Improving sleep, cognitive functioning and academic performance with sleep education at school in children
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Amandine E. Rey, Anne Guignard-Perret, Françoise Imler-Weber, Luis Garcia-Larrea, Stéphanie MazzaAbstractWe aimed at measuring the impact of a school-based sleep education program (ENSOM: ‘EN’ for ‘ENfant’ and SOM for ‘SOMmeil’ in French) on sleep, cognitive functioning and academic performance in children. In contrast with existing sleep education programs, ENSOM was designed by sleep experts with the intent of being autonomously achieved by teachers. One-hundred and thirty children aged 8...
Source: Learning and Instruction - November 1, 2019 Category: Psychiatry & Psychology Source Type: research

Epistemic beliefs about the value of integrating information across multiple documents in history
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Jennifer Wiley, Thomas D. Griffin, Brent Steffens, M. Anne BrittAbstractIndividual differences in epistemic dispositions may affect learning from multiple-document inquiry tasks by prompting different students to have different task and activity models. Students with epistemic beliefs that are more appropriate for the required activities may view a multiple-document inquiry task as an exercise in corroboration, seeking coherence, and looking for evidence to support claims, whereas students with less-appropriate epistemic beliefs may see th...
Source: Learning and Instruction - October 18, 2019 Category: Psychiatry & Psychology Source Type: research

Temporal and adaptive processes of regulated learning - What can multimodal data tell?
Publication date: Available online 16 October 2019Source: Learning and InstructionAuthor(s): Sanna Järvelä, Maria Bannert (Source: Learning and Instruction)
Source: Learning and Instruction - October 16, 2019 Category: Psychiatry & Psychology Source Type: research

Learning fractions with and without educational technology: What matters for high-achieving and low-achieving students?
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Frank Reinhold, Stefan Hoch, Bernhard Werner, Jürgen Richter-Gebert, Kristina ReissAbstractInstructional design research promotes interactive and adaptive scaffolds as features of educational technology. Mathematics education research can guide elaborated fractions curricula to develop basic fraction concepts while challenging the natural number bias. Thus, we developed theory-grounded interactive material for learning fractions providing scaffolds in an eBook. Evaluating both, curriculum and scaffolds, we split 745 high-achieving and...
Source: Learning and Instruction - October 11, 2019 Category: Psychiatry & Psychology Source Type: research

Refutation texts and argumentation for conceptual change: A winning or a redundant combination?
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Christa S.C. Asterhan, Maya S. ResnickAbstractEffective instruction for conceptual change should aim to reduce the interference of irrelevant knowledge structures, as well as to improve sense-making of counterintuitive scientific notions. Refutation texts are designed to support such processes, yet evidence for its effect on individual conceptual change of robust, complex misconceptions has not been equivocal. In the present work, we examine whether effects of refutation text reading on conceptual change in biological evolution can be augm...
Source: Learning and Instruction - October 11, 2019 Category: Psychiatry & Psychology Source Type: research

Antecedents and consequences of organized extracurricular activities among Chinese preschoolers in Hong Kong
This study utilized a longitudinal design and examined the antecedents and consequences of extracurricular participation in a sample of 194 Hong Kong Chinese preschoolers. The results showed that higher family socioeconomic status (SES) predicted higher levels of participation in EAs (e.g., attendance intensity and the breadth of participation). Children from higher-SES families were more likely to involve in non-academic-oriented EAs. Participation in EAs was generally associated with the growth trajectories of reading and math skills in children from less advantaged SES backgrounds, but not higher-SES children. In contra...
Source: Learning and Instruction - October 9, 2019 Category: Psychiatry & Psychology Source Type: research

Executive function facilitates learning from math instruction in kindergarten: Evidence from the ECLS-K
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Andrew D. RibnerAbstractExtensive evidence has suggested mathematical skill in early childhood is a robust predictor of children's later academic skills and eventual labor market outcomes; however, there is substantial heterogeneity in the degree to which different students learn from the same instructional contexts. Using data from N = 12,082 children enrolled in the Early Childhood Longitudinal Study-Kindergarten Cohort, this paper employs a latent piecewise growth curve modeling approach to investigate the role of classroom math ins...
Source: Learning and Instruction - September 26, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research

Using a picture-embedded method to support acquisition of sight words
This study investigated whether an intervention using words embedded with pictures can be more effective in sight word instruction than one using words alone. Participants included sixty-nine children in junior kindergarten (ages 4–5) enrolled in school in Ontario, Canada. Children were split randomly into treatment and control groups; the treatment group was taught four words using picture-embedded words, and the control group was taught using text alone. Both groups also received phonics instruction to support sight word acquisition. Children in the picture-embedded word condition performed significantly higher tha...
Source: Learning and Instruction - September 25, 2019 Category: Psychiatry & Psychology Source Type: research

Elementary school children's conceptions of teaching and learning to write as intentional activities
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Ana Clara Ventura, Nora Scheuer, Juan Ignacio PozoAbstractWe study children's conceptions of teaching and learning to write as intentional activities. Sixty elementary school children in First, Fourth and Seventh Grade were interviewed individually following a structured script of open questions. Based on the Grounded Theory, a system of analysis composed of first- and second-order intentional actions for teacher and learner was developed and applied to children's full responses. Descriptive and multivariate statistical analyses were condu...
Source: Learning and Instruction - September 19, 2019 Category: Psychiatry & Psychology Source Type: research

Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Ricardo Böheim, Maximilian Knogler, Christian Kosel, Tina SeidelAbstractStudent hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regressi...
Source: Learning and Instruction - September 17, 2019 Category: Psychiatry & Psychology Source Type: research

Ready to read in two languages? Testing the native language hypothesis and the majority language hypothesis in two-way immersion students
In this study of all fourth-grade two-way immersion classes in Berlin (N = 939 students), reading tests from a large-scale international student achievement study were administered in German and nine partner languages. The results of multivariate regression analyses supported the native language hypothesis, with L1 speakers outperforming L2 speakers on the interindividual level for both languages. The data also confirmed the majority language hypothesis: two-way immersion students, irrespective of their L1, scored significantly higher in German than in the partner language on the intraindividual level. (Source: Learning and Instruction)
Source: Learning and Instruction - August 29, 2019 Category: Psychiatry & Psychology Source Type: research

Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Anke Heyder, Anne F. Weidinger, Andrei Cimpian, Ricarda SteinmayrAbstractMany students find math difficult, but those who are intrinsically motivated learn and do well even when they face obstacles. Here, we examine an environmental factor that might affect students' intrinsic motivation in math: namely, teachers' beliefs about success in math. Do teachers perceive elementary school math as a domain that requires an innate ability, and does this belief relate to students' intrinsic motivation in math? Our study explored these questions in ...
Source: Learning and Instruction - August 29, 2019 Category: Psychiatry & Psychology Source Type: research

Effects of task instructions and topic signaling on text processing among adult readers with different reading styles: An eye-tracking study
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): Dexiang Zhang, Jukka Hyönä, Lei Cui, Zhaoxia Zhu, Shouxin LiAbstractEffects of task instructions and topic signaling on text processing among adult readers with different reading styles were studied by eye-tracking. In Experiment 1, readers read two multiple-topic expository texts guided either by a summary or a verification task. In Experiment 2, readers read a text with or without the topic sentences underlined. Four types of readers emerged: topic structure processors (TSPs), fast linear readers (FLRs), slow linear readers (SL...
Source: Learning and Instruction - August 23, 2019 Category: Psychiatry & Psychology Source Type: research

Enhanced monitoring accuracy and test performance: Incremental effects of judgment training over and above repeated testing
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Marion Händel, Bettina Harder, Markus DreselAbstractFrom a self-regulated learning perspective, adequate monitoring of own learning processes and outcomes is crucial to regulate one's own learning effectively. Research on metacognitive judgments, however, clearly indicates that students frequently overestimate their actual performance. Therefore, the present study with N = 209 undergraduate students aimed to support students in developing accurate judgments in order to improve learning processes and, eventually, performance. A qua...
Source: Learning and Instruction - August 18, 2019 Category: Psychiatry & Psychology Source Type: research

The role of rational number density knowledge in mathematical development
Publication date: February 2020Source: Learning and Instruction, Volume 65Author(s): Jake McMullen, Jo Van HoofAbstractMany students still have not developed a robust understanding of rational number concepts at the end of primary school, despite several years of instruction on the topic. The present study aims to examine the patterns, predictors, and outcomes of the development of rational number knowledge in lower secondary school. Latent transition analysis revealed that rational number development from primary to lower secondary school (N = 362) appears to follow similar patterns as in younger students. In particul...
Source: Learning and Instruction - August 18, 2019 Category: Psychiatry & Psychology Source Type: research

Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland
In conclusion, the current study shows the need for a continuation of professional development and establishment of supportive school conditions for the implementation of this large-scale innovation endeavour in the context under scrutiny. (Source: Learning and Instruction)
Source: Learning and Instruction - August 15, 2019 Category: Psychiatry & Psychology Source Type: research

Schema abstraction with productive failure and analogical comparison: Learning designs for far across domain transfer
This article reports on classroom-based research in which students learned about complex systems and climate change with agent-based computer models using two different instructional approaches based on productive failure (PF). In both PF approaches, students initially explored a problem space on their own and then received teacher-led instruction. One treatment group used climate computer models whereas the other group engaged in analogical comparisons between the same climate computer models and complexity computer models in different domains. The study found both groups demonstrated significant learning gains by posttes...
Source: Learning and Instruction - August 8, 2019 Category: Psychiatry & Psychology Source Type: research

Emotions are the experiential glue of learning environments in the 21st century
This article comments on the five papers published in this special issue on understanding and measuring emotions in technology-rich learning environments. The articles identify a number of emotions that frequently occur in digital learning environments across different tasks, goals, populations, and subject matters. The Control Value Theory of achievement emotions unifies the research reported in the articles, whereas social emotions surface in contexts where there are significant social interactions, such as group learning or the training of medical students. The emotions that were detected and tracked in the reported stu...
Source: Learning and Instruction - July 31, 2019 Category: Psychiatry & Psychology Source Type: research

Generating an instructional video as homework activity is both effective and enjoyable
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): Vincent Hoogerheide, Joran Visee, Andreas Lachner, Tamara van GogAbstractResearch with adolescent and university students has shown that after studying a text, teaching its content to a fictitious peer on camera fosters learning compared to restudying. We investigated the effects of generating a teaching video during homework in a sample of primary school students (N = 131) in comparison to restudying and summarizing. Students were provided with a text and a homework assignment over the weekend. The Restudy Condition was instructed to ...
Source: Learning and Instruction - July 16, 2019 Category: Psychiatry & Psychology Source Type: research

An intervention to help teachers establish a prosocial peer climate in physical education
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): Sung Hyeon Cheon, Johnmarshall Reeve, Nikos NtoumanisAbstractWhen teachers participate in an autonomy-supportive intervention program (ASIP), they learn how to adopt a motivating style toward students that is capable of increasing need satisfaction and decreasing need frustration. Given this, we tested whether an ASIP experience might additionally help teachers establish a peer-to-peer classroom climate that is capable of increasing prosocial behavior and decreasing antisocial behavior. Forty-two secondary grade-level physical education te...
Source: Learning and Instruction - July 13, 2019 Category: Psychiatry & Psychology Source Type: research

Does restricting hand gestures impair mathematical reasoning?
Publication date: December 2019Source: Learning and Instruction, Volume 64Author(s): Candace Walkington, Dawn Woods, Mitchell J. Nathan, Geoffrey Chelule, Min WangAbstractGestures are associated with powerful forms of understanding; however, their causative role in mathematics reasoning is less clear. We inhibit college students' gestures by restraining their hands, and examine the impact on language, recall, intuition, and mathematical justifications of geometric conjectures. We test four mutually exclusive hypotheses: (1) gestures are facilitative, through cognitive off-loading, verbal support, or transduction, (2) gestu...
Source: Learning and Instruction - July 13, 2019 Category: Psychiatry & Psychology Source Type: research

Understanding the progress in mathematics of Chinese adolescents: Significant impacts from the socioeconomic status and the academic expectations of primary caregivers
This study aimed to provide new empirical evidence on both issues by examining the maths attainment of a cohort of Chinese adolescents (n = 1407) over a 5-year period (2010–2014) and how maths attainment was related to SES and PCG academic expectations. Multilevel Structural Equation Modeling revealed that both SES and PCG academic expectations exerted positive effects on maths progress. Over time, the effect of SES became increasingly internalized within past maths attainment. Further, higher academic expectations from PCGs lessened the difference in maths attainment between students from lower and higher SES fa...
Source: Learning and Instruction - July 6, 2019 Category: Psychiatry & Psychology Source Type: research

Examining the interplay of affect and self regulation in the context of clinical reasoning
Publication date: Available online 28 June 2019Source: Learning and InstructionAuthor(s): Susanne P. Lajoie, Juan Zheng, Shan Li, Amanda Jarrell, Maren GubeAbstractThere is an active strand of research on how affect and self-regulatory activities influence performance and learning outcomes, but the mechanisms through which they interact during learning remain poorly understood. Additionally, these constructs have been under-researched in medical education. Using multimodal data in the context of a clinical reasoning task for medical students learning case diagnosis, we explored the temporal nature of cognition, affect, mot...
Source: Learning and Instruction - June 29, 2019 Category: Psychiatry & Psychology Source Type: research

Transformative Dialogic Literature Teaching fosters adolescents’ insight into human nature and motivation
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Marloes Schrijvers, Tanja Janssen, Olivia Fialho, Sven de Maeyer, Gert RijlaarsdamAbstractThis quasi-experimental study assessed the effects of the newly developed Transformative Dialogic Literature Teaching (TDLT) intervention on 15-year-old students' insight into human nature, eudaimonic reasons for reading, use of reading strategies, and motivation for literature education. Six TDLT units centered around short stories about “justice and injustice”. Students were stimulated to engage in internal dialogues with stories and in e...
Source: Learning and Instruction - June 25, 2019 Category: Psychiatry & Psychology Source Type: research

What can moment-by-moment learning curves tell about students’ self-regulated learning?
Publication date: Available online 21 June 2019Source: Learning and InstructionAuthor(s): Inge Molenaar, Anne Horvers, Ryan S. BakerAbstractMany students in primary education learn arithmetic using adaptive learning technologies (ALTs) on tablets every day. Driven by developments in the emerging field of learning analytics, these technologies adjust problems based on learners' performance. Yet, until now it is largely unclear how students regulate their learning with ALTs. Hence, we explored how learners regulate their effort, accuracy and learning with an ALT using moment-by-moment learning curves. The results indicated t...
Source: Learning and Instruction - June 22, 2019 Category: Psychiatry & Psychology Source Type: research

Searching for the role of emotions in e-learning
Publication date: Available online 21 June 2019Source: Learning and InstructionAuthor(s): Richard E. MayerAbstractThis special issue of Learning and Instruction examines the role of emotions in academic learning, with a special focus on emotions in computer-supported academic learning (or e-learning). Three central research challenges concerning emotion in e-learning are: identification (e.g., what are the key emotions in e-learning?), measurement (e.g., how can we tell how strongly a learner is experiencing each key emotion during e-learning?), and explanation (e.g., what are the causes and consequences of the learner's e...
Source: Learning and Instruction - June 22, 2019 Category: Psychiatry & Psychology Source Type: research

Learning by arguing
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Kalypso Iordanou, Deanna Kuhn, Flora Matos, Yuchen Shi, Laura HembergerAbstractCan argumentation practice simultaneously promote knowledge acquisition while advancing skill in the practice itself? We examine the effectiveness of a dialog-based argument curriculum in fostering middle-school students' knowledge acquisition as well as dialogic and written argumentation skill with respect to a content-rich, socially significant topic. Results of two studies, one involving a physical science topic and the other a social topic, showed a single in...
Source: Learning and Instruction - June 22, 2019 Category: Psychiatry & Psychology Source Type: research

Informal language stimulation rather than corrective feedback matters in Estonian children's language performance
This study highlights the importance of engaging language-learning children into conversations rather than explicitly correcting their speech. (Source: Learning and Instruction)
Source: Learning and Instruction - June 22, 2019 Category: Psychiatry & Psychology Source Type: research

Achievement gap: Socioeconomic status affects reading development beyond language and cognition in children facing poverty
This study traced 322 Roma children facing severe poverty from 7 through 9 years and compared them with an unselected sample of 178 Romanian non-Roma children. The Roma children had both poorer initial reading and a slower growth of their reading skills. In contrast to previous studies, SES did explain growth in reading skills after controlling for other well-known cognitive and linguistic predictors of reading. Among the Roma children, the effects of SES on reading growth were partly mediated by school absence. Thus, interventions directed at Roma children facing severe poverty need to target both the quality of reading i...
Source: Learning and Instruction - June 20, 2019 Category: Psychiatry & Psychology Source Type: research

Do those who talk more learn more? The relationship between student classroom talk and student achievement
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Klara Sedova, Martin Sedlacek, Roman Svaricek, Martin Majcik, Jana Navratilova, Anna Drexlerova, Jakub Kychler, Zuzana SalamounovaAbstractThere have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances...
Source: Learning and Instruction - June 18, 2019 Category: Psychiatry & Psychology Source Type: research

Effects of prior knowledge on collaborative and individual learning
This study aimed to determine the impact of task-specific prior knowledge on individual learners and collaborative groups that were instructed to collaborate. A 2 (individual vs. collaborative group) × 2 (novice vs. knowledgeable learners) factorial experiment with 228 students was carried out to examine the effects of these treatments on performance and mental effort in learning and its outcomes. As expected, knowledgeable individuals and knowledgeable collaborative groups outperformed novice individuals and novice collaborative groups in learning outcomes. Less knowledgeable, collaborating learners outperformed...
Source: Learning and Instruction - June 11, 2019 Category: Psychiatry & Psychology Source Type: research

Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Cansu Atlay, Nicole Tieben, Steffen Hillmert, Benjamin Fauth (Source: Learning and Instruction)
Source: Learning and Instruction - June 11, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial board/Publication information
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI title page
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research

EARLI Association News
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research

Judging scientific information: Does source evaluation prevent the seductive effect of text easiness?
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Lisa Scharrer, Marc Stadtler, Rainer BrommeAbstractAlthough nonexperts usually lack sufficient topic knowledge and experience, they can be “seduced” into relying on their direct evaluation of scientific content, particularly when encountering information that is relatively easy to comprehend. Two experimental studies tested whether this easiness effect can be prevented if readers can lean on evaluations of source credibility instead. In both studies, medical nonexperts read Internet texts about different health topics and evalua...
Source: Learning and Instruction - June 7, 2019 Category: Psychiatry & Psychology Source Type: research

Exploring the antecedents and consequences of epistemic emotions
Publication date: October 2019Source: Learning and Instruction, Volume 63Author(s): Marianne Chevrier, Krista R. Muis, Gregory J. Trevors, Reinhard Pekrun, Gale M. SinatraAbstractAcross two studies, we evaluated a model that proposed relations between epistemic cognition, epistemic emotions, self-regulatory strategies, and learning of complex contradictory content. For Study 1, to capture epistemic cognition, epistemic emotions, and self-regulatory strategies, 114 undergraduate students thought out loud while reading conflicting texts about climate change. Protocol analysis revealed that epistemic aims, epistemic congruity...
Source: Learning and Instruction - June 6, 2019 Category: Psychiatry & Psychology Source Type: research

Learning by exploring: How much guidance is optimal?
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Phillip M. Newman, Marci S. DeCaroAbstractExploring a new concept before instruction can benefit conceptual understanding, but is demanding. The current experiments examined whether providing guidance during exploration improves learning. Undergraduate students explored the procedures and concept of statistical variance prior to direct instruction. In Experiment 1 (N = 123), exploring using worked examples (full guidance) led to higher posttest scores than exploring using an invention activity (no guidance) or completion problems (partia...
Source: Learning and Instruction - May 30, 2019 Category: Psychiatry & Psychology Source Type: research

Integrating the 2I/E model into dimensional comparison theory: Towards a comprehensive comparison theory of academic self-concept formation
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Fabian Wolff, Friederike Helm, Jens MöllerAbstractThe 2I/E model describes academic self-concept formation by the joint operation of social, temporal, and dimensional comparisons. Dimensional comparison theory assumes that dimensional contrast effects are weaker between similar subjects than between dissimilar subjects. This research combined these two perspectives in two empirical studies: For the first time, we integrated four subjects (math, science/physics, English, German) into one generalized 2I/E model and compared dimensional co...
Source: Learning and Instruction - May 30, 2019 Category: Psychiatry & Psychology Source Type: research

Unintended consequences of framing a utility-value intervention in two-year colleges
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Elizabeth A. Canning, Stacy J. Priniski, Judith M. HarackiewiczAbstractUtility-value (UV) writing interventions help students find the personal relevance of course material to promote interest and performance. However, little is known about how best to frame the intervention, particularly in the 2-year college context where students have more varied backgrounds than the samples previously studied. Using a randomized field experiment, we tested two ways of framing a UV writing intervention (student-framed vs. instructor-framed examples of UV)...
Source: Learning and Instruction - May 22, 2019 Category: Psychiatry & Psychology Source Type: research

Analyzing temporal data for understanding the learning process induced by metacognitive prompts
Publication date: Available online 17 May 2019Source: Learning and InstructionAuthor(s): Katharina Engelmann, Maria Bannert (Source: Learning and Instruction)
Source: Learning and Instruction - May 19, 2019 Category: Psychiatry & Psychology Source Type: research

What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course
Publication date: Available online 16 May 2019Source: Learning and InstructionAuthor(s): Lisa-Angelique Lim, Sheridan Gentili, Abelardo Pardo, Vitomir Kovanović, Alexander Whitelock-Wainwright, Dragan Gašević, Shane DawsonAbstractRecent developments in educational technologies have provided a viable solution to the challenges associated with scaling personalised feedback to students. However, there is currently little empirical evidence about the impact such scaled feedback has on student learning progress and study behaviour. This paper presents the findings of a study that looked at the impact of a learning anal...
Source: Learning and Instruction - May 16, 2019 Category: Psychiatry & Psychology Source Type: research

Modeling temporal self-regulatory processing in a higher education biology course
In this study, we leveraged multimodal online interaction trace data from 408 college students enrolled in an introductory biology class to investigate the temporal nature of self-regulation during science education. Using latent profile analyses, we found differences in self-regulatory processing predicted course performance, with implications for the development of systems for identifying and supporting students who are likely to struggle in active learning science education environments. (Source: Learning and Instruction)
Source: Learning and Instruction - May 11, 2019 Category: Psychiatry & Psychology Source Type: research

How are students’ emotions related to the accuracy of cognitive and metacognitive processes during learning with an intelligent tutoring system?
Publication date: Available online 9 May 2019Source: Learning and InstructionAuthor(s): Michelle Taub, Roger Azevedo, Ramkumar Rajendran, Elizabeth B. Cloude, Gautam Biswas, Megan J. PriceAbstractThe goal of this study was to investigate 65 students' evidence scores of emotions while they engaged in cognitive and metacognitive self-regulated learning processes as they learned about the circulatory system with MetaTutor, a hypermedia-based intelligent tutoring system. We coded for the accuracy of detecting students’ cognitive and metacognitive processes, and examined how the computed scores related to mean evidence sc...
Source: Learning and Instruction - May 11, 2019 Category: Psychiatry & Psychology Source Type: research

What multimodal data can tell us about the students’ regulation of their learning process?
Publication date: Available online 6 May 2019Source: Learning and InstructionAuthor(s): Sanna Järvelä, Jonna Malmberg, Eetu Haataja, Marta Sobocinski, Paul A. Kirschner (Source: Learning and Instruction)
Source: Learning and Instruction - May 7, 2019 Category: Psychiatry & Psychology Source Type: research

Embodied reading in a transparent orthography
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Ashley Marie Adams, Arthur M. Glenberg, M. Adelaida RestrepoAbstractThe embodiment framework posits that reading comprehension requires simulation. That is, the reader must use perceptual, action, and emotional systems to create an analogical representation of the situation described in the text. Moved by Reading teaches children to simulate by having them a) move images on a computer screen to correspond to sentences (externalizing the simulation), and then b) imagine moving the images (internal simulation). Although Moved by Reading greatl...
Source: Learning and Instruction - April 5, 2019 Category: Psychiatry & Psychology Source Type: research

The linguistic nature of Children's scientific reasoning
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): E. Van de Sande, T. Kleemans, L. Verhoeven, E. Segers (Source: Learning and Instruction)
Source: Learning and Instruction - March 20, 2019 Category: Psychiatry & Psychology Source Type: research