also includes examples of theory building via OELEs and implications for…
Descriptors: Context Effect, Educational Environment, Feedback, Learning Processes
Cognitive Load and Learning Effects of Having Students Organize Pictures and Words in Multimedia Environments: The Role of Student Interactivity and Feedback
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Moreno, Roxana; Valdez, Alfred – Educational Technology Research and Development, 2005
The cognitive load and learning effects of dual-code and interactivity--two multimedia methods intended to promote meaningful learning--were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group…
Descriptors: Epistemology, Multimedia Instruction, Multimedia Materials, Learning Processes
Animation as Feedback in a Computer-Based Simulation: Representation Matters.
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Rieber, Lloyd P. – Educational Technology Research and Development, 1996
Explores how users interact and learn during computer-based simulations given graphical and textual forms of feedback. Graduate students were randomly assigned computer simulations with graphical feedback, textual feedback, or graphical plus textual feedback. Findings indicate that graphical feedback provides experiential learning, but that these…
Descriptors: Computer Assisted Instruction, Computer Graphics, Computer Simulation, Educational Methods