Although difficulties processing both symbolic and nonsymbolic proportion compared with absolute number are well established, the mechanisms involved remain unclear. We investigate four potential explanations to account for better number processing in adulthood: (a) number is more salient than proportion, (b) number is encoded more automatically…

Background: Self-management of cognitive load is a recent development in cognitive load theory. Finger pointing has been shown to be a potential self-management strategy to support learning from spatially separated, but mutually referring text and pictures (i.e., split-attention examples). Aims: The present study aimed to extend the prior research…

Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students' strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students'…

We investigated whether finger pointing is an effective cognitive-load self-management strategy to mitigate the split-attention effect during learning. This effect holds that learning from split-attention examples consisting of spatially separated, but mutually referring text and picture, is less effective than learning from equivalent spatially…

Learning-related attention is one of the most important factors influencing learning. Although technologies have enabled the automatic detection of students' attention levels, previous studies mainly focused on colleges or high schools, lacking further validations in primary school students. More importantly, the detected attention might fail to…

This study presents a tool to capture students' academic activities and engagement dynamics in university settings. It explores how strategies to manage time and study environments interact with contextual factors (i.e. study time, learning events, and study locations) in predicting students' concentration and cognitive learning strategies in 81…

Linear functions are an essential part of school and university education. Nevertheless, this topic is challenging for many students--especially in STEM topics. In this article, we contribute to the understanding of learning difficulties in the context of mathematical and physical problems. Here, we present the results of an eye-tracking study on…

A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption…

"The Cognitive Challenges of Effective Teaching," by Chew and Cerbin (2021) outlines a framework of nine cognitive challenges to student learning. The framework can help economic educators better design and describe new ideas for teaching in economics. In this article, the author highlights and expands upon ideas that are particularly…

Although mastering the art of learning how to learn is considered one of the most important skills for young people, few teens know the basics of how to best learn something. And teachers rarely receive training in how to helps students become successful learners. The author describes seven well-supported techniques for learning anything that…

The authors describe a research-based conceptual framework of how students learn that can guide the design, implementation, and troubleshooting of teaching practice. The framework consists of nine interacting cognitive challenges that teachers need to address to enhance student learning. These challenges include student mental mindset,…

What do we know about how well graduate teaching in economics addresses cognitive challenges to learning? In short, very little. There is a dearth of research that investigates how graduate student, program and professor characteristics, and choices impact graduate student learning and other outcomes. Some of the broader literature on graduate…

Educational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning…

The objective of this research was to determine the predominant learning strategy that is related to the development of the autonomy of students belonging to the seventh semester from a public educational institution in Lima. It was developed as a substantive research and with a quantitative approach. Its design was non-experimental and…

Many studies report that comics are useful as learning material. However, there is little known about how learning with comics works. Based on previously established theories about multimedia learning, we conducted an eye-tracking experiment to examine learning about geography with a specially designed combination of comic and map which we call…