Search results for author:"Matthias Nuckles"
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Using a Diagnosis-Based Approach to Individualize Instructional Explanations in Computer-Mediated Communication
Educational Psychology Review Vol. 22, No. 1 (March 2010) pp. 9–23
To maximize the effectiveness of instructional explanations, they should be tailored to an individual learner. However, instructors are often not able to collect diagnostically relevant information about a learner to individualize their explanations....
Is Underestimation Less Detrimental than Overestimation? The Impact of Experts' Beliefs about a Layperson's Knowledge on Learning and Question Asking
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 1 (January 2008) pp. 27–52
Although prior research has shown that experts tend to overestimate or underestimate what laypersons actually know, little is known about the specific consequences of biased estimations for communication. To investigate the impact of biased...
Information About a Layperson's Knowledge Supports Experts in Giving Effective and Efficient Online Advice to Laypersons
Journal of Experimental Psychology: Applied Vol. 11, No. 4 (December 2005) pp. 219–236
To give effective and efficient advice to laypersons, experts should adapt their explanations to the layperson's knowledge. However, experts often fail to consider the limited domain knowledge of laypersons. To support adaptation in asynchronous...
Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 2 (March 2012) pp. 351–369
Does the specific structure of advance organizers influence learning outcomes? In the first experiment, 48 psychology students were randomly assigned to three differently structured advance organizers: a well-structured, a well-structured and key...
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 237–258
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and ...
Journal of Educational Media Vol. 29, No. 1 (March 2004) pp. 49–66
Learning diaries--as we employ them--are students' written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is 'tutored' by a computer program: eHELp supports the writing of...
Journal of Educational Psychology Vol. 102, No. 1 (February 2010) pp. 74–89
Tutors often make use of explanations that do not promote learning. One reason for the ineffectiveness of explanations might lie in tutors' failure to take into account a tutee's understanding in order to individualize instruction. To test whether...