Search results for author:"Ron Salden"
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Personalised adaptive task selection in air traffic control: Effects on training efficiency and transfer
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...
Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training
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 ...
Educational Psychology Review Vol. 22, No. 4 (December 2010) pp. 379–392
Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors,...
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...
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 ...
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 (