Search results for author:"Lydia Schaap"
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Experimental Evidence of the Relative Effectiveness of Problem-Based Learning for Knowledge Acquisition and Retention
Interactive Learning Environments Vol. 24, No. 8 (2016) pp. 1907–1921
This study investigated the effects of problem-based learning (PBL) on knowledge acquisition and knowledge retention in a controlled experiment in a lab setting. Eighty-eight first-year psychology students were randomly assigned to either a PBL...
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 191–198
Teachers often recommend their students to generate test questions and answers as a means of preparing for an exam. There is a paucity of research on the effects of this instructional strategy. Two recent studies showed positive effects of...
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 ...
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)...