Search results for author:"Fred Paas"
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Should self-regulated learning be integrated with cognitive load theory? A commentary
John Sweller; Fred Paas
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 85–89
Research on either cognitive load theory or self-regulated learning usually proceeds without reference to the other theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue...
Language: English
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Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load
Hsin I. Yung; Fred Paas
Educational Technology & Society Vol. 18, No. 4 pp. 70–77
Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the effects of visual representations on learning...
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Exploring Multidimensional Approaches to the Efficiency of Instructional Conditions
Juhani E. Tuovinen; Fred Paas
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 133–152
Research on Cognitive Load Theory has shown that measures of cognitive load can reveal important information about the cognitive consequences of instructional conditions that is not necessarily reflected by traditional performance-based measures....
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Effects of Cueing by a Pedagogical Agent in an Instructional Animation: A Cognitive Load Approach
Hsin I. Yung; Fred Paas
Journal of Educational Technology & Society Vol. 18, No. 3 pp. 153–160
This study investigated the effects of a pedagogical agent that cued relevant information in a story-based instructional animation on the cardiovascular system. Based on cognitive load theory, it was expected that the experimental condition with the ...
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Computer-based feedback in linear algebra: Effects on transfer performance and motivation
Gemma Corbalan; Fred Paas; Hans Cuypers
Computers & Education Vol. 55, No. 2 (September 2010) pp. 692–703
Two studies investigated the effects on students' perceptions ( Study 1) and learning and motivation ( Study 2) of different levels of feedback in mathematical problems. In these problems, an error made in one step of the problem-solving ...
Language: English
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Effects of Mode of Target Task Selection on Learning about Plants in a Mobile Learning Environment: Effortful Manual Selection versus Effortless QR-Code Selection
Yuan Gao; Tzu-Chien Liu; Fred Paas
Journal of Educational Psychology Vol. 108, No. 5 (2016) pp. 694–704
This study compared the effects of effortless selection of target plants using quick respond (QR) code technology to effortful manual search and selection of target plants on learning about plants in a mobile device supported learning environment....
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Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues
Kim Ouwehand; Tamara van Gog; Fred Paas
Educational Technology & Society Vol. 18, No. 4 pp. 78–88
Research suggests that learners will likely spend a substantial amount of time looking at the model's face when it is visible in a video-based modeling example. Consequently, in this study we hypothesized that learners might not attend timely to the ...
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Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
Danny Kostons; Tamara van Gog; Fred Paas
Learning and Instruction Vol. 22, No. 2 (April 2012) pp. 121–132
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have...
Language: English
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Cognitive Load in Interactive Knowledge Construction
Ludo Verhoeven; Wolfgang Schnotz; Fred Paas
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 369–375
The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory-verbal...
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Making versus observing manipulations of geometric properties of triangles to learn geometry using dynamic geometry software
Sahar Bokosmaty; Myrto-Foteini Mavilidi; Fred Paas
Computers & Education Vol. 113, No. 1 (October 2017) pp. 313–326
Human movement has been found to have positive effects on learning performance. This study examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by...
Language: English
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The goal specificity effect on strategy use and instructional efficiency during computer-based scientific discovery learning
Josef Künsting; Joachim Wirth; Fred Paas
Computers & Education Vol. 56, No. 3 (April 2011) pp. 668–679
Using a computer-based scientific discovery learning environment on buoyancy in fluids we investigated the effects of goal specificity (nonspecific goals vs. specific goals) for two goal types (problem solving goals vs. learning goals) on strategy...
Language: English
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Self-assessment and task selection in learner-controlled instruction: Differences between effective and ineffective learners
Danny Kostons; Tamara van Gog; Fred Paas
Computers & Education Vol. 54, No. 4 (May 2010) pp. 932–940
Learner-controlled instruction is often found to be less effective for learning than fixed or adaptive system-controlled instruction. One possible reason for that finding is that students – especially novices – might not able to accurately assess...
Language: English
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Comparing apples and oranges? A critical look at research on learning from statics versus animations
Juan C. Castro-Alonso; Paul Ayres; Fred Paas
Computers & Education Vol. 102, No. 1 (November 2016) pp. 234–243
Many of the studies that have compared the instructional effectiveness of static with dynamic images have not controlled all the moderating variables involved. This problem is present not only in instructional pictures concerning the curricular...
Language: English
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Automation and Schema Acquisition in Learning Elementary Computer Programming: Implications for the Design of Practice
Jeroen J. G. Van Merrienboer; Fred G. W. C. Paas
Computers in Human Behavior Vol. 6, No. 3 (1990) pp. 273–89
Discussion of computer programing at the secondary level focuses on automation and schema acquisition as two processes important in learning cognitive skills such as programing. Their effects on learning outcomes and transfer of training are...
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Process-Oriented Worked Examples: Improving Transfer Performance through Enhanced Understanding
Tamara van Gog; Fred Paas; Jeroen J. G. van Merrienboer
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 83–98
The research on worked examples has shown that for novices, studying worked examples is often a more effective and efficient way of learning than solving conventional problems. This theoretical paper argues that adding process-oriented information...
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Effects of Cueing and Collaboration on the Acquisition of Complex Legal Skills
Hans G. K. Hummel; Fred Paas; Rob Koper
British Journal of Educational Psychology Vol. 76, No. 3 (September 2006) pp. 613–631
Background: To overcome the "teacher bandwidth problem" in supporting large groups of students, both automated process support (cueing) and face-to-face feedback by peers during small group work (collaboration) can be provided to students. Aim: The...
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Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort
A Aubteen Darabi; David W. Nelson; Fred Paas
Journal of Research on Technology in Education Vol. 40, No. 1 (2007) pp. 39–48
This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners' performance scores with their perceived mental effort invested in instruction...
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Differential effects of problem-solving demands on individual and collaborative learning outcomes
Femke Kirschner; Fred Paas; Paul A. Kirschner; Jeroen Janssen
Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 587–599
The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples,...
Language: English
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Cognitive resources allocation in computer-mediated dictionary assisted learning: From word meaning to inferential comprehension
You-Hsuan Chang; Tzu-Chien Liu; Fred Paas
Computers & Education Vol. 127, No. 1 (December 2018) pp. 113–129
Computer-mediated dictionaries have been important and widely used aids in the comprehension of, and learning from online texts. However, despite the convenience of computer-mediated dictionaries in retrieving word meaning, its use may reduce the...
Language: English
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The modality effect in a mobile learning environment: Learning from spoken text and real objects
Tzu‐Chien Liu; Yi‐Chun Lin; Yuan Gao; Fred Paas
British Journal of Educational Technology Vol. 50, No. 2 (March 2019) pp. 574–586
The finding that under split‐attention conditions students learn more from a picture and spoken text than from a picture and written text (ie, the modality effect) has consistently been found in many types of computer‐assisted multimedia learning...
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Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance
Anita Heijltjes; Tamara van Gog; Jimmie Leppink; Fred Paas
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 4 (July 2015) pp. 487–506
Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of...
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The Effects of Constructivist Learning Environments: A Commentary
Remy M. J. P. Rikers; Tamara van Gog; Fred Paas
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 5 (September 2008) pp. 463–467
This special issue on the effects of constructivist learning environments is based on a symposium organized during the last annual meeting of the American Educational Research Association in Chicago. The studies in this issue not only provide an...
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Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes
Gerard van den Boom; Fred Paas; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 17, No. 5 (October 2007) pp. 532–548
This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without...
Language: English
Topics: Learning Outcomes
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Effects of digital dictionary format on incidental acquisition of spelling knowledge and cognitive load during second language learning: Click-on vs. key-in dictionaries
Tzu-Chien Liu; Melissa Hui-Mei Fan; Fred Paas
Computers & Education Vol. 70, No. 1 (January 2014) pp. 9–20
Recent research has shown that students involved in computer-based second language learning prefer to use a digital dictionary in which a word can be looked up by clicking on it with a mouse (i.e., click-on dictionary) to a digital dictionary in...
Language: English
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Effects of process-oriented worked examples on troubleshooting transfer performance
Tamara van Gog; Fred Paas; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 16, No. 2 (April 2006) pp. 154–164
In the domain of electrical circuits troubleshooting, a full factorial experiment investigated the hypotheses that (a) studying worked examples would lead to better transfer performance than solving conventional problems, with less investment of...
Language: English
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Learning from observing hands in static and animated versions of non-manipulative tasks
Juan C. Castro-Alonso; Paul Ayres; Fred Paas
Learning and Instruction Vol. 34, No. 1 (December 2014) pp. 11–21
Recent evidence suggests that for highly transient information, instructional animations only provide a learning benefit compared to static presentations for object manipulation tasks. This study continued the research into animation–static...
Language: English
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Effects of studying sequences of process-oriented and product-oriented worked examples on troubleshooting transfer efficiency
Tamara van Gog; Fred Paas; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 18, No. 3 (June 2008) pp. 211–222
Whereas product-oriented worked examples only present a problem solution, process-oriented worked examples additionally explain the rationale behind the presented solution. Given the importance of understanding this rationale for attaining transfer, ...
Language: English
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Application of an instructional systems design approach by teachers in higher education: individual versus team design
Albert W.M. Hoogveld; Fred Paas; Wim M.G. Jochems
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 19, No. 6 (2003) pp. 581–590
The differential effects of teachers’ individual and collaborative performance on the application of an Instructional Systems Design (ISD) approach were investigated. Forty-two higher education teachers were trained in an ISD approach and...
Language: English
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Cognitive Aging and Computer-Based Instructional Design: Where Do We Go from Here?
Pascal W. M. Van Gerven; Fred Paas; Huib K. Tabbers
Educational Psychology Review Vol. 18, No. 2 (June 2006) pp. 141–157
In this article, the most relevant literature on cognitive aging and instructional design is merged to formulate recommendations for designing computer-based training material aimed at elderly learners. The core message is that researchers and...
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Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations
Mona Wong; Juan C. Castro-Alonso; Paul Ayres; Fred Paas
Educational Technology & Society Vol. 18, No. 4 pp. 37–52
Humans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when watching animations that show natural motions of the...
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Cueing for Transfer in Multimedia Programmes: Process Worksheets vs. Worked-Out Examples
Hans G. K. Hummel; Fred Paas; E J. R. Koper
Journal of Computer Assisted Learning Vol. 20, No. 5 (October 2004) pp. 387–397
We investigate the effects of cueing, in a multimedia programme for the individualized training of the whole task to prepare a plea, on the learning outcomes of 43 sophomore law students. The cueing formats of worked-out examples (WOEs), process...
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Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills
Anita Heijltjes; Tamara van Gog; Jimmie Leppink; Fred Paas
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 31–42
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (
Language: English
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Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment
Tzu-Chien Liu; Yi-Chun Lin; Fred Paas
Computers & Education Vol. 72, No. 1 (March 2014) pp. 328–338
Two experiments examined the effects of prior knowledge on learning from different compositions of multiple representations in a mobile learning environment on plant leaf morphology for primary school students. Experiment 1 compared the learning...
Language: English
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Animations showing Lego manipulative tasks: Three potential moderators of effectiveness
Juan C. Castro-Alonso; Paul Ayres; Fred Paas
Computers & Education Vol. 85, No. 1 (July 2015) pp. 1–13
Evidence suggests that transient visual information, such as animations, may be more challenging to learn than static visualizations. However, when a procedural-manipulative task is involved, our evolved embodied cognition seems to reverse this...
Language: English
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Learning symbols from permanent and transient visual presentations: Don't overplay the hand
Juan C. Castro-Alonso; Paul Ayres; Mona Wong; Fred Paas
Computers & Education Vol. 116, No. 1 (January 2018) pp. 1–13
Instructional dynamic pictures (animations and videos) contain transient visual information. Consequently, when learning from dynamic pictures, students must process in working memory the current images while trying to remember the images that left...
Language: English
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Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer
Ron J.C.M. Salden; Fred Paas; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 16, No. 4 (August 2006) pp. 350–362
The differential effects of four task selection methods on training efficiency and transfer in a computer-based training for Air Traffic Control were investigated. Two personalised conditions were compared with two corresponding yoked control...
Language: English
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Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples
Albert W.M. Hoogveld; Fred Paas; Wim M.G. Jochems
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 21, No. 3 pp. 287–297
Teachers involved in the development of competency-based higher education (CBE) are expected to fulfil a new role of instructional designer. As a consequence, they are confronted with the problem to translate abstract new curriculum principles into...
Language: English
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Split-attention and redundancy effects on mobile learning in physical environments
Tzu-Chien Liu; Yi-Chun Lin; Meng-Jung Tsai; Fred Paas
Computers & Education Vol. 58, No. 1 (January 2012) pp. 172–180
This study investigated split-attention and redundancy effects in a mobile learning environment on leaf morphology of plants as a function of different combinations of media. Eighty-one fifth-grade students were randomly assigned to the following...
Language: English
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Learning by generating vs. receiving instructional explanations: Two approaches to enhance attention cueing in animations
Björn B. de Koning; Huib K. Tabbers; Remy M.J.P. Rikers; Fred Paas
Computers & Education Vol. 55, No. 2 (September 2010) pp. 681–691
This study investigated whether learners construct more accurate mental representations from animations when instructional explanations are provided via narration than when learners attempt to infer functional relations from the animation through...
Language: English
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Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning
Franck Amadieu; Tamara van Gog; Fred Paas; André Tricot; Claudette Mariné
Learning and Instruction Vol. 19, No. 5 (October 2009) pp. 376–386
This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on “the infection process of a...
Language: English
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Effects of pairs of problems and examples on task performance and different types of cognitive load
Jimmie Leppink; Fred Paas; Tamara van Gog; Cees P.M. van der Vleuten; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 30, No. 1 (April 2014) pp. 32–42
In two studies, we investigated whether a recently developed psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load. Study I revealed a similar three-factor solution for language learning (
Language: English
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ADAPT[IT]: Tools for Training Design and Evaluation
Marcel B. M. de Croock; Fred Paas; Henrik Schlanbusch; Jeroen J. G. van Merrienboer
Educational Technology Research and Development Vol. 50, No. 4 (2002) pp. 47–58
Describes a set of computerized tools that support the instructional design and evaluation of competency-based training programs. Discusses authentic whole-task practice situations; the 4C/ID* methodology; an evaluation tool that supports the...
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Effects of performance feedback valence on perceptions of invested mental effort
Steven F. Raaijmakers; Martine Baars; Lydia Schaap; Fred Paas; Tamara van Gog
Learning and Instruction Vol. 51, No. 1 (October 2017) pp. 36–46
We investigated whether the valence of performance feedback provided after a task, would affect participants’ perceptions of how much mental effort they invested in that same task. In three experiments, we presented participants with problem-solving ...
Language: English
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Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving
Martine Baars; Sigrid Vink; Tamara van Gog; Anique de Bruin; Fred Paas
Learning and Instruction Vol. 33, No. 1 (October 2014) pp. 92–107
Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem...
Language: English
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Measuring Cognitive Load with Subjective Rating Scales during Problem Solving: Differences between Immediate and Delayed Ratings
Annett Schmeck; Maria Opfermann; Tamara van Gog; Fred Paas; Detlev Leutner
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 93–114
Subjective cognitive load (CL) rating scales are widely used in educational research. However, there are still some open questions regarding the point of time at which such scales should be applied. Whereas some studies apply rating scales directly...
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Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training
Ron J.C.M. Salden; Fred Paas; Nick J. Broers; Jeroen J. G. van Merrienboer
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 153–172
The differential effects of four task selection methods on training efficiency and transfer in computer-based training for Air Traffic Control were investigated. A non-dynamic condition, in which the learning tasks were presented to the participants ...
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Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice
Tamara van Gog; K Anders Ericsson; Remy M. J. P. Rikers; Fred Paas
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 73–82
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the ...
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Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management
Sharon Tindall-Ford; Shirley Agostinho; Sahar Bokosmaty; Fred Paas; Paul Chandler
Educational Technology & Society Vol. 18, No. 4 pp. 89–99
This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples. Secondary school students learning properties of angles on ...
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Dynamic Selection of Learning Tasks According to the 4C/ID-Model
Jeroen J. G. van Merrienboer; Ron Salden; Gemma Corbalan; Marcel de Croock; Liesbeth Kester; Fred Paas
Association for Educational Communications and Technology Annual Meeting 2004 (October 2005)
Several empirical studies are discussed which indicate that adapting the level of support, the difficulty of the learning task, or support as well as difficulty has beneficial effects on learning and transfer test performance. Three conclusions can ...
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Training Self-Regulated Learning Skills with Video Modeling Examples: Do Task-Selection Skills Transfer?
Steven F. Raaijmakers; Martine Baars; Lydia Schaap; Fred Paas; Jeroen van Merriënboer; Tamara van Gog
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 2 (2018) pp. 273–290
Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model)...