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Direct linkJarodzka, Halszka; van Gog, Tamara; Dorr, Michael; Scheiter, Katharina; Gerjets, Peter – Learning and Instruction, 2013
This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a didactically behaving domain expert (model), which had been recorded while he executed the task, superimposed onto the video stimulus. Seventy-five students…
Descriptors: Cognitive Processes, Teaching Methods, Control Groups, Video Technology
Redford, Joshua S.; Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D. – Learning and Instruction, 2012
Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a…
Descriptors: Control Groups, Concept Mapping, Grade 7, Metacognition
Mulder, Yvonne G.; Lazonder, Ard W.; de Jong, Ton – Learning and Instruction, 2011
The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students' poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the…
Descriptors: Models, Comparative Analysis, Inquiry, Control Groups
Cromley, Jennifer G.; Bergey, Bradley W.; Fitzhugh, Shannon; Newcombe, Nora; Wills, Theodore W.; Shipley, Thomas F.; Tanaka, Jacqueline C. – Learning and Instruction, 2013
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research showing positive results compared to control groups in both laboratory studies and short-term…
Descriptors: Reading Comprehension, Cooperative Learning, Biology, Control Groups
Huff, Markus; Schwan, Stephan – Learning and Instruction, 2012
Motor skills are often demonstrated with a combination of verbal information and video demonstration. In this study, participants learned to tie nautical knots with a video clip demonstrating the motor task preceded by a descriptive or a metaphorical, picture-like verbalization. In a control condition participants learned the knots with a video…
Descriptors: Video Technology, Educational Technology, Multimedia Instruction, Cues
Kolovelonis, Athanasios; Goudas, Marios; Dermitzaki, Irini – Learning and Instruction, 2011
This study examined the effect of different goals (process, performance outcome, and multiple goals) and self-recording on self-regulation of learning a dart-throwing skill. Participants were 105 fifth and sixth graders who were randomly assigned to six (3 Goal type x 2 self-recording) experimental and one control group. Results showed a positive…
Descriptors: Control Groups, Physical Education, Academic Achievement, Psychomotor Skills
Booth, Julie L.; Lange, Karin E.; Koedinger, Kenneth R.; Newton, Kristie J. – Learning and Instruction, 2013
In a series of two "in vivo" experiments, we examine whether correct and incorrect examples with prompts for self-explanation can be effective for improving students' conceptual understanding and procedural skill in Algebra when combined with guided practice. In Experiment 1, students working with the Algebra I Cognitive Tutor were randomly…
Descriptors: Computer Assisted Instruction, Computer Software, Instructional Design, Educational Experiments
Lowe, Richard; Boucheix, Jean-Michel – Learning and Instruction, 2011
The time course of learners' processing of a complex animation was studied using a dynamic diagram of a piano mechanism. Over successive repetitions of the material, two forms of cueing (standard colour cueing and anti-cueing) were administered either before or during the animated segment of the presentation. An uncued group and two other control…
Descriptors: Animation, Cues, Eye Movements, Learning Processes
Duijnhouwer, Hendrien; Prins, Frans J.; Stokking, Karel M. – Learning and Instruction, 2012
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students' writing motivation, process, and performance. Students in the experimental feedback condition (n = 41) received feedback including improvement strategies, whereas students in the control feedback condition (n = 41) received…
Descriptors: Feedback (Response), Self Efficacy, Student Motivation, Writing Processes
Kienhues, Dorothe; Stadtler, Marc; Bromme, Rainer – Learning and Instruction, 2011
The present study investigated how dealing with conflicting versus consistent medical information on the Web impacts on topic-specific and medicine-related epistemic beliefs as well as aspects of health decision making. One hundred mostly female university students were randomly assigned to three groups. Two intervention groups searched the Web…
Descriptors: Internet, Electronic Publishing, Medicine, Health Materials
Zacharia, Zacharias C.; Olympiou, Georgios – Learning and Instruction, 2011
The aim of this study was to investigate whether physical or virtual manipulative experimentation can differentiate physics learning. There were four experimental conditions, namely Physical Manipulative Experimentation (PME), Virtual Manipulative Experimentation (VME), and two sequential combinations of PME and VME, as well as a control condition…
Descriptors: Experimental Groups, Control Groups, Undergraduate Students, Physics
Strijbos, Jan-Willem; Narciss, Susanne; Dunnebier, Katrin – Learning and Instruction, 2010
Peer-feedback content is a core component of peer assessment, but the impact of various contents of feedback is hardly studied. Participants in the study were 89 graduate students who were assigned to four experimental and a control group. Experimental groups received a scenario with concise general (CGF) or elaborated specific (ESF) feedback by a…
Descriptors: Feedback (Response), Experimental Groups, Control Groups, Graduate Students
van Gennip, Nanine A. E.; Segers, Mien S. R.; Tillema, Harm H. – Learning and Instruction, 2010
The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (N=45) with a control group (N=17), which indicated change in psychological safety, value diversity, and trust in the peer as an…
Descriptors: Control Groups, Intervention, Trust (Psychology), Safety
Villiger, Caroline; Niggli, Alois; Wandeler, Christian; Kutzelmann, Sabine – Learning and Instruction, 2012
This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation and comprehension of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group "without" (N = 244) and in one group "with"…
Descriptors: Foreign Countries, Parent Participation, Experimental Groups, Comparative Analysis
Gamo, Sylvie; Sander, Emmanuel; Richard, Jean-Francois – Learning and Instruction, 2010
Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident the structural similarities between the problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare strategies in order to reinterpret an arithmetic word…
Descriptors: Experimental Groups, Control Groups, Semantics, Word Problems (Mathematics)
