Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction
This study examined the effectiveness of various instructional strategies that aimed to enhance children's understanding of the inversion concept. One hundred and forty kindergartners were randomly assigned to each of the groups namely: (a) concrete-only, (b) abstract-only, (c) concreteness fading, (d) abstract-to-concrete, (e) control. They participated in a pre-test, two training sessions, an immediate post-test, and an 8-week delayed post-test. All the intervention groups showed significantly greater progress than the control group in solving the inversion problems in the post-tests. Concrete representations were more e...
Source: Learning and Instruction - November 16, 2018 Category: Psychiatry & Psychology Source Type: research

Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
Publication date: Available online 9 November 2018Source: Learning and InstructionAuthor(s): Kristina Loderer, Reinhard Pekrun, James C. LesterAbstractUnderstanding emotions in technology-based learning environments (TBLEs) has become a paramount goal across different research communities, but to date, these have operated in relative isolation. Based on control-value theory (Pekrun, 2006), we reviewed 186 studies examining emotions in TBLEs that were published between 1965 and 2018. We extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredo...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity
This study investigated whether students in grades 5 and 6 learned better when seated proximally to the teacher during a virtual classroom math lesson, taking individual levels of inattention and hyperactivity-impulsivity (i.e., ADHD symptoms) into account. In general, students learned better in the proximal seat location compared to a distant one. Additionally, more intense symptom levels impaired learning more. When considering individual levels of ADHD symptoms, students’ learning outcomes did not specifically benefit from a proximal seat location. Consequently, the present study did not support the general assump...
Source: Learning and Instruction - November 11, 2018 Category: Psychiatry & Psychology Source Type: research

Just follow my eyes: The influence of model-observer similarity on Eye Movement Modeling Examples
Publication date: Available online 8 November 2018Source: Learning and InstructionAuthor(s): Marie-Christin Krebs, Anne Schüler, Katharina ScheiterAbstractWe investigated to what extent the effectiveness of Eye Movement Modeling Examples (EMME) is influenced by social cues such as model-observer similarity. In an eye tracking experiment with university students (N = 119), EMME were used to display multimedia-processing strategies as expressed in the eye movements of an instructed model. The model was either introduced as a successful learner (competent model), as another participant (peer model) or no EMME were pr...
Source: Learning and Instruction - November 8, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - November 4, 2018 Category: Psychiatry & Psychology Source Type: research

Kindergarten children's symbolic number comparison skills relates to 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Zachary Hawes, Nadia Nosworthy, Lisa Archibald, Daniel AnsariAbstractBasic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarte...
Source: Learning and Instruction - November 3, 2018 Category: Psychiatry & Psychology Source Type: research

Response sentences, examples, and authenticity do not help children solve real wor(l)d problems
Publication date: Available online 30 October 2018Source: Learning and InstructionAuthor(s): Cheryll L. Fitzpatrick, Darcy Hallett, Kyle R. Morrissey, Nadine R. Yıldız, Rutanya Wynes, Felix AyesuAbstractRealistic word problems are mathematical word problems that require the consideration of one's real-world knowledge to solve them. Research investigating children's ability to use realistic information in these problems has largely focused on interventions aimed at increasing students' realistic responses. The present study consists of three experiments that attempt to do the same in a sample of Grade 6 children. In Exper...
Source: Learning and Instruction - October 31, 2018 Category: Psychiatry & Psychology Source Type: research

Explaining school entry math and reading achievement in Canadian children using the Opportunity-Propensity framework
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Andrew Ribner, Elizabeth Harvey, Roger Gervais, Caroline FitzpatrickAbstractThe Opportunity–Propensity framework predicts that academic success is a function of: (a) Antecedent; (b) Opportunity; and (c) Propensity factors. The aim of the present study was to replicate and expand the O-P framework model with a population-based representative sample of French-Canadian children. The sample consisted of 2120 children followed in the context of the Quebec Longitudinal Study of Child Development (QLSCD). Structural equation models revealed...
Source: Learning and Instruction - October 27, 2018 Category: Psychiatry & Psychology Source Type: research

Re-visiting transition-based teaching: Impact of pre-service teacher's implementation on child outcomes
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Salih Rakap (Source: Learning and Instruction)
Source: Learning and Instruction - October 11, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of reading and spelling predictors before and after school entry: Evidence from a German longitudinal study
This study shows that the onset of schooling influences the predictability of early literacy predictors and indicates that with the onset of formal literacy education, predictors representing automaticity in serial processing increase in significance for reading abilities. (Source: Learning and Instruction)
Source: Learning and Instruction - October 6, 2018 Category: Psychiatry & Psychology Source Type: research

Emotions in medical education: Examining the validity of the Medical Emotion Scale (MES) across authentic medical learning environments
Publication date: Available online 26 September 2018Source: Learning and InstructionAuthor(s): Melissa C. Duffy, Susanne P. Lajoie, Reinhard Pekrun, Kevin LachapelleAbstractTo advance emotion research in education, there is a need to develop practical and context-relevant measures of emotion and to test the applicability of emotion theories using these measures. In two studies, we examined validity evidence of a self-report scale (the Medical Emotion Scale, MES) designed to measure the unique range of emotions activated within medical education. In Study 1, we administered the MES and conducted interviews with medical trai...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Zachary Hawes, Nadia Nosworthy, Lisa Archibald, Daniel AnsariAbstractBasic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarte...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Improved application of the control-of-variables strategy as a collateral benefit of inquiry-based physics education in elementary school
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Lennart Schalk, Peter A. Edelsbrunner, Anne Deiglmayr, Ralph Schumacher, Elsbeth SternAbstractIn a quasi-experimental classroom study, we longitudinally investigated whether inquiry-based, content-focused physics instruction improves students’ ability to apply the control-of-variables strategy, a domain-general experimentation skill. Twelve third grade elementary school classes (Mdnage = 9 years, N = 189) were randomly assigned to receive either four different physics curriculum units (intervention) or traditional instruction...
Source: Learning and Instruction - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Fostering positive emotions and history knowledge with location-based augmented reality and tour-guide prompts
Publication date: Available online 21 September 2018Source: Learning and InstructionAuthor(s): Jason M. Harley, Susanne P. Lajoie, Tara Tressel, Amanda JarrellAbstractThere is a lack of theory-driven empirical research that evaluates outcomes of location-based augmented reality (AR) applications with the purpose of improving instructional design and use guidelines. The primary aim of this study was to compare the effectiveness of two historical reasoning guide protocols, one based on prior research by Harley and colleagues (2016a; the other an extension) while learners used a mobile AR app to learn about history. Learners ...
Source: Learning and Instruction - September 22, 2018 Category: Psychiatry & Psychology Source Type: research

Children's interpretations of covariation data: Explanations reveal understanding of relevant comparisons
Publication date: February 2019Source: Learning and Instruction, Volume 59Author(s): Andrea Saffran, Petra Barchfeld, Martha W. Alibali, Kristina Reiss, Beate SodianAbstractThis research investigates children's understanding of the significance of comparisons between data categories for judgments of covariation. Past studies showed that children sometimes neglect some of the relevant data categories. This may occur because children fail to understand the relevance of the comparisons between data categories. To investigate this interpretation, 51 second graders and 43 fourth graders were tested in a between-subject design...
Source: Learning and Instruction - September 20, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

Early identification and intervention for children with initial signs of reading deficits - A blinded randomized controlled trial
This study provides the basis for developing school-based early identification and intervention programmes to remediate reading deficits and prevent RD. (Source: Learning and Instruction)
Source: Learning and Instruction - September 18, 2018 Category: Psychiatry & Psychology Source Type: research

Mediation with a puppet: The effects on teachers' mediated learning strategies with children in special education and regular kindergartens
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): David Tzuriel, Ronit RemerAbstractThe main objectives of this study were to investigate the effects of mediation with a puppet on teachers' mediated learning experience (MLE) strategies. The sample was composed of 18 teachers and 145 kindergarten children, selected from special education (n = 68) and regular (n = 77) kindergartens. About half of each group was assigned to a puppet and half to a no-puppet group. Each teacher was assigned to a small group of 3–5 children and asked to teach them a story for 15 min in a puppet ...
Source: Learning and Instruction - September 8, 2018 Category: Psychiatry & Psychology Source Type: research

It is not only about the depth of processing: What if eye am not interested in the text?
This study aims at extending current research on how the interaction between cognitive processing and topic interest shapes the online learning process of students when learning from expository texts. We used eye tracking to monitor the reading and learning behaviour of 31 students in higher education. In addition, we used self-report questionnaires to map students' general disposition towards deep and surface processing and their topic interest. Cued retrospective think-alouds were conducted to capture students' levels of processing during learning from text. We examined the interaction between levels of processing and to...
Source: Learning and Instruction - August 24, 2018 Category: Psychiatry & Psychology Source Type: research

Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Tim van Marlen, Margot van Wermeskerken, Halszka Jarodzka, Tamara van GogAbstractEye movement modeling examples (EMME) are video modeling examples with the model's eye movements superimposed. Thus far, EMME on problem-solving tasks seem to be effective for guiding students' attention, but this does not translate into higher learning outcomes. We therefore investigated the role of ambiguity of the verbal explanation and prior knowledge in the effectiveness of EMME on geometry problems. In Experiment 1, 57 university students observed EMME o...
Source: Learning and Instruction - August 15, 2018 Category: Psychiatry & Psychology Source Type: research

New insights into the process of peer review for EFL writing: A process-oriented socio-cultural perspective
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Huahui ZhaoAbstractThe process of peer review for EFL writing has remained underexplored despite the increasing volume of research on peer review. The current study justified, adopted and substantiated a process-oriented approach to exploring peer review through the lens of the socio-cultural theory, after critiquing the predominant product-oriented research paradigm.Thirteen pairs of Chinese university EFL learners conducted peer review of six writing genres after receiving training in peer review. Peer interaction was scrutinised in term...
Source: Learning and Instruction - August 8, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: October 2018Source: Learning and Instruction, Volume 57Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

The use of learner response systems in the classroom enhances teachers' judgment accuracy
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Chunjie Zhu, Detlef Urhahne (Source: Learning and Instruction)
Source: Learning and Instruction - August 3, 2018 Category: Psychiatry & Psychology Source Type: research

Producing gestures establishes a motor context for procedural learning tasks
In this study, we investigated whether this beneficial effect of gesturing is increased for procedural learning tasks in that the motor context (i.e. producing gestures) is congruent during the learning and the testing phase. In Experiment 1, participants learned to tie nautical knots with or without producing gestures and were asked to reproduce the knots in the testing phase. Hence, the motor context was congruent for the participants producing gestures in the learning phase and incongruent for the learners that did not produce gestures. Producing gestures during learning improved performance, thus, replicating prior res...
Source: Learning and Instruction - July 30, 2018 Category: Psychiatry & Psychology Source Type: research

Does competent bilingualism entail advantages for the third language learning of immigrant students?
This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when t...
Source: Learning and Instruction - July 28, 2018 Category: Psychiatry & Psychology Source Type: research

Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Discussion centers on the theoretical and practical implications. (Source: Learning and Instruction)
Source: Learning and Instruction - July 25, 2018 Category: Psychiatry & Psychology Source Type: research

Animations and static pictures: The influence of prompting and time of testing
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Tim Kühl, Sabrina D. Navratil, Stefan MünzerAbstractStatic pictures have an informational disadvantage for dynamic processes compared to animations. It was investigated whether this disadvantage can be compensated by prompting learners to process the specific dynamic information. It was assumed that this processing would lead to a longer lasting knowledge representation. A 2 x 2 x 2 between-subject design with visualization format (static picture vs. animation), prompt (present vs. absent) and time of testing (immediate vs. after...
Source: Learning and Instruction - July 24, 2018 Category: Psychiatry & Psychology Source Type: research

Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Theresa DickeAbstractPrevious cross-cultural studies of social and dimensional comparison processes forming academic self-concepts (the big-fish-little-pond effect (BFLPE) and Internal-external frame-of-reference (I/E) models) have mostly been based on high-school students and two subject domains. Our study is the first to test the cross-cultural generalizability of both comparison processes across reading, mathematics, and science by combining of the TIMSS and PIRLS 2011 databases (15 OECD co...
Source: Learning and Instruction - July 24, 2018 Category: Psychiatry & Psychology Source Type: research

Does it matter if students procrastinate more in some courses than in others? A multilevel perspective on procrastination and academic achievement
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Kristina Kljajic, Patrick GaudreauAbstractWe proposed and tested a novel multilevel perspective on procrastination by examining the prospective relation between procrastination and grades across students (i.e., between-person level) and across the courses taken by each student (i.e., within-person level). A sample of 208 university students completed repeated measures of procrastination for each of their courses during the semester and the official final grades were obtained at the end of the semester. The results of multilevel modeling re...
Source: Learning and Instruction - July 15, 2018 Category: Psychiatry & Psychology Source Type: research

The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Maryam Alqassab, Jan-Willem Strijbos, Stefan UferAbstractProviding feedback on peer solutions to geometry proofs can support preservice mathematics teachers' assessment skills of such complex tasks. However, the quality of peer solutions may influence cognitive processing during peer-feedback provision, learning from providing peer-feedback, and peer-feedback content. To investigate this effect, we recorded the eye-movements of fifty-three preservice mathematics teachers while providing feedback on a near-correct or an erroneous peer solut...
Source: Learning and Instruction - July 12, 2018 Category: Psychiatry & Psychology Source Type: research

“Copying allowed – But be careful, errors included!” – Effects of copying correct and incorrect solutions on learning outcomes
Publication date: December 2018Source: Learning and Instruction, Volume 58Author(s): Cornelia S. GroßeAbstractResearch in the area of worked examples mostly implements a clear distinction between studying examples and solving problems. However, from a theoretical perspective, this distinction is questionable: it can be argued that it is promising to work simultaneously on worked examples and on problems, with the opportunity to refer to an example when an impasse occurs. In the present study (N = 139 7th grader), effects of incorrect worked examples and copying were assessed using a 2x2-factorial design (factor 1...
Source: Learning and Instruction - July 11, 2018 Category: Psychiatry & Psychology Source Type: research

What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses
Publication date: Available online 2 November 2017Source: Learning and InstructionAuthor(s): Patrick Liborius, Henrik Bellhäuser, Bernhard SchmitzAbstractUniversity students often claim to have problems managing the time required to carry out their study demands successfully, which leads to discontent. The question is how much time do students really invest in their studies, what changes occur in time investment over a full academic term, and finally, how is study time related with students' daily study satisfaction? Daily time-series data taken from 105 university students over 154 days were analyzed by means of proc...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Academics’ conceptualisations of the research-teaching nexus in a research-intensive Irish university: A dynamic framework for growth & development
Publication date: Available online 10 November 2017Source: Learning and InstructionAuthor(s): Lorraine Brennan, Tara Cusack, Eamonn Delahunt, Sharron Kuznesof, Suzanne DonnellyAbstractThe interdependent relationship between research and teaching is at the heart of research-intensive universities. In the present study, an initial electronic quantitative survey was undertaken following which, we performed 28 in-depth, semi-structured interviews amongst a cross-section of faculty in a research intensive Irish university to capture how faculty conceptualise the relationship between research and teaching. Our qualitative analys...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Publication date: Available online 20 November 2017Source: Learning and InstructionAuthor(s): Hye-Ryen JangAbstractWe introduce the concept of teachers' intrinsic vs. extrinsic instructional goals and demonstrate its contribution to teachers' classroom motivating styles using independent samples across four studies. Based on self-determination theory, we hypothesized that the more teachers adopted intrinsic instructional goals the more they would rely on an autonomy-supportive motivating style, and the more they adopted extrinsic instructional goals the more they would rely on a controlling motivating style. Because no mea...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

University students' need satisfaction trajectories: A growth mixture analysis
This study examines trajectory profiles of University students over the course of a University semester defined based on global levels of psychological need satisfaction, as proposed by self-determination theory (SDT). This study also documents the implications of these trajectories for a variety of educational outcomes. A sample of 461 first-year undergraduates completed all measures three times over the course of a University semester. Longitudinal growth mixture analyses (GMA) revealed three distinct need satisfaction trajectories (Low-Decreasing, Moderate-Decreasing, and Moderate-Increasing). The Moderate-Increasing pr...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs
Publication date: Available online 24 November 2017Source: Learning and InstructionAuthor(s): Luke K. Fryer, Mary AinleyAbstractThe current study used a longitudinal design to model initial interest and utility-value as antecedents of developing interest and course proficiency. Using measures from four time points across one academic year and competency assessed at the beginning of the previous year, we examined direct and mediated contributions of utility-value, self-efficacy, and self-concept for the development of domain interest. Japanese tertiary students (n = 614; Female = 129) undertaking a compu...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Supporting groups’ emotion and motivation regulation during collaborative learning
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivati...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Small-group collaboration and individual knowledge acquisition: The processes of growth during adolescence and early adulthood
Publication date: Available online 27 November 2017Source: Learning and InstructionAuthor(s): Christine Howe, Antonia ZachariouAbstractResearch into small-group collaboration during middle to late childhood shows that while individual understanding can be promoted through exchanging differing opinions, the joint analyses that groups construct while collaborating play a tangential role. Individuals may or may not accept these constructions depending upon processes of reflection and reconciliation that are triggered through difference and sometimes occur post-group. Recognizing a dearth of research with older participants (t...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Constructing interpretive inferences about literary text: The role of domain-specific knowledge
Publication date: Available online 19 December 2017Source: Learning and InstructionAuthor(s): Kathryn S. McCarthy, Susan R. GoldmanAbstractStudent readers struggle to construct the interpretive inferences necessary for successful literary comprehension. Expert think-alouds were conducted to identify the kinds of domain-specific knowledge that were drawn upon when reading the short story The Elephant. These data were used to construct three reading instructions provided to student (novice) literary readers. These instructions informed the student about two types of literary conventions (Rules of Notice, Rules of Significati...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Cognitive regulation, not behavior regulation, predicts learning
We examined two kinds of self-regulation – cognitive regulation and behavior regulation – as possible predictors of individual differences in middle-school students’ inquiry learning performance. Across two studies, one involving middle-class students (n = 135) and one involving students from a lower socioeconomic status underachieving population (n = 21), results were consistent. Cognitive regulation, but not behavior regulation, was associated with more successful inquiry learning. We discuss implications for the role of regulatory processes in inquiry learning and, more broadly, for...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts
This article reports on a quantitative study into the effects of CLIL programs on the L1 competence and content knowledge of Primary and Secondary Education students in monolingual contexts. It has worked with a sample of 2024 students in twelve monolingual provinces in Spain; has guaranteed the homogeneity of bilingual and non-bilingual groups in terms of motivation, verbal intelligence, and English level; and has factored in type of school, setting, and socioeconomic status as intervening variables. It has also carried out successive discriminant analyses in order to determine which variables are responsible for the diff...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Adding immersive virtual reality to a science lab simulation causes more presence but less learning
Publication date: Available online 26 December 2017Source: Learning and InstructionAuthor(s): Guido Makransky, Thomas S. Terkildsen, Richard E. MayerAbstractVirtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing du...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

The integration of information in a digital, multi-modal learning environment
Publication date: Available online 27 December 2017Source: Learning and InstructionAuthor(s): Anne SchülerAbstractThe aim of the reported eye-tracking study was to investigate whether learners integrate information presented on several pages within a digital learning environment and whether the underlying processes differ between a purely text-based and a multi-modal digital learning environment. Participants (N = 97) learned about the development of tornados. Picture presentation (yes vs. no) and presentation of inconsistent information between pages (yes vs. no) was varied between-subjects. Results showed that i...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research

Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Publication date: Available online 29 December 2017Source: Learning and InstructionAuthor(s): Nora A. McIntyre, Halszka Jarodzka, Robert M. KlassenAbstractClassroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student learning. In fact, differing gaze patterns can reveal the varying priorities that teachers have. Teacher priorities are likely to vary with classroom expertise and can conceivably change with culture too. Therefore, the presen...
Source: Learning and Instruction - July 10, 2018 Category: Psychiatry & Psychology Source Type: research