The effects of directive self‐explanation prompts to support active processing of multiple representations in a simulation‐based learning environment

Processing of multiple representations in multimedia learning environments is considered to help learners obtain a more complete overview of the domain and gain deeper knowledge. This is based on the idea that relating and translating different representations leads to reflection beyond the boundaries and details of the separate representations. To achieve this, the design of a learning environment should support learners in adequately processing multiple representations. In this study, we compared a scientific inquiry learning environment providing instructional support with directive self‐explanation prompts to relate and translate between representations with a scientific inquiry learning environment providing instructional support with general self‐explanation prompts. Learners who received the directive prompts outperformed the learners who received general prompts on test items assessing domain knowledge. These positive results did not stretch to transfer items and items measuring learners' capabilities to relate and translate representations in general. The results suggest that learner support should promote the active relation of representations and translation between them to foster domain knowledge, and that other forms of support (e.g. extended training) might be necessary to make learners more expert processors of multiple representations.     

Are two heads always better than one? Differential effects of collaboration on students�� computer-supported learning in mathematics

While some studies found positive effects of collaboration on student learning in mathematics, others found none or even negative effects. This study evaluates whether the varying impact of collaboration can be explained by differences in the type of knowledge that is promoted by the instruction. If the instructional material requires students to reason with mathematical concepts, collaboration may increase students’ learning outcome as it promotes mutual elaboration. If, however, the instructional material is focused on practicing procedures, collaboration may result in task distribution and thus reduce practice opportunities necessary for procedural skill fluency. To evaluate differential influences of collaboration, we compared four conditions: individual vs. collaborative learning with conceptual instructional material, and individual vs. collaborative learning with procedural instructional material. The instruction was computer-supported and provided adaptive feedback. We analyzed the effect of the conditions on several levels: Logfiles of students’ problem-solving actions and video-recordings enabled a detailed analysis of performance and learning processes during instruction. In addition, a post-test assessed individual knowledge acquisition. We found that collaboration improved performance during the learning phase in both the conceptual and the procedural condition; however, conceptual and procedural material had a differential effect on the quality of student collaboration: Conceptual material promoted mutual elaboration; procedural material promoted task distribution and ineffective learning behaviors. Consequently, collaboration positively influenced conceptual knowledge acquisition, while no positive effect on procedural knowledge acquisition was found. We discuss limitations of our study, address methodological implications, and suggest practical implications for the school context.     

Hypermedia Design Methodology in World Wide Web Applications

One approach to instruction based on a "learner-centered" view of learning is to provide rich environments in which learners can actually build their own knowledge. Therefore only educational software, carefully designed, can improve the efficiency of courseware. Within this framework, the World Wide Web provides a unique support for course material. Using a generalized hypermedia instructional design methodology, we integrated a hypermedia instructional module with simulation additional tools into an academic information system. This academic information system is a computer-supported environment in which collaborative discourse is the primary medium for knowledge advancement in the area of power electronics. It can be explored by learners in that they have both contextual access to knowledge displayed in a hypertext format and access to real experiences by means of simulation. In this article, we present an object-orientated approach that integrates the complete graphic user interface development.     

Cognitive load theory vs. constructivist approaches: which best leads to efficient,deep learning?

Computer‐assisted learning, in the form of simulation‐based training, is heavily focused upon by the military. Because computer‐based learning offers highly portable, reusable, and cost‐efficient training options, the military has dedicated significant resources to the investigation of instructional strategies that improve learning efficiency within this environment. In order to identify efficient instructional strategies, this paper investigates the two major learning theories that dominate the recent literature on optimizing knowledge acquisition: cognitive load theory (CLT) and constructivism. According to CLT, instructional guidance that promotes efficient learning is most beneficial. Constructivist approaches, in contrast, emphasize the importance of developing a conceptual understanding of the learning material. Supporters of these theories have debated the merits and shortcomings of both positions. However, in the absence of consensus, instructional designers lack a well‐defined model for training complex skills in a rapid, efficient manner. The current study investigates the relative utility of CLT and constructivist‐based approaches for teaching complex skills using a military command and control task. Findings suggest that the acquisition of procedural, declarative, and conceptual knowledge, as well as decision‐making skills, did not differ as a function of the type of instruction used. However, integrated knowledge was slightly better retained by the group provided with CLT‐based instruction. These results are contrary to our expectation that constructivist approaches, which focus on the development and integration of information, would yield better performance in an applied problem‐based environment. Thus, while contemporary researchers continue to defend the use of constructivist strategies for teaching, our research supports earlier findings that question the utility, efficiency, and impact of these strategies in applied domains.     

Transfer of Declarative Knowledge in Complex Information-Processing Domains

Declarative transfer from one domain to another can be observed in a systematic decrease in the time spent reading an instructional text and processing help during problem solving. Two experiments, done in the programming domain, tested the hypothesis that subjects introduced to a first programming language develop a representation of basic programming concepts that helps them integrate new declarative knowledge from a second programming language. This article shows that the effect on reading was greater for pages that were conceptually close across texts and for subjects who had fully mastered the basic concepts in the first language. A regression model of reading showed an effect on processes that are responsible for the analysis of novel words and examples, whereas general strategic reading processes remained unaffected. The increased reading speed was not accompanied by a greater understanding of the text. Effects of a common programming interface and transfer of procedural knowledge appeared to be negligible on the kind of problems considered. This study supports the distinction between procedural and declarative transfer.     

Enhancing instructional outcomes with gamification: An empirical test of the Technology-Enhanced Training Effectiveness Model

BackgroundGamification, the use of game elements in non-game contexts, has become a popular technique to improve instructional outcomes in both organizational and educational contexts. In the organizational context, the Technology-Enhanced Training Effectiveness Model [TETEM] provides a framework to understand how technologies, like gamification, can effect change in various instructional outcomes. Specifically, application of TETEM suggests that gamification may not effect change in instructional outcomes when learner attitudes towards game-based learning and experience with video games are low.MethodIn this study, we test this model in the gamification context by assigning potential learners to read scenarios describing gamified instruction or traditional, PowerPoint instruction in a random order and assessing their training valence.ResultsOn average, participants anticipated greater value from gamified instruction, but as predicted by TETEM, this effect was moderated by both video game experience and attitudes towards game-based learning. Among potential learners with high experience and attitudes, gamification produces better outcomes than PowerPoint, but among potential learners with low experience and attitudes, gamification produces worse outcomes than PowerPoint.ImplicationsWe provide empirical support for TETEM and conclude that for gamification to be successful, the attitudes and experience of participants must be assessed and ensured before gamification is implemented.     

Integration of metacognitive skills in the design of learning objects

Recent studies have demonstrated that specific instruction about metacognitive strategies improves achievement, the accuracy of knowledge monitoring, and the application of learning strategies in hypermedia environments. However, there are no models to date for instructional designers who design and develop learning objects for the incorporation of specific scaffolds to aid student reflection about their metacognitive skills; thus making it difficult to identify tasks to orientate learners in improving such skills. In this paper, we propose the use of specific ontologies as the basis for incorporating information about metacognition in learning objects so that a Learning Management System can select and recommend tasks designed for the development and/or improvement of the learners’ metacognitive skills within the context of e-learning.     

Instructor presence in instructional video: Effects on visual attention,recall, and perceived learning

In an effort to enhance instruction and reach more students, educators design engaging online learning experiences, often in the form of online videos. While many instructional videos feature a picture-inpicture view of instructor, it is not clear how instructor presence influences learners' visual attention and what it contributes to learning and affect. Given this knowledge gap, this study explored the impact of instructor presence on learning, visual attention, and perceived learning in mathematics instructional videos of varying content difficulty. Thirty-six participants each viewed two 10-min-long mathematics videos (easy and difficult topics), with instructor either present or absent. Findings suggest that instructor attracted considerable visual attention, particularly when learners viewed the video on an easy topic. Although no significant difference in learning transfer was found for either topic, participants' recall of information from the video was better for easy topic when instructor was present. Finally, instructor presence positively influenced participants' perceived learning and satisfaction for both topics and led to a lower level of self-reported mental effort for difficult topic.     

A study of building a resource-based learning environment with the inquiry learning approach: Knowledge of family trees

This study aims to provide teachers with ways and means to facilitate learners to develop nomenclature knowledge of family trees through the establishment of resource-based learning environments (RBLEs). It discusses the design of an RBLE in the classroom by selecting an appropriate context with the assistance of computer-mediated learning resources and tools and employing the inquiry learning approach as the pedagogy. This study reports on the creation of the RBLE within the learning context of family trees. The computer-mediated learning resources and tools comprise three components: an audio-visual database for guided and coupled inquiry, an interactive interface for conceptualising the nomenclature and a tool for learners to construct their own family trees. Scaffolds were designed for an inquiry mode of learning and teaching to support the use of the resources and tools in learning about family trees. The learning and teaching process, including the outcomes for learners, through the RBLE with inquiry learning approach are studied. The findings of an interview and a pre-test/post-test study indicate that the RBLE can assist learners to build knowledge of family trees. The role of teachers in such an environment is to guide and encourage learners to inquire during the learning process.     

Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners

Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess their own performance and select tasks that fit their learning needs. Therefore, this explorative study investigated the differences in self-assessment and task-selection processes between effective and ineffective learners (i.e., in terms of learning gains) studying in a learner-controlled instructional environment. Results indicated that although effective learners could more accurately assess their own performance than ineffective learners, they used the same task aspects to select learning tasks. For effective learners, who were also more accurate self-assessors, the self-assessment criteria predicted subsequent task selection. The results are discussed, particularly with regard to their potential to provide guidelines for the design of a self-assessment and task-selection training.     

Adaptive diagrams: Handing control over to the learner to manage split-attention online

Based on cognitive load theory, it is well known that when studying a diagram that includes explanatory text, optimal learning occurs when the text is physically positioned close to the diagram as it eliminates the need for learners to split their attention between the two sources of information. What is not known is the effect on learning when learners manage split-attention for themselves when presented with a separated diagram and explanatory text. This study focuses on this new research direction by examining how learners can self-manage cognitive load through the physical manipulation of digital materials. Physical manipulation refers to moving text objects in digital materials to connect related pieces of textual information to a diagram, thus adapting the diagram to reduce split-attention. Fifty-two university students participated in one of two experiments. Experiment 1 (N = 34) investigated whether learners who were guided to self-manage split-attention by moving text objects on a screen displaying instructional material with evident split-attention were able to reduce split-attention and thus outperform learners who were provided split-source materials. Experiment 2 (N = 18) collected verbal think-aloud protocols to uncover the students' learning processes with the materials. Results confirmed the split-attention effect thus replicating this effect in a digital domain. Furthermore, whilst the self-managed condition did not significantly outperform the split-attention condition, the added task for learners to move text boxes to relevant aspects of the diagram did not have an adverse effect on learning, as the self-managed condition performed as well as (and for a recall task slightly better than) the split-attention condition. The verbal protocols highlighted that in order for learners to successfully self-manage split-attention training and guidance needs to be more extensive and explicit. Implications for further research for this new research direction in cognitive load theory are discussed.     

基于“Z+Z”智能教育平台的引导探究教学模式

该文依据数学新课程改革的理念,立足于培养学生的创造性思维、实践能力以及用数学解决问题的能力,基于Z+Z智能教育平台,通过文献调研,演绎归纳引导-探究教学模式。     

Applying minimalist design principles to the problem of computer anxiety

Computer anxiety is one possible barrier to acquisition of computer skills. To test whether an instructional intervention could decrease computer anxiety while training subjects in basic word-processing skills, instruction was developed according to the minimalist design principles of John Carroll and was compared with a commercially available instructional unit.The design of the experiment was a repeated measures control group with random assignment of subjects. Two instructional sessions were held, separated by 1 month. Subjects were pre- and posttested with respect to computer anxiety during each instructional session. Subjects worked on two similar word-processing tasks, a practice and a transfer task, during the first instructional session and on another similar word-processing task during the second instructional session. Subjects' performances on the word-processing tasks were scored according to a performance checklist. For the experimental group, there was a statistically significant decrease in computer anxiety immediately following the first instructional treatment. For the control group, there was also a decrease in computer anxiety, but this occurred over the 1-month experimental time-frame. Both experimental and control treatments were equally effective in training subjects to perform the word-processing tasks.     

Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment

The development of geometry knowledge requires integration of intuitive and novel concepts. While instruction may take many representational forms we argue that grounding novel information in perception and action systems in the context of challenging activities will promote deeper learning. To facilitate learning we introduce a grounded integration pattern of instruction, focusing on (1) eliciting intuitive concepts, (2) introducing novel grounding metaphors, and (3) embedding challenges to promote distinguishing between ideas. To investigate this pattern we compared elementary school children in two conditions who engaged in variations of a computer-based dynamic geometry learning environment that was intended to elicit intuitive concepts of shapes. In the grounded integration condition children performed a procedure of explicitly identifying defining features of shapes (e.g. right angles) with the assistance of animated depictions of spatially-meaningful gestures (e.g. hands forming right angles). In a numerical integration condition children identified defining features with the assistance of a numerical representation. Children in the grounded integration were more likely to accurately identify target shapes in a posttest identification task. We discuss the relevancy of the grounded integration pattern on the development of instructional tools.     

Evaluation of a computer-based instructional package about eating disorders

This study examined the effect of a computer-based instruction package on college students’ knowledge about eating disorders, and how level of active participation during instruction influenced learning and satisfaction. Interactivity (the amount the participant actively responded to the computer-based instructional program) varied in three conditions: 0%, 50%, and 100%. Overall, the instructional package increased knowledge about eating disorders, and the 100% condition resulted in worse performance than 0% or 50% condition, and the 50% interactivity condition was worse than 0%. Participants in the interactive conditions reported being less satisfied with aspects of the instruction. The effects of interactivity, a unique aspect of computer-based instruction, are not as simple and direct as might be expected.     

The comparisons of the influences of prior knowledge on two game-based learning systems

Game-based learning provides many benefits, such as enhancing the interaction with students and stimulating their learning motivation. Thus, it is popular to learners who have diverse characteristics. To this end, individual differences play an essential role. Among various individual differences, previous studies demonstrated that prior knowledge has great effects on game-based learning. However, such studies mainly considered a single game-based learning system. To address this issue, this study examined how prior knowledge affects students' reactions to two different types of game based learning systems, i.e., the Machinarium and the CSI: Web Adventures. The former delivers procedural knowledge while the latter provides declarative knowledge. The results from this study indicate that prior knowledge has positive impacts in the CSI group while it has negative impacts in the Machinarium group. These findings imply that prior knowledge is useful for the context of declarative knowledge while it may not be helpful for the context of procedural knowledge.     

The formation of learners’ semiosphere by authentic inquiry with an integrated learning object “Young Scientist”

An integrated learning object, a web-based inquiry environment “Young Scientist” for basic school level is introduced by applying the semiosphere conception for explaining learning processes. The study focused on the development of students’ (n = 30) awareness of the affordances of learning objects (LO) during the 3 inquiry tasks, and their ability of dynamically reconstructing meanings in the inquiry subtasks through exploiting these LO affordances in “Young Scientist”. The problem-solving data recorded by the inquiry system and the awareness questionnaire served as the data-collection methods.It was demonstrated that learners obtain complete awareness of the LO affordances in an integrated learning environment only after several problem-solving tasks. It was assumed that the perceived task-related properties and functions of LOs depend on students’ interrelations with LOs in specific learning contexts. Learners’ overall awareness of certain LO affordances, available in the inquiry system “Young Scientist”, developed with three kinds of patterns, describing the hierarchical development of the semiosphere model for learners. The better understanding of the LO affordances, characteristic to the formation of the functioning semiosphere, was significantly related to the advanced knowledge construction during these inquiry subtasks that presumed translation of information from one semiotic system to another. The implications of the research are discussed in the frames of the development of new contextual gateways for learning with virtual objects. It is assumed that effective LO-based learning has to be organized through pedagogically constrained gateways by manifesting certain LO affordances in the context in order to build up the dynamic semiosphere model for learners.     

Information problem‐solving skills in small virtual groups and learning outcomes

This study investigated the frequency of use of information problem‐solving (IPS) skills and its relationship with learning outcomes. During the course of the study, 40 teachers carried out a collaborative IPS task in small virtual groups in a 4‐week online training course. The status of IPS skills was collected through self‐reports handed in over the course of the 4 weeks. Learning was evaluated by means of open‐ended questionnaires before and after the group task. Three types of knowledge learning were evaluated: declarative, procedural and situational. Teachers exhibited a recurrent use of all skills during the whole collaborative task, although periodic use differed from week to week. Results showed a relationship between some IPS skills and declarative and procedural knowledge. The skills that were statistically significant were share information, read peer's information and analyse information. Implications for learning support and instruction are discussed.     

An architecture for a self-improving instructional planner for intelligent tutoring systems

Machine instructional planners use changing and uncertain data to incrementally configure plans and control the execution and dynamic refinement of these plans. Current instructional planners cannot adequately plan, replan, and monitor the delivery of instruction. This is due in part to the fact that current instructional planners are incapable of planning in a global context, developing competing plans in parallel, monitoring their planning behavior, and dynamically adapting their control behavior. In response to these and other deficiencies of instructional planners a generic system architecture based on the blackboard model was implemented. This self-improving instructional planner (SUP) dynamically creates instructional plans, requests execution of these plans, replans, and improves its planning behavior based on a student's responses to tutoring. Global planning was facilitated by explicitly representing decisions about past, current, and future plans on a global data structure called the plan blackboard. Planning in multiple worlds is facilitated by labeling plan decisions by the context in which they were generated. Plan monitoring was implemented as a set of monitoring knowledge sources. The flexible control capability for instructional planner was adapted from the blackboard architecture BB1. The explicit control structure of SUP enabled complex and flexible planning behavior while maintaining a simple planning architecture.     

Personalizing the Interaction in a Web-based Educational Hypermedia System: the case of INSPIRE

In this paper we present an Adaptive Educational Hypermedia prototype, named INSPIRE. The approach employed in INSPIRE emphasizes the fact that learners perceive and process information in very different ways, and integrates ideas from theories of instructional design and learning styles. Our aim is to make a shift towards a more 'learning-focused' paradigm of instruction by providing a sequence of authentic and meaningful tasks that matches learner' preferred way of studying. INSPIRE, throughout its interaction with the learner, dynamically generates learner-tailored lessons that gradually lead to the accomplishment of learner's learning goals. It supports several levels of adaptation: from full system-control to full learner-control, and offers learners the option to decide on the level of adaptation of the system by intervening in different stages of the lesson generation process and formulating the lesson contents and presentation. Both the adaptive and adaptable behavior of INSPIRE are guided by the learner model which provides information about the learner, such as knowledge level on the domain concepts and learning style. The learner model is exploited in multiple ways: curriculum sequencing, adaptive navigation support, adaptive presentation, and supports system's adaptable behavior. An empirical study has been performed to evaluate the adaptation framework and assess learners' attitudes towards the proposed instructional design.