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Saba, Janan; Hel-Or, Hagit; Levy, Sharona T. – Instructional Science: An International Journal of the Learning Sciences, 2023
This article concerns the synergy between science learning, understanding complexity, and computational thinking (CT), and their impact on near and far learning transfer. The potential relationship between computer-based model construction and knowledge transfer has yet to be explored. We studied middle school students who modeled systemic…
Descriptors: Transfer of Training, Science Instruction, Learning Management Systems, Learning Processes
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Scherer, Demian; Verkühlen, Annika; Dutke, Stephan – Instructional Science: An International Journal of the Learning Sciences, 2023
Research suggests that explanatory pictures support learning, whereas pictures that distract processing resources from the main ideas of a text may impair learning and are considered as seductive illustrations. However, non-explanatory pictures that are related to the text and that do not tempt readers to focus illustrations more than the text's…
Descriptors: Metacognition, Pictorial Stimuli, Illustrations, Learning Processes
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Albus, Patrick; Seufert, Tina – Instructional Science: An International Journal of the Learning Sciences, 2023
When Virtual Reality (VR) is used to present learning content, the three-dimensional image is often not sufficient and additional text is required, either in the form of visual or auditory text. Such additional instructional text could be particularly beneficial due to the many visual stimuli and the risk of visual working memory overload.…
Descriptors: Cognitive Ability, Computer Simulation, Audiovisual Instruction, Outcomes of Education
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Ziegler, Esther; Trninic, Dragan; Kapur, Manu – Instructional Science: An International Journal of the Learning Sciences, 2021
Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and to what extent, productive failure methods may be used to enhance the learning of procedural skills. A typical productive failure study focuses on a single, complex concept;…
Descriptors: Algebra, Failure, Problem Solving, Mathematics Instruction
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Likourezos, Vicki; Kalyuga, Slava – Instructional Science: An International Journal of the Learning Sciences, 2017
According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable…
Descriptors: Problem Solving, Difficulty Level, Cognitive Processes, Direct Instruction
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Seufert, Tina; Wagner, Felix; Westphal, Julia – Instructional Science: An International Journal of the Learning Sciences, 2017
In some cases difficult-to-read learning materials lead to better performance than easy to-read materials. This phenomenon is called the disfluency effect and is attributed to a subjective feeling of task difficulty resulting in a deeper learning approach. In two studies (n[subscript 1] = 67, n[subscript 2] = 73) we investigated the impact of…
Descriptors: Instructional Materials, Readability, Difficulty Level, Cognitive Processes