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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
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
Jarodzka, Halszka; Scheiter, Katharina; Gerjets, Peter; van Gog, Tamara – Learning and Instruction, 2010
Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual stimuli on a performance and on a process level, including perceptual and conceptual strategies.…
Descriptors: Instructional Design, Visual Stimuli, Eye Movements, Language Tests
Goldman, Susan R. – Learning and Instruction, 2009
Based on a critical re-analysis of cognitive load theory (CLT), Schnotz and Kurschner identified the need for research on more sensitive ways of assessing learner characteristics, both prior to and during instruction, in order to understand learning processes and outcomes. One emergent theme of the papers in this special issue is that the "same"…
Descriptors: Instructional Design, Learning Processes, Difficulty Level, Cognitive Processes
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
Jamet, Eric; Gavota, Monica; Quaireau, Christophe – Learning and Instruction, 2008
Comprehension of an illustrated document can involve complex visual scanning in order to locate the relevant information on the screen when this is evoked in spoken explanations. The present study examined the effects of two types of attention-guiding means (color change or step-by-step presentation of diagram elements synchronized with a spoken…
Descriptors: Multimedia Instruction, Instructional Design, Attention Control, Learning Modalities
