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Telli, Esra; Altun, Arif – Journal of Educational Technology and Online Learning, 2023
This research aims to examine the effect of semantic encoding strategy instruction on students' near and far transfer performances in e-learning environments. The research was performed by experimental design. Dependent variables of the research were near and far transfer performances. Independent variable was strategy instruction on encoding.…
Descriptors: Semantics, Cognitive Processes, Memory, Transfer of Training
Sweller, John – Educational Technology Research and Development, 2020
Cognitive load theory provides instructional recommendations based on our knowledge of human cognition. Evolutionary psychology is used to assume that knowledge should be divided into biologically primary information that we have specifically evolved to acquire and biologically secondary information that we have not specifically evolved to…
Descriptors: Cognitive Processes, Difficulty Level, Educational Technology, Epistemology
Chang, Bo; Xu, Renmei – Technology, Instruction, Cognition and Learning, 2019
The purpose of this review paper was to conduct a literature review on the effects of colors on learners' learning cognition and emotions. Findings of this review could inform practitioners about better color choices they could use to present information and design learning materials in ways that decrease learners' cognitive load, increase their…
Descriptors: Color, Emotional Response, Educational Research, Memory
Wade, Carol H.; Wilkens, Christian; Sonnert, Gerhard; Sadler, Philip M. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
Cognitive Load Theory's Four Component Instructional Design (4C/ID) Model has been used in mathematics education but not confirmed as an instructional theory. Using the Factors Influencing College Success in Mathematics (FICSMath) project and confirmatory factor equation modeling, we empirically validated the model and created the 4C/IDMath Model.…
Descriptors: Instructional Design, College Mathematics, Mathematics Instruction, Models
Lee, Hee Seung; Betts, Shawn; Anderson, John R. – Cognitive Science, 2016
Learning to solve a class of problems can be characterized as a search through a space of hypotheses about the rules for solving these problems. A series of four experiments studied how different learning conditions affected the search among hypotheses about the solution rule for a simple computational problem. Experiment 1 showed that a problem…
Descriptors: Problem Solving, Hypothesis Testing, Experiments, Cognitive Processes
Mason, Raina; Seton, Carolyn; Cooper, Graham – Computer Science Education, 2016
Cognitive load theory (CLT) was used to redesign a Database Systems course for Information Technology students. The redesign was intended to address poor student performance and low satisfaction, and to provide a more relevant foundation in database design and use for subsequent studies and industry. The original course followed the conventional…
Descriptors: Cognitive Processes, Difficulty Level, Databases, Information Technology
Al-Samarraie, Hosam; Selim, Hassan; Teo, Timothy; Zaqout, Fahed – Interactive Learning Environments, 2017
When faced with excessive detail in an online environment, typical users have difficulty processing all the elements of representation. This in turn creates cognitive overload, which narrows the user's focus to a few select items. In the context of e-learning, we translated this aspect as the learner's demand for a system that facilitates the…
Descriptors: Foreign Countries, Undergraduate Students, Instructional Design, Online Courses
Li, Nan; Cohen, William W.; Koedinger, Kenneth R. – International Journal of Artificial Intelligence in Education, 2013
The order of problems presented to students is an important variable that affects learning effectiveness. Previous studies have shown that solving problems in a blocked order, in which all problems of one type are completed before the student is switched to the next problem type, results in less effective performance than does solving the problems…
Descriptors: Teaching Methods, Teacher Effectiveness, Problem Solving, Problem Based Learning
Mayer, Richard E. – Educational Psychologist, 2010
Among his many accomplishments in educational psychology, Merlin C. Wittrock is perhaps best remembered for his enduring contributions to the science of learning. His vision of how learning works is best explicated in articles published in "Educational Psychologist" (Wittrock, 1974, 1978, 1989, 1991, 1992), beginning with his classic 1974 article,…
Descriptors: Learning Theories, Educational Psychology, Cognitive Processes, Prior Learning
Muller, Derek A.; Sharma, Manjula D.; Reimann, Peter – Science Education, 2008
Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build…
Descriptors: Constructivism (Learning), Multimedia Materials, Scores, Teaching Methods
Tennyson, Robert D. – Educational Technology, 1992
Proposes a cognitive-based model for instructional design that addresses the acquisition and employment of knowledge, the interaction of content knowledge and cognitive strategies for higher order thinking skills, and the affective domain. Educational learning theory is discussed, including working memory, long-term memory, and cognitive skills.…
Descriptors: Affective Objectives, Cognitive Processes, Instructional Design, Learning Theories
Farquhar, John D.; Surry, Daniel W. – Performance and Instruction, 1995
Presents a model of information processing that demonstrates how to facilitate knowledge acquisition. Various instructional strategies designed to reduce the effect of impositions are described, such as use of novelty, mystery, and questioning techniques; reducing complexity of instructional messages; and the automaticity of secondary skills. (JKP)
Descriptors: Cognitive Processes, Comprehension, Educational Strategies, Information Processing
Bovy, Ruth Colvin – Educational Communication and Technology: A Journal of Theory, Research, and Development, 1981
Presents a proposed unifying relationship between instructional methods and cognitive operations, and argues that it is the location of the processing of the learning task that defines the function, type, and extent of the instructional method required. More than 50 references are listed. (MER)
Descriptors: Attention Span, Cognitive Processes, Cognitive Style, Individual Differences
Morrison, Gary R.; Anglin, Gary J. – Educational Technology Research and Development, 2005
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning…
Descriptors: Instructional Design, Educational Research, Heuristics, Educational Technology
Klahr, David, Ed. – 1976
This book, containing conference papers and a summary of activities, focuses on the contributions which current research in cognitive psychology can make to the solution of problems in instructional design. The first three parts of the book include sets of research contributions followed by discussions: part one deals with different strategies for…
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Conference Reports
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