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 scores...
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
Editorial board/Publication information
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI title page
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - March 15, 2019 Category: Psychiatry & Psychology Source Type: research
Visuospatial pathways to mathematical achievement
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Winnie Wai Lan Chan, Terry Tin-Yau Wong (Source: Learning and Instruction)
Source: Learning and Instruction - March 13, 2019 Category: Psychiatry & Psychology Source Type: research
How to make failure productive: Fostering learning from errors through elaboration prompts
Publication date: August 2019Source: Learning and Instruction, Volume 62Author(s): Katharina Loibl, Timo LeudersAbstractResearch on conceptual change, learning from errors, and ‘productive failure’ suggests that elaborating on errors during instruction is crucial for learning in settings which put problem solving before instruction. To reveal the role of elaboration and comparison of errors, we investigated the effect of prompting students to engage in such cognitive processes: Students in all conditions first worked on an identical problem-solving activity (targeting the comparison of fractions) without prior instruct...
Source: Learning and Instruction - March 11, 2019 Category: Psychiatry & Psychology Source Type: research
Bilingual advantages in early foreign language learning: Effects of the minority and the majority language
Publication date: June 2019Source: Learning and Instruction, Volume 61Author(s): Holger Hopp, Markus Vogelbacher, Teresa Kieseier, Dieter ThomaAbstractThis longitudinal study tests effects of minority and majority-language proficiency in the early foreign language learning of English in German primary schools. In a study with monolingual German and bilingual students who speak a minority language at home (N = 200), we find that the bilingual group scores lower than the monolingual group overall, yet bilingual students outperform monolingual German students in vocabulary and grammar in early foreign language learning, o...
Source: Learning and Instruction - March 6, 2019 Category: Psychiatry & Psychology Source Type: research
Editorial board/Publication information
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 26, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI title page
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 26, 2019 Category: Psychiatry & Psychology Source Type: research
EARLI Association News
Publication date: April 2019Source: Learning and Instruction, Volume 60Author(s): (Source: Learning and Instruction)
Source: Learning and Instruction - February 26, 2019 Category: Psychiatry & Psychology Source Type: research
Increasing the use of conceptually-derived strategies in arithmetic: using inversion problems to promote the use of associativity shortcuts
We report three intervention studies that were conducted in university classrooms to investigate whether adults' use of associativity could be improved. In all three studies, it was found that those who first solved inversion problems (e.g. ‘a + b − b’) were more likely than controls to then use associativity on ‘a + b − c’ problems. We suggest that ‘a + b − b’ inversion problems may either direct spatial attention to the location of ‘b − c’ on associativity problems, or implicitly communicate the validity and efficiency of a right-to-left strategy. These findings may be helpful for those designing ...
Source: Learning and Instruction - February 22, 2019 Category: Psychiatry & Psychology Source Type: research
