Search results for author:"Tessa H. S. Eysink"
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Journal of the Learning Sciences Vol. 21, No. 4 (2012) pp. 583–625
This study compared the affordances of 4 multimedia learning environments for specific learning processes. The environments covered the same domain but used different instructional approaches: (a) hypermedia learning, (b) observational learning, (c) ...
International Journal of Computer-Supported Collaborative Learning Vol. 6, No. 2 (June 2011) pp. 223–251
Constructing a representation in which students express their domain understanding can help them improve their knowledge. Many different representational formats can be used to express one's domain understanding (e.g., concept maps, textual...
The Effects of Representational Format on Learning Combinatorics from an Interactive Computer Simulation
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 6 (November 2009) pp. 503–517
The current study investigated the effects of different external representational formats on learning combinatorics and probability theory in an inquiry based learning environment. Five conditions were compared in a pre-test post-test design: three...
Assisting Self-Explanation Prompts Are More Effective than Open Prompts when Learning with Multiple Representations
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 4 (July 2009) pp. 345–363
Learning with multiple representations is usually employed in order to foster understanding. However, it also imposes high demands on the learners and often does not lead to the expected results, especially because the learners do not integrate the...
Learner Performance in Multimedia Learning Arrangements: An Analysis across Instructional Approaches
American Educational Research Journal Vol. 46, No. 4 (2009) pp. 1107–1149
In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation-based learning, and ...
Interactive Learning Environments Vol. 13, No. 1 (2005) pp. 39–53
ZAPs are short, self-contained computer programs that encourage students to experience psychological phenomena in a vivid, self-explanatory way, and that are meant to evoke enthusiasm about psychological topics. ZAPs were designed according to...
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 4 (2002) pp. 307–33
Describes a study at the University of Twente (Netherlands) that investigated the effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional with a computer-based learning...