research_results:principles_and_effects
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research_results:principles_and_effects [2011/09/14 16:46] jpetrovic |
research_results:principles_and_effects [2023/06/19 18:03] (current) |
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| ^ | **__[[research_results:Explanation prompts]]__** |Prompting students to self-explain steps of a worked example or a procedure they're studying has a positive effect on conceptual knowledge.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001652|Berthold, Kirsten, Heidi Röder, Daniel Knörzer, Wolfgang Kessler, and Alexander Renkl. The double-edged effects of explanation prompts. Computers in Human Behavior 27, no. 1: 69-75, January 2011.]])) |^ ^ | ^ | **__[[research_results:Explanation prompts]]__** |Prompting students to self-explain steps of a worked example or a procedure they're studying has a positive effect on conceptual knowledge.(([[http://www.sciencedirect.com/science/article/pii/S0747563210001652|Berthold, Kirsten, Heidi Röder, Daniel Knörzer, Wolfgang Kessler, and Alexander Renkl. The double-edged effects of explanation prompts. Computers in Human Behavior 27, no. 1: 69-75, January 2011.]])) |^ ^ | ||
| ^ | **__[[research_results:Collective Working-Memory Effect]]__** |When the complexity of the material to be learned is low, individual learning is more effective and more efficient than collaborative. For complex materials, collaborative learning is superior since it allows sharing working memory load among participants.(([[http://www.springerlink.com/content/puhvw0186j1h8258/|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load. In Beyond Knowledge: The Legacy of Competence, edited by Jörg Zumbach, Neil Schwartz, Tina Seufert, and Liesbeth Kester, 21-28. Dordrecht: Springer Netherlands, 2008.]] cited by [[http://www.sciencedirect.com/science/article/pii/S0747563210001494|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Superiority of collaborative learning with complex tasks: A research note on an alternative affective explanation. Computers in Human Behavior 27, no. 1: 53-57, January 2011.]])) |^ ^ | ^ | **__[[research_results:Collective Working-Memory Effect]]__** |When the complexity of the material to be learned is low, individual learning is more effective and more efficient than collaborative. For complex materials, collaborative learning is superior since it allows sharing working memory load among participants.(([[http://www.springerlink.com/content/puhvw0186j1h8258/|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Individual Versus Group Learning as a Function of Task Complexity: An Exploration into the Measurement of Group Cognitive Load. In Beyond Knowledge: The Legacy of Competence, edited by Jörg Zumbach, Neil Schwartz, Tina Seufert, and Liesbeth Kester, 21-28. Dordrecht: Springer Netherlands, 2008.]] cited by [[http://www.sciencedirect.com/science/article/pii/S0747563210001494|Kirschner, Femke, Fred Paas, and Paul A. Kirschner. Superiority of collaborative learning with complex tasks: A research note on an alternative affective explanation. Computers in Human Behavior 27, no. 1: 53-57, January 2011.]])) |^ ^ | ||
| - | ^ | **Schema activation** |"//Activation and utilization of learners' prior knowledge.//"(([[http://www.sciencedirect.com/science/article/pii/S0747563210002852|Kirschner, Paul A., Paul Ayres, and Paul Chandler. Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior 27, no. 1: 99-105, January 2011.]])) |^ ^ | + | ^ | **__[[research_results:Schema activation]]__** |"//Activation and utilization of learners' prior knowledge.//"(([[http://www.sciencedirect.com/science/article/pii/S0747563210002852|Kirschner, Paul A., Paul Ayres, and Paul Chandler. Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior 27, no. 1: 99-105, January 2011.]])) |^ ^ |
| ^ | **Learner control** |"//Too much control causes cognitive overload and even experts might experience difficulties in selecting, sequencing and pacing huge amounts of information.//" (([[http://celstec.org/content/learner-controlled-selection-tasks-different-surface-and-structural-features-effects-trans-0|Corbalan, Gemma, Liesbeth Kester, and Jeroen J.G. van Merriënboer. Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior 27: 76-81, January 2011.]] cited by [[http://www.sciencedirect.com/science/article/pii/S0747563210002852|Kirschner, Paul A., Paul Ayres, and Paul Chandler. Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior 27, no. 1: 99-105, January 2011.]])) |^ ^ | ^ | **Learner control** |"//Too much control causes cognitive overload and even experts might experience difficulties in selecting, sequencing and pacing huge amounts of information.//" (([[http://celstec.org/content/learner-controlled-selection-tasks-different-surface-and-structural-features-effects-trans-0|Corbalan, Gemma, Liesbeth Kester, and Jeroen J.G. van Merriënboer. Learner-controlled selection of tasks with different surface and structural features: Effects on transfer and efficiency. Computers in Human Behavior 27: 76-81, January 2011.]] cited by [[http://www.sciencedirect.com/science/article/pii/S0747563210002852|Kirschner, Paul A., Paul Ayres, and Paul Chandler. Contemporary cognitive load theory research: The good, the bad and the ugly. Computers in Human Behavior 27, no. 1: 99-105, January 2011.]])) |^ ^ | ||
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