Background: When watching educational online videos, learners need to determine whether the videos' contents are suitable for learning. Whereas this may induce metacognitive monitoring processes, it may also distract learners from the learning materials. Objectives: In the current set of experiments, we investigated whether asking participants to…

Background: Performance monitoring plays a key role in self-regulated learning, but is difficult, especially for complex visual tasks such as navigational map reading. Gaze displays (i.e. visualizations of participants' eye movements during a task) might serve as feedback to improve students' performance monitoring. Objectives: We hypothesized…

Background: Engaging students in computer-assisted guided inquiry learning has great potential to scaffold their scientific understanding: Students are expected to improve their scientific problem-solving skills, and at the same time gain a deep conceptual understanding of the subject-matter. Additional generative activities such as creating video…

Learners in the process of developing complex skills need a rich mental model of what such skills entail. Textual analytics rubrics (TR) are a widely used instrument to support formative assessment of complex skills, supporting feedback, reflection, and thus mental model development of complex skills. However, the textual nature of a rubric limits…

With the technological improvements of innovative portable recording gadgets, augmented researchers' interest in exploring students' visual attention in their natural and normal occurring classrooms. The purpose of this study was to gauge students' visual attention in their Mathematics and English classrooms. This article reports on a study…

This study examined the effectiveness of 3 online courses compared with the same 3 courses in a face-to-face (F2F) format, which had the same characteristics (e.g., the same instructor and final exam content and place). Effectiveness was examined by utilizing a wide range of variables, including 2 objective measures (N = 968): grades and…

We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate…

Intellectually disabled (ID) students in secondary education are often taught in an individual setting where video instruction is used. Especially, when the instruction is about complex assignments, many students may forget parts of it. In this study, we tried to find out if prompting ID students to explain video instruction would help them to…

In recent years, the flipped classroom has become prevalent in many educational settings. Flipped classroom adopts a pedagogical model in which short video lectures are viewed by students at home before class so that the teacher can lead students to participate in activities, problem-solving, and discussions. Yet the design or use of technology…

Most second/foreign language (L2) learners have difficulty understanding listening input because of its implicit and ephemeral nature, and they typically have better reading comprehension than listening comprehension skills. This study examines the effects of using an interactive advance-organizer activity on the DVD video comprehension of L2…