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Direct linkBoucheix, Jean-Michel; Lowe, Richard K.; Putri, Dian K.; Groff, Jonathan – Learning and Instruction, 2013
The effectiveness of animations containing two novel forms of animation cueing that target relations between event units rather than individual entities was compared with that of animations containing conventional entity-based cueing or no cues. These relational event unit cues ("progressive path" and "local coordinated" cues) were specifically…
Descriptors: Animation, Comparative Analysis, Instructional Effectiveness, Eye Movements
Richey, J. Elizabeth; Nokes-Malach, Timothy J. – Learning and Instruction, 2013
A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined learning outcomes from providing and withholding stepwise instructional explanations as students studied worked examples and solved physics problems. We…
Descriptors: Demonstrations (Educational), Teaching Methods, Problem Solving, Learning Processes
Noroozi, Omid; Biemans, Harm J. A.; Weinberger, Armin; Mulder, Martin; Chizari, Mohammad – Learning and Instruction, 2013
Establishing a Transactive Memory System (TMS) is essential for groups of learners, when they are multidisciplinary and collaborate online. Environments for Computer-Supported Collaborative Learning (CSCL) could be designed to facilitate the TMS. This study investigates how various aspects of a TMS (i.e., specialization, coordination, and trust)…
Descriptors: Cooperative Learning, Group Activities, College Students, Computer Mediated Communication
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
Mercier, Emma M.; Higgins, Steven E. – Learning and Instruction, 2013
Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to…
Descriptors: Quasiexperimental Design, Video Technology, Educational Technology, Printed Materials
Sanchez, Emilio; Garcia-Rodicio, Hector – Learning and Instruction, 2013
The goal of the present study was to examine the mechanisms underlying a strategy that we developed to make instructional explanations effective. In two experiments participants learned about plate tectonics from a multimedia material, including adjunct explanations that revised common misunderstandings. These explanations were either marked…
Descriptors: Web Based Instruction, Computer Assisted Instruction, Multimedia Materials, Protocol Analysis
Kopp, Kristopher J.; Britt, M. Anne; Millis, Keith; Graesser, Arthur C. – Learning and Instruction, 2012
The current studies investigated the efficient use of dialogue in intelligent tutoring systems that use natural language interaction. Such dialogues can be relatively time-consuming. This work addresses the question of how much dialogue is needed to produce significant learning gains. In Experiment 1, a full dialogue condition and a read-only…
Descriptors: Intelligent Tutoring Systems, Natural Language Processing, Computer Mediated Communication, Synchronous Communication
Frederiksen, Christian; Kehoe, E. James; Wood, Robert – Learning and Instruction, 2011
This study tested the effects of two instructional aids in a complex, dynamic environment, specifically, a business simulation. Participants studied (1) a "causal map," which depicted key variables in an interconnected network, (2) a textual outline of the same relationships, or (3) no-aid. With the relevant aid still available, the participants…
Descriptors: Instructional Design, Information Processing, Decision Making, Decision Making Skills
Rasch, Thorsten; Schnotz, Wolfgang – Learning and Instruction, 2009
New technologies enable flexible combinations of text and interactive or non-interactive pictures. The aim of the present study was to investigate (a) whether adding pictures to texts is generally beneficial for learning or whether it can also have detrimental effects, (b) how interactivity of pictures affects learning, (c) whether the…
Descriptors: Visualization, Instructional Effectiveness, Outcomes of Education, Visual Aids
Hoffler, Tim N.; Leutner, Detlev – Learning and Instruction, 2007
A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes…
Descriptors: Animation, Instructional Design, Effect Size, Meta Analysis
