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How Much Is Too Much? Learning and Motivation Effects of Adding Instructional Explanations to Worked Examples
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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
Collaborative Learning with Multi-Touch Technology: Developing Adaptive Expertise
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Mercier, Emma M.; Higgins, Steven E. – Learning and Instruction, 2013
Developing fluency and flexibility in mathematics is a key goal of upper primary schooling, however, while fluency can be developed with practice, designing activities that support the development of flexibility is more difficult. Drawing on concepts of adaptive expertise, we developed a task for a multi-touch classroom, NumberNet, that aimed to…
Descriptors: Quasiexperimental Design, Video Technology, Educational Technology, Printed Materials
Managing Cognitive Load--Recent Trends in Cognitive Load Theory. Commentary.
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Bannert, Maria – Learning and Instruction, 2002
Comments on recent trends in cognitive load theory discussed in the papers in this special issue. Considers the external management of cognitive load through means of optimal instruction and the internal management of cognitive load by learners' metacognitive and self-regulative competence. (SLD)
Descriptors: Educational Theories, Instructional Design, Metacognition, Teaching Methods
Instructional Animation versus Static Pictures: A Meta-Analysis
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Hoffler, Tim N.; Leutner, Detlev – Learning and Instruction, 2007
A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25-0.49). Moderator analyses indicate even more substantial effect sizes…
Descriptors: Animation, Instructional Design, Effect Size, Meta Analysis
Tools for Thought: The Measurement of Length and Area.
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Nunes, T.; And Others – Learning and Instruction, 1993
The ability of children to solve measurement problems was studied in 2 experiments with 190 children aged 6 through 10 years in Oxford (England). Results suggest that in designing instruction both conceptual difficulties and difficulties that relate to particular measurement practice must be studied. The role of culturally transmitted measurement…
Descriptors: Area, Children, Cultural Influences, Elementary Education