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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
• Long-term retention
  ...t knowledge. Long-term retention is one of the three measures of [[robust learning]]. ...st-test performance from delayed as opposed to immediate feedback in motor learning tasks. Their theoretical explanation involves the "guidance hypothesis", t
  4 KB (637 words) - 13:38, 31 May 2007
• Mapping
  The process by which students make attentional connections between corresponding or rel [[Category:Learning Process]]
  582 bytes (82 words) - 19:26, 16 February 2007
• Math Game Elements
  ...omprise a fantasy soccer game, where success in the soccer game depends on learning progress in the factions tutors. ...tutors. We investigate one particular way of integrating game elements and learning content, building a game around an intelligent tutor engine.
  7 KB (1,126 words) - 20:13, 7 January 2010
• McLaren et al - Conceptual Learning in Chemistry
  ==Supporting Conceptual Learning in Chemistry through Collaboration Scripts and Adaptive, Online Support== ...namic adaptation of the [[collaboration scripts]] can further improve that learning.
  33 KB (4,408 words) - 08:34, 21 October 2008
• Mental rotations during vocabulary training
  '''Robust Vocabulary Learning and Sentence Processing in French ...t; several returned for a 5-month retention test and those data are in the process of being analyzed.
  6 KB (950 words) - 12:29, 18 April 2007
• Metacognition
  ...g, or evaluating. Such strategies are also referred to as "self-regulated learning" (Winne & Perry, 2000; Zimmerman, 1995). Clark and Mayer (2003) define meta ...process. These include skills such as planning (the design of the learning process), monitoring (comparing actual progress to the desired one), self assessmen
  4 KB (527 words) - 03:31, 9 December 2008
• Musings on Learning Events
  ...ument I explore the conceptual bases of ''"event spaces"'' and ''"robust learning"''. (Disclaimer: Until this moment, I was a wiki virgin: I've never made At present, here is what we say about Learning Events:
  15 KB (2,418 words) - 00:03, 11 May 2007
• Note-Taking: Coordination
  ...es allows students to coordinate what they are learning with what they are learning, strengthening the connections between [[knowledge components]]. ...that having multiple related documents simultaneously available increases learning by increasing connections made between knowledge components.
  8 KB (1,202 words) - 14:44, 21 April 2008
• Note-Taking: Restriction and Selection
  ...also found that copy-paste only functionality increased the efficiency of learning relative to typing. In other words, people using the copy-paste tool learne Can we improve learning outcomes in online courses by changing the way students can take notes?
  11 KB (1,690 words) - 18:21, 13 April 2007
• Note-Taking Technologies
  ...to explore the effect of selection-based note-taking on both behavior and learning. ...multiple representations of concepts. This falls within the [[Coordinative Learning]] cluster. Our studies are designed to evaluate these hypotheses by compari
  9 KB (1,227 words) - 23:49, 14 April 2007
• Overconfidence in Self-Efficacy
  ..., behavioral, cognitive and environmental factors in a person’s learning process interact with each other reciprocally. Under this view, self-efficacy is ge ...at lent support to the predictive and mediational role of self-efficacy in learning [8][9]; however, there have also been some correlational studies that exhib
  10 KB (1,453 words) - 08:13, 26 March 2009
• PSLC GradStudents
  ...orld courses, and also to make use of field-based findings to generate new learning science theory. We accomplish these goals in part through utilizing a varie ...number of different opportunities for participating students, including a Learning Science Certificate Program, a Professional Development seminar, an Early C
  26 KB (4,112 words) - 21:35, 18 January 2024
• PSLC Integrated Project Summary
  ...es, Hausmann - [[Harnessing what you know]]: The role of analogy in robust learning ...y structured courses such as physics; however, the empirical literature on learning suggests that far transfer is much more difficult than traditional pedagogy
  54 KB (7,944 words) - 15:25, 2 June 2009
• Peer tutoring
  ...y a [[collaboration scripts|collaboration script]] that helps to guide the process of peer collaboration.
  399 bytes (47 words) - 16:27, 3 December 2007
• Personalization
  ...experiences, or typical patterns of language use, will lead to more robust learning through increased motivation, compared to when instruction is not personali ...n. According to the hypothesis, personalization will lead to more robust learning through increased motivation, compared to when instruction is not actively
  10 KB (1,401 words) - 13:50, 1 July 2008
• Physics
  ...osts specific research studies that measure the improvement in students’ learning caused by changes in the instruction. At this time (2010), it is sited in: ...s-Help | Scaffolding Problem Solving with Embedded Example to Promote Deep Learning (Ringenberg & VanLehn, 2005)]]
  26 KB (3,780 words) - 21:07, 6 September 2011
• Practice at Retrieval
  ...er, 1992) demonstrate the beneficial effects of "practice at retrieval" on learning. In these studies, practice at retrieval has been shown to be more effectiv ...sting sessions occur close in time, they are not as effective in enhancing learning as when these sessions are distributed, or spaced out, over time.
  6 KB (945 words) - 19:34, 5 June 2009
• Process of Remembering
  The process of remembering influences what learners will and will not remember in the f ...s should be responsible for learning all the materials covered to maximize learning, instructors test for relatively unimportant information. Testing in this
  4 KB (610 words) - 19:37, 5 June 2009
• Prompted self-explanation hypothesis
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  13 KB (1,979 words) - 14:50, 23 January 2009
• Prompted self-explanation principle
  ...ain each step of the worked example or each line of the text causes higher learning gains than having them study the material without such prompting. ...2004; Hausmann & Chi, 2002; Aleven & Koedinger, 2002), or embedded in the learning materials themselves (Hausmann & VanLehn, 2007).
  14 KB (1,991 words) - 05:52, 7 May 2010
• Providing optimal support for robust learning of syntactic constructions in ESL
  ...re context-appropriate use of ''syntactic constructions''. In some cases, learning when to use a syntactic construction is straightforward. In other cases, us ...a constraint-based model (''the Bresnan model''), combined with a model of learning (the Pavlik model), to select training examples that we will present in a w
  34 KB (4,979 words) - 13:58, 4 December 2008
• Publications
  ...A., Bridges, M. W., DiPietro, M., Lovett, M. C., Norman, M. K. (2010). How Learning Works: 7 Research-Based Principles for Smart Teaching. Jossey-Bass: John W ...ditors of Special Issue of the Journal of Educational Psychology: Advanced Learning Technologies.
  338 KB (45,437 words) - 20:03, 6 February 2017
• REAP Study on Focusing of Attention (Fall 2006)
  ...Therefore, focusing of attention on vocabulary words may in fact hurt the learning of those words when the student's task is to learn vocabulary. ...xercises. However, [[normal post-test]] measures showed no differences in learning. Therefore, students in the highlighting condition seemed particular prone
  6 KB (787 words) - 16:58, 29 March 2007
• REAP Study on Focusing of Attention (Spring 2007)
  ...Therefore, focusing of attention on vocabulary words may in fact hurt the learning of those words when the student's task is to learn vocabulary. ...xercises. However, [[normal post-test]] measures showed no differences in learning. Therefore, students in the highlighting condition seemed particular prone
  6 KB (892 words) - 15:11, 16 April 2007
• REAP Study on Highlighting Target Vocabulary to Focus Learner Attention
  ...he instructional activity. The focused attention will lead to more robust learning of target vocabulary words. ...ls of the instructional activity. However, we believe that more efficient learning will occur when the efforts of students are aligned with the purpose and go
  5 KB (668 words) - 17:07, 25 September 2007
• REAP Study on Personalization of Readings by Topic (Fall 2006)
  on a reading and do not deeply process the text. Students often only read the dictionary definition for target words rather than attempting to process the entire context around the words. Inferring the meaning of
  12 KB (1,755 words) - 17:54, 30 May 2008
• REAP main
  ...oject investigates the effects of implicit and explicit instruction on the learning of word meanings. The REAP tutor ([[link|http://reap.cs.cmu.edu]]) is in L ''Implicit Learning'': The learning of meaning for a word from the context in which that word occurs.
  34 KB (4,901 words) - 19:19, 22 November 2010
• Refinement
  ...er which the knowledge is retrieved and should be applied. The refinement process may add a missing relevant feature to a knowledge component (a "discriminat ...w knowledge component with higher [[feature validity]]. Of course, during learning sometimes students may add an irrelevant feature condition to a knowledge c
  3 KB (429 words) - 20:09, 3 January 2008
• Repetition
  [[Category:Learning Processes]] Repetition is a fundamental learning process whereby practice frequency is accumulated. Frequency was first listed as a
  960 bytes (121 words) - 20:08, 12 December 2007
• Roll IPL
  == Invention as preparation for learning == ...ontrasting cases, prior to instruction and practice, can accelerate future learning, compared with instruction and practice alone (Schwartz & Martin, 2004).
  19 KB (2,798 words) - 11:45, 23 May 2009

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