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Direct linkHeemsoth, Tim; Heinze, Aiso – Instructional Science: An International Journal of the Learning Sciences, 2014
Educational research indicates that error reflection, especially reflection on incorrect examples, has a positive effect on knowledge acquisition. The benefit of error reflections might be explained by the extended knowledge of incorrect strategies and concepts (negative knowledge) which fosters the learning of new content. In a field experiment…
Descriptors: Mathematics, Reflection, Grade 6, Comparative Analysis
Colliot, Tiphaine; Jamet, Éric – Instructional Science: An International Journal of the Learning Sciences, 2019
We compared performances on a learning task in which students (N = 81) viewed a pedagogical multimedia document without (control group) or with a readymade graphic organizer (readymade group) with performances on an active learning task where students self-generated a graphic organizer either totally (total self-generated group) or partially…
Descriptors: Active Learning, Instructional Materials, Multimedia Materials, Cognitive Processes
Chung, Sungwon; Cheon, Jongpil; Lee, Kwang-Woo – Instructional Science: An International Journal of the Learning Sciences, 2015
Previous emotion studies in education have focused mainly on the superiority of positive emotion for learning performance (e.g., enjoyment) over negative emotion (e.g., fear). However, few studies have considered different arousal levels in terms of learners' emotion. For example, the effects of calm positive or negative emotion have not been…
Descriptors: Multimedia Instruction, Multimedia Materials, Animation, Psychological Patterns
