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Direct linkHefter, Markus H.; ten Hagen, Inga; Krense, Claudia; Berthold, Kirsten; Renkl, Alexander – Journal of Educational Psychology, 2019
A rising number of (online) learning scenarios feature video-based worked examples. We analyzed the effects of the presentation mode of worked examples on their effectiveness and efficiency in two experiments with university students (N[subscript 1] = 57; N[subscript 2] = 43). The students acquired argumentation knowledge by self-explaining…
Descriptors: Instructional Effectiveness, Efficiency, Persuasive Discourse, Demonstrations (Educational)
Goldhammer, Frank; Naumann, Johannes; Stelter, Annette; Tóth, Krisztina; Rölke, Heiko; Klieme, Eckhard – Journal of Educational Psychology, 2014
Computer-based assessment can provide new insights into behavioral processes of task completion that cannot be uncovered by paper-based instruments. Time presents a major characteristic of the task completion process. Psychologically, time on task has 2 different interpretations, suggesting opposing associations with task outcome: Spending more…
Descriptors: Foreign Countries, Time on Task, Reading, Problem Solving
Peer reviewedLyon, Mark A.; Gettinger, Maribeth – Journal of Educational Psychology, 1985
This study examined differences in time needed for learning for three types of learning tasks from Bloom's taxonomy: knowledge, comprehension, and application. Seventh and eighth graders (N=88) were given five repeated trials to master three simulated classroom tasks. Large differences were found between tasks in mastery rates, information…
Descriptors: Comprehension, Content Area Reading, Criterion Referenced Tests, Difficulty Level
