Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners' experience of cognitive load, motivation, engagement, and…

The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core ideas have been constant--dual channels (i.e., humans have…

Optimizing collaborative behavior is crucial in educational activities, directly improving academic performance, social skills, and social-emotional learning for both teachers and students. In an effort to decipher the mechanisms underlying the effectiveness of collaborative learning, educators and neuroscientists have initiated the collection and…

Performing hand gestures such as pointing and tracing while learning is an area of increasing focus in educational research. Previous studies have demonstrated that learners who performed these gestures while engaging with static paper- or computer-based learning materials performed better on posttests in multiple learning areas, such as…

Self-regulation develops rapidly during early childhood and is essential for academic and social adjustment. However, previous research has attempted to define the conceptualization and structure of self-regulation differently, leaving the field with an incomplete picture. The nature of the relations between self-regulation and early child…

Substantial research has aimed to characterise and measure early childhood education and care (ECEC) quality. However, heterogeneity in measures, methods and contexts across studies has made it difficult to reconcile the inconsistent associations reported between quality dimensions and child outcomes. While there is broad consensus that early…

This study aims to evaluate the effectiveness of concept maps on science achievement among elementary and secondary education students, including low-achieving students. A systematic search located 55 studies about concept mapping in science achievement published in peer-reviewed journals and dissertations between 1980 and 2020. We extracted 58…

Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing…

This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain…

This study was conducted to meta-analytically investigate the influence of teaching vs. no teaching expectancy on the learning effects of teaching after preparatory learning. A meta-analysis of 39 studies revealed that a weighted mean effect size for the effect of teaching after studying with or without teaching expectancy vs. merely studying…

Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor…

In this meta-analysis, we examined the effects on students' motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of…

In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in…

Computer-based simulations for learning offer affordances for advanced capabilities and expansive possibilities for knowledge construction and skills application. Virtual agents, when powered by artificial intelligence (AI), can be used to scaffold personalized and adaptive learning processes. However, a synthesis or a systematic evaluation of the…

Educators and instructional designers have used the Universal Design for Learning (UDL) framework to guide their design of inclusive instruction for students with and without disabilities. Despite UDL having entered its 4th decade of development and research, there have been ongoing critiques of UDL for lacking clarity in definition, challenges…