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Wang, Tzu-Hua; Kao, Chien-Hui – Instructional Science: An International Journal of the Learning Sciences, 2022
Studies indicate that learners' cognitive style (CS), self-regulated learning (SRL), and working memory (WM) are associated with their academic performance. These studies describe the relationship of academic achievement with SRL, CS, or WM individually or pairwise relationships between SRL, CS, and WM rather than the overall relationship between…
Descriptors: Academic Achievement, Mathematics Achievement, Science Achievement, Cognitive Style
Steininger, Tim M.; Wittwer, Jörg; Voss, Thamar – Instructional Science: An International Journal of the Learning Sciences, 2022
Successful teaching requires that student teachers acquire a conceptual understanding of teaching practices. A promising way to promote such a conceptual understanding is to provide student teachers with examples. We conducted a 3 (between-subjects factor "example format": reading, generation, classification) x 4 (within-subjects factor…
Descriptors: Student Teachers, Learning Processes, Lesson Plans, Reading
van Harsel, Milou; Hoogerheide, Vincent; Janssen, Eva; Verkoeijen, Peter; van Gog, Tamara – Instructional Science: An International Journal of the Learning Sciences, 2022
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is…
Descriptors: Video Technology, Metacognition, Problem Based Learning, Problem Solving
Chen, Bodong; Shui, Hong; Håklev, Stian – Instructional Science: An International Journal of the Learning Sciences, 2022
This paper explores orchestration support introduced to an online class to help students operate as a knowledge community. A technological design was introduced to provide a flexible, dynamic learning environment so that ideas and knowledge artifacts can flow across time, space, and people in the community. With support from a CSCL technology…
Descriptors: Online Courses, Communities of Practice, Case Studies, Learning Processes
Heaysman, Orna; Kramarski, Bracha – Instructional Science: An International Journal of the Learning Sciences, 2022
Self-regulated learning (SRL) is essential for independent active learners. Despite its importance, supporting students' SRL is often challenging for teachers who lack the necessary knowledge and skills for in-class SRL practices. Hence, there is a need to support teachers' SRL: both as learners--how to self-regulate their own learning, and as…
Descriptors: Independent Study, Teaching Methods, Instructional Innovation, Models
Meyerhoff, Hauke S.; Merkt, Martin; Schröpel, Carla; Meder, Adrian – Instructional Science: An International Journal of the Learning Sciences, 2022
This study reports a field experiment investigating how instructional videos with and without background music contribute to the learning of examination techniques within a formal curriculum of medical teaching. Following a classroom teaching unit on the techniques for examining the knee and the shoulder joint, our participants (N = 175) rehearsed…
Descriptors: Medical Education, Medical Students, Learning Processes, Music
Lin, Yi-Chun; Liu, Tzu-Chien; Kalyuga, Slava – Instructional Science: An International Journal of the Learning Sciences, 2022
Learner control of video presentations by using pause buttons or timeline scrollbars was suggested as helpful for learning from sources of transient information such as dynamic visualizations and spoken words. However, effective learner control could be difficult to attain without sufficient instructional support. This study developed strategies…
Descriptors: Video Technology, Instructional Films, Technology Uses in Education, Multimedia Materials
Shin, Namsoo; Bowers, Jonathan; Roderick, Steve; McIntyre, Cynthia; Stephens, A. Lynn; Eidin, Emil; Krajcik, Joseph; Damelin, Daniel – Instructional Science: An International Journal of the Learning Sciences, 2022
We face complex global issues such as climate change that challenge our ability as humans to manage them. Models have been used as a pivotal science and engineering tool to investigate, represent, explain, and predict phenomena or solve problems that involve multi-faceted systems across many fields. To fully explain complex phenomena or solve…
Descriptors: Systems Approach, Thinking Skills, Computation, Models
Benjamin D. Jee; Bryan J. Matlen; Monica Greenlaw; Nina Simms; Dedre Gentner – Instructional Science: An International Journal of the Learning Sciences, 2022
Images, such as photographs and diagrams, play an important role in the teaching and learning of science. To optimize student learning, educational science images should be designed to facilitate the cognitive processes relevant to comprehension. One such process is comparison, which involves aligning multiple representations on the basis of their…
Descriptors: Science Education, Textbooks, Illustrations, Visual Aids
Designing Computer-Based Tests: Design Guidelines from Multimedia Learning Studied with Eye Tracking
Dirkx, K. J. H.; Skuballa, I.; Manastirean-Zijlstra, C. S.; Jarodzka, H. – Instructional Science: An International Journal of the Learning Sciences, 2021
The use of computer-based tests (CBTs), for both formative and summative purposes, has greatly increased over the past years. One major advantage of CBTs is the easy integration of multimedia. It is unclear, though, how to design such CBT environments with multimedia. The purpose of the current study was to examine whether guidelines for designing…
Descriptors: Test Construction, Computer Assisted Testing, Multimedia Instruction, Eye Movements
Dargue, Nicole; Phillips, Megan; Sweller, Naomi – Instructional Science: An International Journal of the Learning Sciences, 2021
While observing gesture has been shown to benefit narrative recall and learning, research has yet to show whether gestures that provide information that is missing from speech benefit narrative recall. This study explored whether observing gestures that relay the same information as speech and gestures that provide information missing from speech…
Descriptors: Nonverbal Communication, Observation, Recall (Psychology), Speech
Lamnina, Marianna; Chase, Catherine C. – Instructional Science: An International Journal of the Learning Sciences, 2021
While many view learning as a process of reducing learners' uncertainty, research suggests that instruction that is uncertain can promote learning and transfer better than instruction that is certain. In addition, research on curiosity suggests that uncertainty is a key trigger of curiosity, which in turn can facilitate learning. However,…
Descriptors: Physics, Science Instruction, Instructional Effectiveness, Middle School Students
Vogelzang, Johannes; Admiraal, Wilfried F.; van Driel, Jan H. – Instructional Science: An International Journal of the Learning Sciences, 2021
Teaching with Scrum methodology includes ceremonies, roles and artefacts supporting students in planning, monitoring and directing their learning process. It scaffolds students' learning in complex and sometimes overwhelming context-based learning environments. Effects of the implementation on both students' learning outcomes and self-reported…
Descriptors: Secondary School Science, Science Instruction, Teaching Methods, Scaffolding (Teaching Technique)
Krebs, Marie-Christin; Schüler, Anne; Scheiter, Katharina – Instructional Science: An International Journal of the Learning Sciences, 2021
We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating…
Descriptors: Prior Learning, Multimedia Instruction, Observational Learning, Social Cognition
Iiskala, Tuike; Volet, Simone; Jones, Cheryl; Koretsky, Milo; Vauras, Marja – Instructional Science: An International Journal of the Learning Sciences, 2021
This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups' collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups' learning…
Descriptors: Metacognition, Science Education, Cooperative Learning, Learning Processes