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Ventura, Ana Clara – Early Years: An International Journal of Research and Development, 2023
This study investigated six-year-old children's metacognitive and self-regulatory processes during task engagement and their relations to children's online metacognitive experiences, particularly feelings of difficulty (FOD). Sixty first graders (57% boys; M age: 6.2 yr., SD = 3 months) were individually interviewed. They were engaged in an…
Descriptors: Young Children, Metacognition, Self Management, Self Control
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Paromita Deb; Anupam Basu – Journal of Psycholinguistic Research, 2024
The study explored the role of verbal fluency in determining reading and comprehension skills in Bengali among 10-year old typically developing Bengali children. Robust correlations were found between semantic fluency and word reading (0.63) as well as semantic fluency and comprehension (0.70). Good correlation was found between letter fluency and…
Descriptors: Foreign Countries, Children, Comprehension, Reading Skills
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Yuko Suzuki; Fridolin Wild; Eileen Scanlon – Journal of Computer Assisted Learning, 2024
Background: Cognitive load during AR use has been measured conventionally by performance tests and subjective rating. With the growing interest in physiological measurement using non-invasive biometric sensors, unbiased real-time detection of cognitive load in AR is expected. However, a range of sensors and parameters are used in various subject…
Descriptors: Computer Simulation, Cognitive Processes, Difficulty Level, Physiology
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Eric Girard – Journal of Education for Business, 2024
A finance program determines relevance by aligning with professional standards, such as the CFA's body of knowledge (CBOK). Resistance to the integration process occurs when faculty members disagree with the program's targeted cognitive rigor (CR). This study suggests mapping the CBOK's CR facilitates integration by allotting CFA learning outcomes…
Descriptors: Educational Quality, Difficulty Level, Cognitive Processes, Behavioral Objectives
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Tom Porta; Nicole Todd – Journal of Research in Special Educational Needs, 2024
Differentiated instruction (DI) is a pedagogical framework to which all students can be engaged in their learning and achieve academically in their schooling. While DI is for all students, there is little research in DI for students with learning difficulties, in senior-secondary schools in Australia. This research formed part of a larger study,…
Descriptors: Foreign Countries, Secondary School Teachers, Secondary School Students, Learning Problems
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Alexander Brodsky; Andreas Rausch; Jürgen Seifried – Vocations and Learning, 2024
Internships offer the opportunity to gain experience and skills by working in organisations or to establish a professional network, and there is empirical evidence of the positive effects of practical experience in higher education. However, there are only a few studies on the characteristics of workplace tasks that facilitate learning during…
Descriptors: Informal Education, Internship Programs, Business Education, Pretests Posttests
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Emily K. Toutkoushian; Huaping Sun; Mark T. Keegan; Ann E. Harman – Measurement: Interdisciplinary Research and Perspectives, 2024
Linear logistic test models (LLTMs), leveraging item response theory and linear regression, offer an elegant method for learning about item characteristics in complex content areas. This study used LLTMs to model single-best-answer, multiple-choice-question response data from two medical subspecialty certification examinations in multiple years…
Descriptors: Licensing Examinations (Professions), Certification, Medical Students, Test Items
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Kanako Fukuda; Tsuyoshi Sashima – Journal of Visual Impairment & Blindness, 2024
Introduction: There are major differences when children with blindness perform construction tasks using haptics, without relying on sight, compared to when children with typical vision perform them through sight. When using sight, in all of the processes, the overall image can be grasped simultaneously while executing the task. When using haptics,…
Descriptors: Visual Impairments, Puzzles, Tactual Perception, Blindness
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Derek McClellan; Raymond J. Chastain; Marci S. DeCaro – Journal of Computing in Higher Education, 2024
Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online,…
Descriptors: Video Technology, Electronic Learning, Lecture Method, Prompting
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Jennifer S. Feenstra; Chika Nwaelugo; Jessica Nibbelink; Andrew De Noble – Discover Education, 2024
Study skills are important for success in college. However, students may not be aware of or willing to use effective strategies such as spaced practice and self-testing. This replication-extension study of Susser and McCabe (Susser and McCabe in Instr Sci 41:345-363, 2013) supports their original findings regarding spaced practice and extends the…
Descriptors: College Students, Study Habits, Learning Strategies, Metacognition
Marios Ioannou – Mathematics Education Research Group of Australasia, 2024
This qualitative study aims to investigate novice undergraduate mathematics students' first encounter with the First Isomorphism Theorem, which is, more often than not, the pinnacle of a typical introductory course in Group Theory. Several studies have reported on the challenges that this mathematical result poses to inexperienced mathematicians,…
Descriptors: Introductory Courses, Mathematics Instruction, Validity, Mathematical Logic
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Lae Lae Shwe; Sureena Matayong; Suntorn Witosurapot – Education and Information Technologies, 2024
Multiple Choice Questions (MCQs) are an important evaluation technique for both examinations and learning activities. However, the manual creation of questions is time-consuming and challenging for teachers. Hence, there is a notable demand for an Automatic Question Generation (AQG) system. Several systems have been created for this aim, but the…
Descriptors: Difficulty Level, Computer Assisted Testing, Adaptive Testing, Multiple Choice Tests
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Andrés Christiansen; Rianne Janssen – Educational Assessment, Evaluation and Accountability, 2024
In international large-scale assessments, students may not be compelled to answer every test item: a student can decide to skip a seemingly difficult item or may drop out before the end of the test is reached. The way these missing responses are treated will affect the estimation of the item difficulty and student ability, and ultimately affect…
Descriptors: Test Items, Item Response Theory, Grade 4, International Assessment
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Andi Harpeni Dewantara; Edi Istiyono; Heri Retnawati; Slamet Suyanto – Mathematics Teaching Research Journal, 2024
The issue of students' difficulties in solving context-based mathematics problems has been extensively investigated by numerous studies. However, limited study focus on how pre-service primary school teacher (PSPSTs) encounter difficulties in solving context-based fundamental mathematics problems. To fill this gap, this study aims to investigate…
Descriptors: Preservice Teachers, Elementary School Teachers, Mathematics Teachers, Mathematics Education
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Yasemin Kahyaoglu Erdogmus; Adile Askim Kurt – Education and Information Technologies, 2024
This study investigated pedagogical agent (with/without) and feedback (explanatory/confirmatory) types on achievement, flow experience, and cognitive load in a digital game-based learning environment. We developed a game about spreadsheets and prepared four versions of the game in the context of pedagogical agent and feedback types. Through the…
Descriptors: Cognitive Processes, Difficulty Level, Skill Development, Game Based Learning
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