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• Hausmann Study2
  == The Effects of Interaction on Robust Learning == ...ditions should we expect to observe strong learning gains from interactive learning situations?
  14 KB (1,983 words) - 14:38, 10 October 2008
• Help facilities
  ...available to the student, which offer the student support in the learning process. These include: ...r, F., & Wallace, R.M. (2003). Help Seeking and Help Design in Interactive Learning Environments. Review of Educational Research, 73(2), 277-320.
  2 KB (239 words) - 09:36, 11 August 2010
• IPL Instructional Principles
  ...o carefully designed challenges prior to receiving instruction can promote learning from subsequent instruction. ...ention task]] using [[comparing sets|set comparison]] as a preparation for learning about variance
  3 KB (468 words) - 18:40, 9 April 2008
• Implicit instruction
  ...teps taken (see [[self-explanation]]), that student is engaged in explicit learning (trying to generate a verbal rule) in the face of implicit instruction. Ellis (1994) provides definitions of implicit and explicit learning:
  3 KB (435 words) - 17:19, 15 November 2010
• In vivo comparison of Cognitive Tutor Algebra using handwriting vs typing input
  This in vivo classroom experiment compared differences in learning that occur depending on the modality of input during algebra equation solvi ...g in terms of speed and user satisfaction, handwriting will also provide ''learning'' advantages. We hypothesize two interrelated factors would be responsible
  9 KB (1,231 words) - 14:34, 7 September 2011
• In vivo experiment
  ...How ''in vivo'' experimentation is related to other methodologies in the learning and educational sciences is illustrated in the following figure: ''In vivo'' experimentation is different from other methodologies in the learning and educational sciences including 1) design-based research, which does not
  10 KB (1,403 words) - 12:43, 8 September 2011
• Instructional Principles and Hypotheses
  ** [[Feature focusing]]. Instruction leads to more robust learning when it guides the learner's attention ("focuses") toward relevant features ...tion that includes both visual and verbal information leads to more robust learning than instruction that includes verbal information alone, but only when the
  12 KB (1,655 words) - 12:47, 8 September 2011
• Integration
  In general, integration is the process of combining or bringing together into an interwoven whole. During learning, different sources of information or prior [[knowledge components]] often m
  472 bytes (60 words) - 19:39, 4 October 2007
• Intelligent Writing Tutor
  In our first study, motivated by both classroom needs and learning science questions, we developed two computer-based systems to help students ==== Learning Science Motivation ====
  22 KB (3,221 words) - 02:32, 8 October 2008
• Interaction plateau
  ...d on the y-axis and degree of interactivity is graphed on the x-axis. The learning gains increase as the degree of interaction increases from [[low-interactio ...he course TAs for help. The human tutors and the computer tutors produced learning gains that were not reliably different, and yet both were reliably larger t
  16 KB (2,351 words) - 03:42, 12 December 2007
• Japanese fluency
  ...acquisition. The experiment examined the impact of practice on fluency in learning Japanese as a second language. The measures included read-aloud time and sp Index Terms: speech fluency, repetition, second language learning, Japanese.
  20 KB (2,950 words) - 21:46, 5 April 2008
• Lab study proof-of-concept for handwriting vs typing input for learning algebra equation-solving
  This laboratory experiment compared differences in learning that occur depending on the modality of input during algebra equation solvi ...in terms of speed and user satisfaction, handwriting would also provide ''learning'' advantages. We hypothesize two interrelated factors would be responsible
  8 KB (1,123 words) - 17:28, 2 November 2010
• Learning About Emergence and Heat Transfer (Chi)
  ==Learning about Emergence and Heat Transfer == ...ptions has been a problem for decades. The proposed study would extend the learning framework of PSLC by incorporating new information about conceptual change.
  29 KB (4,338 words) - 20:54, 16 January 2008
• Learning Chinese pronunciation from a “talking head”
  *Learning Chinese pronunciation from a “talking head” ...ad” articulation. We predict [[multimedia sources]] can lead to [[robust learning]] when the [[cognitive load]] is within limit.
  6 KB (798 words) - 15:02, 12 March 2008
• Learning ESL Vocabulary with Context and Definitions: Order Effects and Self-Generation
  =Learning Vocabulary in an ESL Classroom: Definition Order Effects and Self Generatio | Learning ESL Vocabulary Using Context and Definitions: Order Effects and Self-Gener
  17 KB (2,431 words) - 19:56, 2 July 2009
• Learning Epistemologies
  ...enced by our students’ as well as our own epistemologies (theories about learning). ...dition to cognitive factors, motivational factors influence the quality of learning. Motivation is an affective property that energizes an individual to act.
  7 KB (1,023 words) - 19:35, 5 June 2009
• Learning French gender cues with prototypes
  ...imized adaptive practice |Presson, MacWhinney & Pavlik's]] previous gender learning study. ...t learning of French nominal gender, as well as the factors that make this learning more difficult.
  12 KB (1,804 words) - 22:30, 4 October 2008
• Learning a tonal language: Chinese
  *Node Title: Learning a tonal language: Chinese ...ending to the critical [[features]] of the tonal pitch contour facilitates learning.
  6 KB (820 words) - 01:00, 14 May 2009
• Learning impasse
  ...ars to require that students reach a learning impasse. They argue that the learning impasse motivates the student to take an active role in constructing a bett
  735 bytes (109 words) - 18:41, 15 February 2007
• Less is More
  ...ing are generally enhanced (see Principles: Practice at Retrieval, Varying Learning Conditions, and Re-representing Knowledge). ...r auditory, and is limited in the amount of information that he or she can process at any one time regardless of the type of information (Baddeley, 2002). Whe
  4 KB (594 words) - 19:37, 5 June 2009

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