As a wide variety of intelligent technologies become part of everyday life, researchers have explored how people conceptualize agents that in some ways act and think like living things but are clearly machines. Much of this work draws upon the idea that people readily default to generalizing human-like properties to such agents, and only pare back…

Research relevant to Captology in education is in its infancy. Despite its relative newness, a dearth of literature exists on the subject that addresses the design of a persuasive game for educational purposes. Up to this point, the literature does not include any instructional design theories or theoretical frameworks that can be used…

Cognitive information processing theory was born in response to a realisation the traditional method of individual, one hour counselling appointments prevented many college students from receiving needed support for their career decision making. Frustrated by this lack of access to career services, researchers, theorists and practitioners came…

This paper provides a theory-based introduction to instructional design that can be used in pedagogy seminars, training sessions, professional development events, colloquiums, and/or programmatic guidebooks. It includes a series of activities designed to assist instructors in the classes they teach. The exercises combine theory with practice to…

As the 21st century unfolds, the world has become increasingly fast-paced, interconnected and unpredictable compared to previous generations (McChrystal, et al., 2015). As a result, education researchers and practitioners must be prepared for the challenge of helping students better apply their knowledge to respond to the complex and novel…

Whether open-mindedness (OM) counts as an admirable epistemic aim of education has been a surprisingly contentious matter. Skeptics point out that OM is only contingently truth-conducive and that open-minded students may be maladaptive to the hostile epistemic environment outside school. Here, Seunghyun Lee contends that, while these critiques are…

Background and Aims: The long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning…

Traditional IRT and IRTree models are not appropriate for analyzing the item that simultaneously consists of multiple-choice (MC) task and constructed-response (CR) task in one item. To address this issue, this study proposed an item response tree model (called as IRTree-MR) to accommodate items that contain different response types at different…

In the context of globalization changes in educational systems, it is important to modify approaches to the educational process and introduce learning technologies that allow for maximum involvement in learning. One such technology is the technology of active learning, which engages learners through participation in the cognitive process and…

The concept of identity has been used to interrogate a wide range of topics about children's learning in the content areas, including learning in literacy, math, and science. Despite this, there is a paucity of attention to how the construct of identities is conceptualized across content areas. This systematic integrative review aims to develop an…

In this paper, we discuss the role of executive functions in shifting between symbolic and situational mathematical representations. Through the process of inhibition, an abstract representation is separated from concrete features and represented in terms of abstract symbols. This is a shift from a situational representation to a symbolic one.…

The capacity of educators to dynamically adjust their thought processes and behaviors in response to the diverse needs and characteristics of students in an unfolding teaching situation is widely acknowledged as a cornerstone of effective teaching. While teachers' instructional adaptations have been documented and studied from various angles, the…

As they learn to navigate the social world, children construct frameworks to interpret others' behavior. The present studies examined two such frameworks: a mentalistic framework, which construes behavior as driven by internal mental states; and a normative framework, which presumes people act in accordance with social norms. Participants included…

In this article we address two key questions in the application of dynamical systems theory (DST) to second language acquisition (SLA) that have not been resolved in recent debates about this issue. The first question relates to reductionism. Is an antireductionist position a necessary element of DST? We show that the radical antireductionist…

Vygotsky's sociocultural theory (VST) has been increasingly utilised as an effective framework to account for the role of emotions in learning and development. Yet, within VST, emotion has neither been systemically theorised nor investigated. This paper contributes to the literature by offering a theoretical discussion of Vygotsky's perspective on…