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Xiu Xin; Meng Zhang – Journal of Computer Assisted Learning, 2024
Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student-led, teacher-led and…
Descriptors: Flipped Classroom, Second Language Learning, English (Second Language), Computer Assisted Instruction
Chen, Chun-Ying – Interactive Learning Environments, 2016
This study investigated the influence of cognitive support for learning computer-based tasks using animated demonstration (AD) on instructional efficiency. Cognitive support included (1) segmentation and learner control introducing interactive devices that allow content sequencing through a navigational menu, and content pacing through stop and…
Descriptors: Foreign Countries, College Freshmen, Computer Assisted Instruction, Multimedia Instruction
Kim, Jieun; Ryu, Hokyoung; Katuk, Norliza; Wang, Ruili; Choi, Gyunghyun – Journal of Educational Computing Research, 2014
The present study aims to show if a skill-challenge balancing (SCB) instruction strategy can assist learners to motivationally engage in computer-based learning. Csikszentmihalyi's flow theory (self-control, curiosity, focus of attention, and intrinsic interest) was applied to an account of the optimal learning experience in SCB-based learning…
Descriptors: Teaching Methods, Student Motivation, Learner Engagement, Computer Assisted Instruction
Hoffler, Tim N.; Schwartz, Ruth N. – Computers & Education, 2011
The effects of self-pacing versus system-pacing were examined in different versions of a computer-based learning environment (static pictures/animations). The role of cognitive style was also considered. While the variables investigated did not have a direct impact on either learning outcome or cognitive load, significant interaction effects were…
Descriptors: Cognitive Style, Pacing, Computer Assisted Instruction, Interaction
Hatsidimitris, George; Kalyuga, Slava – Educational Technology Research and Development, 2013
Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful…
Descriptors: Animation, Computer Assisted Instruction, Prior Learning, Learner Controlled Instruction
Vandewaetere, Mieke; Clarebout, Geraldine – Computers & Education, 2011
This study examined the role of learners' perceptions in a learner-controlled computer-based learning environment. Computer-based learning environments that offer learner control (LC) to the learners are assumed to enhance motivation and learning outcomes. Recently, the focus of LC research has shifted from measuring the direct effect of LC on…
Descriptors: Educational Strategies, Self Efficacy, Computer Assisted Instruction, Prior Learning
Robertson, Judy – Computers & Education, 2011
To be successful university learners, students need to develop skills in self-directed learning. This encompasses a range of cognitive and meta-cognitive skills including generating one's own learning goals, planning how to tackle a problem, evaluating whether learning goals have been met, and re-planning based on this evaluation. The educational…
Descriptors: Web Sites, Electronic Publishing, Computer Science Education, Diaries
Moreno, Roxana – Learning and Instruction, 2009
Participants in the present study were 87 college students who learned about botany using an agent-based instructional program with three different learning approaches: individual, jigsaw, or cooperative learning. Results showed no differences among learning approaches on retention. Students in jigsaw groups reported higher cognitive load during…
Descriptors: Cooperative Learning, Botany, Science Instruction, College Students
Stiller, Klaus D.; Freitag, Annika; Zinnbauer, Peter; Freitag, Christian – Australasian Journal of Educational Technology, 2009
"Present text accompanying pictures aurally to promote learning" is a well established principle of instructional design. But recently, it was shown that under certain conditions visual texts can be preferable. Instructional pacing seems to be one of these conditions that mediate effects. Especially, enabling learners to pace an…
Descriptors: Pacing, Instructional Effectiveness, Learning Modalities, Visual Aids
Scheiter, Katharina; Gerjets, Peter; Vollmann, Brigitte; Catrambone, Richard – Learning and Instruction, 2009
Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to…
Descriptors: Student Attitudes, Information Utilization, Hypermedia, Multivariate Analysis
Atkinson, Robert K.; Renkl, Alexander – Educational Psychology Review, 2007
This review describes parts of our research program on example-based learning that relates to recent efforts to incorporate interactive elements into learning environments designed to support learning from worked-out examples. Since most learners spontaneously study or process examples in a very passive or superficial manner, this review focuses…
Descriptors: Computer Assisted Instruction, Learner Controlled Instruction, Educational Environment, Study Habits

Baylor, Amy L. – Journal of Interactive Learning Research, 2001
Discussion of intelligent agents and their use in computer learning environments focuses on cognitive considerations. Presents four dimension of control that should be considered in designing agent-based learning environments: learner control, from constructivist to instructivist; feedback; relationship of learner to agent; and learner confidence…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Constructivism (Learning), Educational Environment

Tricot, A.; Pierre-Demarcy, C.; El Boussarghini, R. – Journal of Computer Assisted Learning, 2000
Examines the issue of help devices for students in hypermedia environments according to the learning context and cognitive processes involved. Describes three main types of learning situations--learning-by-doing, learning-by-instruction, learning-by-exploring--and explores the main cognitive processes involved in them. Discusses specific types of…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Courseware, Educational Environment

Land, Susan M. – Educational Technology Research and Development, 2000
Analyzes assumptions underlying learner-centered, technology-based environments in light of how well learners appear to meet the cognitive demands for engaging them. Design implications include the following considerations: direct learner attention to key variables and visual cues; prompt and guide connections to prior knowledge; and provide…
Descriptors: Cognitive Processes, Cognitive Style, Computer Assisted Instruction, Educational Environment
McMahon, Mark; Oliver, Ron – 2001
Self-regulation has long been seen as a desirable but difficult to achieve instructional aim. This is particularly true of online learning, where users have limited instructional support and where attrition rates tend to be greater than in face-to-face teaching. This paper examines the nature of self-regulation, identifying affective and cognitive…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Distance Education, Educational Environment
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