Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online,…

For nearly two decades, augmented reality (AR) has found diverse applications in education, particularly in science education, where its efficacy has been supported by relevant theories and many empirical studies. However, previous studies have revealed the following research deficit: While AR technology appears to influence learning-related…

Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and…

Context-based learning (CBL) environments are widely used in science education to create authentic learning opportunities. Contexts can be authentic through their relation to everyday life, to uncommon scientific phenomena, or to the chemical laboratory. Previous research revealed that students choose contexts that are authentic in different ways…

Clinically integrated curricula in health science education has been shown to promote the development of problem-solving schema and positively impact knowledge acquisition. Despite its' purported benefits, this type of curricula can impose a high cognitive load, which may negatively impact novice learners' knowledge acquisition and problem-solving…

Numerous studies have proven the learning benefits of concept maps in science subjects, particularly for students with low prior knowledge. There is a scarcity of research dedicated to the examination of chemistry courses at the university level, and the findings pertaining to academic performance in that subject exhibit a lack of consistency.…

This study examines "VirtualGeo", a Mixed Reality and Generative AI platform designed to enhance U.S. geography knowledge among international students. By integrating immersive technologies, VirtualGeo allows students to engage with spatial content within an interactive digital landscape. Using a mixed-methods approach, the study…

This study aims to analyse students' extraneous cognitive load (ECL) in cell biology lectures. Participants in the study were 31 students of the Biology Education Department who attended the Cell Biology course from a university in Jakarta, Indonesia. The Cell Biology lectures include fours topics. The data of ECL were measured using…

Group activities as part of active-learning pedagogies are thought to be effective in promoting student learning in part because of the quality of discussion they engender in student teams. Not much is known, however, about which instructional factors are most important in achieving productive conversation or how these factors may differ among…

In recent decades, technology has become a constant presence in the chemistry classroom with online homework extensively used in many programs. Although research has pointed to both increased course performance and better study habits in classes that utilize online homework, little work has explored the extraneous load that these platforms place…

General chemistry is a mandatory course for those in pursuit of careers in various allied health and science, technology, engineering, and mathematics (STEM) fields. However, many students find chemistry difficult. For English language learners (ELLs), the situation is especially demanding, as these students are required to learn the specialized…

Undergraduate attrition from science, technology, engineering, and mathematics is well documented and generally intensifies during intermediate years of college. Many contributing factors exist; however, a mismatch between timing of certain pedagogical approaches, such as case-based learning, and the level of students' cognitive abilities plays a…

Although the implementation of blended learning in organic chemistry is rapidly growing, thus far, there are few studies published on the evaluation of supplemental types of blend in organic chemistry. This report covers a phenomenographic study that was designed to evaluate a supplemental type of blended learning approach implemented in a…

Research within the Cognitive load theory (CLT) framework typically assumes motivation as a precursor to learning, rather than an outcome of instruction. In this study, we observe changes in learners' motivational beliefs as outcomes of their cognitive processes, through CLT lens. Using double-blind quasi-experimental design, we manipulate the…

In this study, action research was used over two years to refine the implementation of process-oriented guided inquiry learning for chemistry students in an academic development programme at a research-intensive South African university. Students' responses to guided inquiry were collected based on a three-pillar framework underpinned by cognitive…