This article describes an approach to identifying, capturing, and implementing the active ingredients that account for the differences found when instructional and motivational research interventions are compared in empirical research. The goal of the article is to describe a research-to-practice model and questions that support the effective…

There are at least three powerful insights for educational technology researchers and designers from recent neuroscience studies of the brain and from cognitive science research findings: First, our brains learn and process two very different types of knowledge; non-conscious, automated, procedural, or implicit knowledge, and conscious,…

Describes the four-component instructional design system (4C/ID-model) developed for the design of training programs for complex skills. Discusses the structure of training blueprints for complex learning and associated instructional methods, focusing on learning tasks, supportive information, just-in-time information, and part-task practice.…

Briefly discusses current views of the way anxiety decreases students' learning from instructional software and describes ways software designers might compensate for the learning problems of anxious students. (MBR)