research_results:principles_and_effects
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research_results:principles_and_effects [2011/09/13 11:57] jpetrovic |
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| ^ | **__[[research_results:Signaling effect]]__** |(//Signaling// or //cuing//) presents the increase in the learning outcomes due to promotion of attention to relevant information. Signals are based on natural attention attractors like movement or contrast. In multimedia this can also be achieved through underlining, arrows or color-coding.(([[http://etd.lib.clemson.edu/documents/1252424615/Visser_clemson_0050D_10312.pdf|Visser, R. D. Exploring different instructional designs of a screen-captured video lesson: A mixed methods study of transfer of learning. PhD thesis. Clemson University. 2009.]])) |^ ^ | ^ | **__[[research_results:Signaling effect]]__** |(//Signaling// or //cuing//) presents the increase in the learning outcomes due to promotion of attention to relevant information. Signals are based on natural attention attractors like movement or contrast. In multimedia this can also be achieved through underlining, arrows or color-coding.(([[http://etd.lib.clemson.edu/documents/1252424615/Visser_clemson_0050D_10312.pdf|Visser, R. D. Exploring different instructional designs of a screen-captured video lesson: A mixed methods study of transfer of learning. PhD thesis. Clemson University. 2009.]])) |^ ^ | ||
| ^ | **__[[research_results:Segmenting effect]]__** |Learning should be more efficient if a continued animation or narration could be split into more smaller parts.(([[http://etd.lib.clemson.edu/documents/1252424615/Visser_clemson_0050D_10312.pdf|Visser, R. D. Exploring different instructional designs of a screen-captured video lesson: A mixed methods study of transfer of learning. PhD thesis. Clemson University. 2009.]])) |^ ^ | ^ | **__[[research_results:Segmenting effect]]__** |Learning should be more efficient if a continued animation or narration could be split into more smaller parts.(([[http://etd.lib.clemson.edu/documents/1252424615/Visser_clemson_0050D_10312.pdf|Visser, R. D. Exploring different instructional designs of a screen-captured video lesson: A mixed methods study of transfer of learning. PhD thesis. Clemson University. 2009.]])) |^ ^ | ||
| - | ^ | **Worked examples effect**(([[http://www.tandfonline.com/doi/abs/10.1207/s1532690xci0201_3|Sweller, John, and Graham Cooper. The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra. Cognition and Instruction 2: 59-89, 1985.]])) |The reduction in imposed cognitive load due to "//... a step-by-step **demonstration** of how to perform a task or how to solve a problem.//"(([[http://books.google.com/books?id=iKVhZ4wj82cC|Clark, Ruth Colvin, Frank Nguyen, and John Sweller. Efficiency in learning: evidence-based guidelines to manage cognitive load. John Wiley and Sons, 2006.]])) |^ ^ | + | ^ | **__[[research_results:Worked examples effect]]__** |The reduction in imposed cognitive load due to "//... a step-by-step **demonstration** of how to perform a task or how to solve a problem.//"(([[http://books.google.com/books?id=iKVhZ4wj82cC|Clark, Ruth Colvin, Frank Nguyen, and John Sweller. Efficiency in learning: evidence-based guidelines to manage cognitive load. John Wiley and Sons, 2006.]])) |^ ^ |
| - | ^ | **Expertise reversal effect**(([[http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf|Kalyuga, Slava, Paul Ayres, Paul Chandler, and John Sweller. The Expertise Reversal Effect. Educational Psychologist 38: 23-31, March 2003.]])) |"//Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.//"(([[http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf|Kalyuga, Slava, Paul Ayres, Paul Chandler, and John Sweller. The Expertise Reversal Effect. Educational Psychologist 38: 23-31, March 2003.]])) |^ ^ | + | ^ | **__[[research_results:Expertise reversal effect]]__** |"//Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners.//"(([[http://www.cs.pitt.edu/~chopin/references/tig/kayluga_ayres.pdf.pdf|Kalyuga, Slava, Paul Ayres, Paul Chandler, and John Sweller. The Expertise Reversal Effect. Educational Psychologist 38: 23-31, March 2003.]])) |^ ^ |
| - | ^ | **Explanation prompts**(([[http://www.springerlink.com/content/733216845622539k/|Berthold, Kirsten, Tessa H. S. Eysink, and Alexander Renkl. Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations. Instructional Science 37: 345-363, April 2008.]])) |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.]])) |^ ^ |
| - | ^ | **Collaborative learning** |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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