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Effects of Prior Knowledge and Concept-Map Structure on Disorientation, Cognitive Load, and Learning
Peer reviewed
Direct linkAmadieu, Franck; van Gog, Tamara; Paas, Fred; Tricot, Andre; Marine, Claudette – Learning and Instruction, 2009
This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on "the infection process of a retrograde virus (HIV)". Participants in the study were 24 adults. Overall subjective ratings of…
Descriptors: Acquired Immunodeficiency Syndrome (AIDS), Concept Mapping, Eye Movements, Prior Learning
Johnson-Glenberg, Mina C. – Educational Media International, 2010
This research examined the impact of formative quizzes on e-learning designed to teach volunteers how to tutor struggling readers. Three research questions were addressed: (1) Do embedded quizzes facilitate learning of e-content? (2) Does the announcement of upcoming quizzes affect learning? (3) Does prior knowledge interact with quizzing and…
Descriptors: Electronic Learning, Prior Learning, Testing, Adult Learning
