Search results for author:"Rolf Schwonke"
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Triggering situational interest by decorative illustrations both fosters and hinders learning in computer-based learning environments
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 141–152
Do decorative illustrations in computer-based learning environments trigger interest and engagement in learning or do they distract? In a pre-study (
Learning and Instruction Vol. 23, No. 1 (February 2013) pp. 136–150
We tested whether the provision of metacognitive knowledge on how to cope with the complexity of a learning environment improved learning. In an experimental setting, high-school students (
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 3 (May 2010) pp. 289–307
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method, and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise...
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...
Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning
Educational Technology & Society Vol. 18, No. 4 pp. 172–184
Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies ...
Educational Technology & Society Vol. 18, No. 4 pp. 185–198
We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In...