Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Advances in Health Sciences… | 1 |
| Computers & Education | 1 |
| Contemporary Educational… | 1 |
| Educational Psychology Review | 1 |
| Instructional Science: An… | 1 |
| Review of Educational Research | 1 |
Author
Publication Type
| Journal Articles | 6 |
| Reports - Evaluative | 3 |
| Reports - Research | 3 |
Education Level
| Elementary Secondary Education | 1 |
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Netherlands | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSpanjers, Ingrid A. E.; van Gog, Tamara; Wouters, Pieter; van Merrienboer, Jeroen J. G. – Computers & Education, 2012
Segmentation of animations, that is presenting them in pieces rather than as a continuous stream of information, has been shown to have a beneficial effect on cognitive load and learning for novices. Two different explanations of this segmentation effect have been proposed. Firstly, pauses are usually inserted between the segments, which may give…
Descriptors: Cues, Cognitive Processes, Difficulty Level, Animation
Dankbaar, Mary E. W.; Alsma, Jelmer; Jansen, Els E. H.; van Merrienboer, Jeroen J. G.; van Saase, Jan L. C. M.; Schuit, Stephanie C. E. – Advances in Health Sciences Education, 2016
Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' cognitive skills and motivation. We set up a three-group randomized post-test-only design: a…
Descriptors: Experimental Groups, Thinking Skills, Computer Games, Motivation
van Merrienboer, Jeroen J. G.; Sluijsmans, Dominique M. A. – Educational Psychology Review, 2009
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) "perform" the tasks, (b) "assess" their task performance, and (c) "select" future tasks for improving their performance. Principles to…
Descriptors: Instructional Design, Learner Controlled Instruction, Theories, Educational Research
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
Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G. – Contemporary Educational Psychology, 2008
Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task…
Descriptors: Short Term Memory, Sciences, Educational Psychology, Difficulty Level
Wouters, Pieter; Paas, Fred; van Merrienboer, Jeroen J. G. – Review of Educational Research, 2008
Animated models explicate the procedure to solve a problem, as well as the rationale behind this procedure. For abstract cognitive processes, animations might be beneficial, especially when a supportive pedagogical agent provides explanations. This article argues that animated models can be an effective instructional method, provided that they are…
Descriptors: Animation, Design Requirements, Guidelines, Cognitive Processes
