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Colliot, Tiphaine; Jamet, Éric – Journal of Computer Assisted Learning, 2020
We investigated the effects of readymade versus self-generated graphic organizers (GOs) on learning, comparing the performances of undergraduates (N = 81) tasked with learning a multimedia document. This document was either presented on its own ("control group"), with a readymade GO, or with a blank GO that students had to fill in either…
Descriptors: Instructional Materials, Learning Processes, Undergraduate Students, Multimedia Materials
Sage, Kara; Krebs, Briana; Grove, Rachel – Technology, Knowledge and Learning, 2019
The present study compared the effectiveness of paper and digital flashcards. College students learned vocabulary from paper, computer, or tablet flashcards that were self-created or ready-made. Students then completed a memory recall test and answered questions on cognitive load, perceived control, satisfaction, and several individual difference…
Descriptors: Instructional Materials, Computer Assisted Instruction, Conventional Instruction, Printed Materials
Sundberg, Ross; Cardoso, Walcir – Computer Assisted Language Learning, 2019
This article describes the development of "Bande à Part", a mobile music application (app) for second language (L2) learners of French. Our focus on the pedagogical use of music results from the reported benefits that it offers language learners (e.g., it encourages repetitive exposure to the L2 in an enjoyable way, it extends the reach…
Descriptors: French, Music, Computer Software, Handheld Devices
Sage, Kara; Rausch, Joseph; Quirk, Abigail; Halladay, Lauren – Journal of Information Technology Education: Research, 2016
The present study focused on how self-control over pace might help learners successfully extract information from digital learning aids. Past research has indicated that too much control over pace can be overwhelming, but too little control over pace can be ineffective. Within the popular self-testing domain of flashcards, we sought to elucidate…
Descriptors: Vocabulary Development, Instructional Materials, Self Control, Pacing
Hsu, Jenq-Muh; Chang, Ting-Wen; Yu, Pao-Ta – Turkish Online Journal of Educational Technology - TOJET, 2012
The teaching and learning environment in a traditional classroom typically includes a projection screen, a projector, and a computer within a digital interactive table. Instructors may apply multimedia learning materials using various information communication technologies to increase interaction effects. However, a single screen only displays a…
Descriptors: Computer Assisted Instruction, Multimedia Instruction, Computer Science Education, Programming Languages
Rey, Gunter Daniel – Journal of Educational Multimedia and Hypermedia, 2010
The article discusses problems that arise from comparing different kinds of presentation modes such as texts, pictures or animations with regard to learning outcome. These comparisons are confounded with or depend on other variables like quality of the instructional design, learning content, familiarity with the presentation mode as well as…
Descriptors: Instructional Design, Teaching Methods, Computer Assisted Instruction, Information Retrieval
Moreno, Roxana – Educational Research and Evaluation, 2009
Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's…
Descriptors: Cognitive Processes, Memory, Self Control, Student Teachers
Nicholson, Jennifer; Nicholson, Darren; Valacich, Joseph S. – Journal of Information Technology Education, 2008
In today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was…
Descriptors: Cognitive Style, Instructional Design, Computer Assisted Instruction, Instructional Materials
Garner, Stuart – 2002
Computer programming is a domain of knowledge that is generally considered difficult by students, many of whom experience low levels of achievement and become disillusioned. This paper suggests that cognitive load theory needs to be taken into account when designing instructional materials for this domain. The cognitive load that is experienced by…
Descriptors: Academic Achievement, Cognitive Processes, Computer Assisted Instruction, Computer Software Development
Lee, Chien-Ching; Bopry, Jeannette; Hedberg, John – ALT-J: Research in Learning Technology, 2007
This study looks at a specific application of Ainsworth's conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student-generated for a process-writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re-writing without…
Descriptors: Feedback (Response), Concept Mapping, Writing Ability, Cognitive Processes

Rautama, Erkki; Sutinen, Erkki; Tarhio, Jorma – Journal of Interactive Learning Research, 1997
Describes a framework for computer-aided concept mapping that provides the means to easily trace the learning process. Presents the construction of a concept map as a script which consists of elementary operations. This approach can be applied in presentation tools, in evaluating the learning process, and in computer-aided learning. (Author/AEF)
Descriptors: Cognitive Mapping, Cognitive Processes, Computer Assisted Instruction, Concept Mapping

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
Salisbury, David F. – 1984
This paper summarizes research in modern cognitive theory that relates to the role of computer drill and practice programs in learning and describes a prototype program that exemplifies recommended characteristics. Focus is on four major issues that are relevant to the design and optimization of computer drills: interference, spaced practice,…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Courseware, Design Requirements

Hron, Aemilian – Innovations in Education and Training International, 1998
Explains why metaphors are important design elements in multimedia learning environments. Describes a model developed for levels of metaphor mapping which is oriented toward a cognitive engineering approach for describing aspects of user interfaces. Shows the extent that the didactic dimensions of width and depth of metaphors be taken into account…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Computer Interfaces, Computer Software Development
Using the Computer to Study and Assist the Learning of Mathematics. Occasional Publication Number 2.
Hartley, J. R. – 1980
Computer Assisted Learning (CAL) is presented as a tool to assist with the teaching and learning of mathematics. Three types of learning are distinguished and the role of CAL within each of these areas is presented. The learning types described are the acquisition of concepts, the learning of relations and rules, and problem solving. Some CAL…
Descriptors: Cognitive Processes, Computer Assisted Instruction, Computer Programs, Computers