Journal: Learning and Instruction

Abbreviation

Publisher

Elsevier

Journal Volumes

ISSN

0959-4752
1873-3263

Description

Filters

Reset filters

Search Results

Publications 1 - 10 of 20
  • Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school
    Item type: Journal Article
    Schalk, Lennart; Edelsbrunner, Peter; Deiglmayr, Anne; et al. (2019)
    Learning and Instruction
  • Schema abstraction with productive failure and analogical comparison: Learning designs for far across domain transfer
    Item type: Journal Article
    Jacobson, Michael J.; Goldwater, Micah; Markauskaite, Lina; et al. (2020)
    Learning and Instruction
  • Effectiveness and efficiency of adding drawing prompts to an interactive educational technology when learning with visual representations
    Item type: Journal Article
    Wu, Sally P.W.; Rau, Martina (2018)
    Learning and Instruction
    This paper investigates whether prompting students to draw their own visual representations enhances students’ learning from technology-based instructional activities with visual representations. Seventy-two undergraduate students were randomly assigned to receive an educational technology with (1) drawing prompts throughout instruction, (2) drawing prompts before and after instruction, or (3) no drawing prompts. We assessed learning outcomes with respect to instructional effectiveness and efficiency using immediate and delayed posttests. Results on instructional efficiency showed a significant advantage for drawing prompts. Results on instructional effectiveness showed an advantage at the delayed posttest for drawing prompts provided throughout instruction, compared to prompts before and after. Qualitative analyses suggest that adding drawing prompts throughout instruction promotes drawing quality. In sum, our findings expand theory by suggesting that drawing prompts facilitate visual sense making of concepts shown in visual representations. Furthermore, we provide practical recommendations on how best to implement drawing prompts with technology-based instructional activities.
  • Robust effects of the efficacy of explicit failure-driven scaffolding in problem-solving prior to instruction: A replication and extension
    Item type: Journal Article
    Sinha, Tanmay; Kapur, Manu (2021)
    Learning and Instruction
    Although Productive Failure has shown to be effective (Kapur, 2016; Loibl, Roll, & Rummel, 2017), it is not clear if failure in problem-solving is necessary. Initial work in a quasi-experimental setting suggests that explicitly designing for experiences of failure leads to better learning outcomes than designing for success. We build on this to report on a controlled experimental study where students are exposed to failure-driven, success-driven, or no explicit scaffolding in problem-solving prior to instruction. For assessments of non-isomorphic conceptual understanding, our results align with those from prior work. Despite the similarity in posttest scores, students exposed to failure-driven scaffolding demonstrate higher quality of constructive reasoning than those receiving success-driven scaffolding. Additionally, our study reveals learning benefits of failure-driven scaffolding (for both posttest scores and reasoning quality) on assessments of transfer. Several cognitive, affective and meta-cognitive mechanisms are investigated to explain robust learning benefits of failure-driven scaffolding in preparatory problem-solving.
  • Active before passive tasks improve long-term visual learning in difficult-to-classify skin lesions
    Item type: Journal Article
    Beeler, Nadja; Ziegler, Esther; Navarini, Alexander A.; et al. (2023)
    Learning and Instruction
    Background Visual perceptual learning is essential in many domains, including medicine. Prior research has shown that combining active and passive tasks improves learning efficiency. However, previous studies have only implemented passive before active tasks, contradicting findings on productive failure learning designs. Aims We aimed to replicate and extend earlier results by comparing 1) combined versus uniform active and passive tasks and 2) active before passive versus passive before active tasks in visual learning. The to-be-learned skill was the detection of pigmented skin cancer. Sample The sample consisted of 161 university students without professional knowledge about skin lesion classification. Methods We randomly assigned the participants to four groups: 1) active before passive, 2) passive before active, 3) uniform active, and 4) uniform passive tasks. The students completed the learning intervention, an intermediate and three post-tests (immediate, two days delayed and two weeks delayed) online. Results In line with our hypotheses, we found that learning with combined active and passive tasks led to higher diagnostic accuracy in difficult skin lesion classification tasks in the two weeks delayed post-test than learning with only one of the two task types. Furthermore, we found that active before passive tasks resulted in higher diagnostic accuracy than passive before active tasks. Conclusion Our findings suggest that initial active tasks improve long-term visual learning outcomes in difficult melanoma detection tasks, but future research needs to confirm this result and explore the underlying learning mechanisms further.
  • Do learning protocols support learning strategies and outcomes?
    Item type: Journal Article
    Berthold, Kirsten; Nückles, Matthias; Renkl, Alexander (2006)
    Learning and Instruction
  • Designs for learning about climate change as a complex system
    Item type: Journal Article
    Jacobson, Michael J.; Markauskaite, Lina; Portolese, Alisha; et al. (2017)
    Learning and Instruction
  • Math Achievement, Stereotypes, and Math Self-Concepts among Elementary-School Students in Singapore
    Item type: Journal Article
    Cvencek, Dario; Kapur, Manu; Meltzoff, Andrew N. (2015)
    Learning and Instruction
  • Early science learning: The effects of teacher talk
    Item type: Journal Article
    Studhalter, Ueli T.; Leuchter, Miriam; Tettenborn, Annette; et al. (2021)
    Learning and Instruction
    Language is of utmost importance for a child's cognitive development, including the development of scientific skills and concepts (Haug & Ødegaard, 2014; Henrichs & Leseman, 2014; Saalbach, Grabner, & Stern, 2013; Saalbach, Leuchter, & Stern, 2010; Tomasello, 1999). The influence of language on children's cognitive development is at least three-fold (Tomasello, 1999): First, language affects children's development through parents, teachers, or other adults who provide instructions and explanations; second, language directs children's attention; and third, language prompts children to change perspectives. Language can thus be seen as the basis for the organization of children's cognitive activities and the construction of higher-knowledge structures (Saalbach et al., 2013). Against this background, our study examines the role of language in teacher talk as a scaffold for children's learning.
  • Interleaved practice in multi-dimensional learning tasks: Which dimension should we interleave?
    Item type: Journal Article
    Rau, Martina; Aleven, Vincent; Rummel, Nikol (2013)
    Learning and Instruction
    Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results than blocked practice, but this research has not investigated whether it matters on which dimension we interleave learning tasks. Many educational materials include multiple task types and multiple representations. Should we interleave representations or task types? We conducted a classroom experiment to investigate the effects of interleaving task types (while blocking representations) and interleaving representations (while blocking task types). The participants (158 5th- and 6th-graders) worked with a corresponding version of an intelligent tutoring system for fractions. Our results show an advantage for interleaving task types over interleaving representations. These results extend prior work on contextual interference by showing that this effect is sensitive to the dimension being interleaved. We also extend the literature on learning with multiple representations by investigating the effect of interleaved practice with different representations. The results provide guidance to designers of complex curricula.
Publications 1 - 10 of 20