Does Individual Performance Feedback Increase the Use of Retrieval Practice?

Educational Psychology Review - The testing effect—the power of retrieval practice to enhance long-term knowledge retention more than restudying does—is a well-known phenomenon in...     

A Theoretical Analysis of How Segmentation of Dynamic Visualizations Optimizes Students' Learning

This article reviews studies investigating segmentation of dynamic visualizations (i.e., showing dynamic visualizations in pieces with pauses in between) and discusses two not mutually exclusive processes that might underlie the effectiveness of segmentation. First, cognitive activities needed for dealing with the transience of dynamic visualizations impose extraneous cognitive load, which may hinder learning. Segmentation may reduce the negative effect of this load by dividing animations into smaller units of information and providing pauses between segments that give students time for the necessary cognitive activities after each of those units of information. Second, event segmentation theory states that people mentally segment dynamic visualizations during perception (i.e., divide the information shown in pieces). Segmentation of dynamic visualisation could cue relevant segments to students, which may aid them in perceiving the structure underlying the process or procedure shown.     

Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load

Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merriënboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched.     

Granularity matters: comparing different ways of measuring self-regulated learning

Metacognition and Learning - Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One...     

Effective peer assessment processes: Research findings and future directions

Despite the popularity of peer assessment (PA), gaps in the literature make it difficult to describe exactly what constitutes effective PA. In a literature review, we divided PA into variables and then investigated their interrelatedness. We found that (a) PA's psychometric qualities are improved by the training and experience of peer assessors; (b) the development of domain-specific skills benefits from PA-based revision; (c) the development of PA skills benefits from training and is related to students' thinking style and academic achievement, and (d) student attitudes towards PA are positively influenced by training and experience. We conclude with recommendations for future research.     

Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously

Instruction in peer assessment of complex task performance may cause high cognitive load, impairing learning. A stepwise instructional strategy aimed at reducing cognitive load was investigated by comparing it with a combined instructional strategy in an experiment with 128 secondary school students (mean age 14.0?years; 45.2% male) with the between-subjects factor instruction (stepwise, combined). In the stepwise condition, study tasks in Phase 1 were domain-specific and study tasks in Phase 2 had both domain-specific and peer assessment components. In the combined condition, these two components were present in all tasks in both phases. Final performance (i.e. speed and accuracy in domain-specific skills and peer assessment skills) showed no significant differences, but performance improved more from Phase 1 to Phase 2 in the stepwise condition than in the combined condition. The results suggest that, with complex study tasks, it might be beneficial to teach domain-specific skills before peer assessment skills.     

Three worlds of instructional design: State of the art and future directions

Three worlds of ID are distinguished. The Worldof Knowledge stresses the analysis of learningoutcomes in knowledge structures and theselection of instructional strategies forparticular outcomes; the World of Learningfocuses on particular learning processes andthe synthesis of strategies that support thoseprocesses; the World of Work focuses onreal-life task performance and strategies thatsupport learners while they work on authenticproblems. Contributions to this Special Issueare discussed within the three-world framework.Implications for future research are discussed,stressing the promise of mental models as atheoretical construct that may help to buildbridges between the three worlds.     

Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

Instructional Science - This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to...