Motivation and emotion as mediators in multimedia learning

Detlev Leutner

Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 174–175

Against the background of Moreno's “cognitive-affective theory of learning with media” (CATLM) (Moreno, 2006), three papers on cognitive and affective processes in learning with multimedia are discussed in this commentary. The papers provide...

Language: English

Science text comprehension: Drawing, main idea selection, and summarizing as learning strategies

Claudia Leopold; Detlev Leutner

Learning and Instruction Vol. 22, No. 1 pp. 16–26

The purpose of two experiments was to contrast instructions to generate drawings with two text-focused strategies—main idea selection (Exp. 1) and summarization (Exp. 2)—and to examine whether these strategies could help students learn from a...

Language: English

Applying Standard Network Analysis to Hypermedia Systems; Implications for Learning

Hermann Astleitner; Detlev Leutner

Journal of Educational Computing Research Vol. 14, No. 3 (1996) pp. 285–303

Describes how the structure of hypermedia systems can be represented by a simple matrix which is the basis for applying standard techniques of network analysis, and demonstrates the potential influence of these techniques on learning processes or...

Computers in School and Vocational Training: New Demands on Teachers and Trainers?

Hermann Astleitner; Detlev Leutner

Zeitschrift fur Padagogik Vol. 40, No. 4 (1994) pp. 647–64

Contends that, for several years, the benefits of computers in schools and vocational training have been undisputed. Asserts that an evaluation of instructional functions reveals several shortcomings. Presents a classification scheme of teaching...

Fernunterricht und neue Informationstechnologien: Aktuelle Entwicklungen (Distance Education and New Information Technologies: Recent Developments)

Hermann Astleitner; Detlev Leutner

Zeitschrift fur Padagogik Vol. 44, No. 1 (1998) pp. 105–23

Presents new forms of information technologies (e-mail, CD-ROM, WWW) that can be used in distance education and lead to "global classrooms." Contrasts these forms with traditional distance education, and compares them with regard to social...

Designing Instructional Technology from an Emotional Perspective

Hermann Astleitner; Detlev Leutner

Journal of Research on Computing in Education Vol. 32, No. 4 (2000) pp. 497–510

Presents strategies for making instructional technology more emotionally sound. Discusses fear, envy, anger, sympathy, and pleasure, and describes 20 instructional strategies that can be used to decrease negative emotions and increase positive...

The Structure of Student Interest in Computers and Information Technology: An Application of Facet Theory and Multidimensional Scaling

Detlev Leutner; Philip D. Weinsier

Multivariate Behavioral Research Vol. 26, No. 4 (1991) pp. 709–36

An interest questionnaire with 72 university course descriptions based on a facet design was used to determine whether computer anxiety or computer disinterest was related to interest in or willingness to take selected courses of 200 Belgian and...

Attitudes towards Computers and Information Technology at Three Universities in Germany, Belgium, and the U.S

Detlev Leutner; Philip D. Weinsier

Computers in Human Behavior Vol. 10, No. 4 (1994) pp. 569–91

This article's goals are to validate the Computer and Information Technology Attitude Inventory (Weinsier and Leutner, 1988), a nontraditional approach to attitude measurement; and to report on a study designed to search for intercultural...

Instructional animation versus static pictures: A meta-analysis

Tim N. Höffler; Detlev Leutner

Learning and Instruction Vol. 17, No. 6 (December 2007) pp. 722–738

A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning...

Language: English

Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

Roland Brunken; Jan L. Plass; Detlev Leutner

Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 115–132

Using cognitive load theory and cognitive theory of multimedia learning as a framework, we conducted two within-subject experiments with 10 participants each in order to investigate (1) if the audiovisual presentation of verbal and pictorial...

Learning with summaries: Effects of representation mode and type of learning activity on comprehension and transfer

Claudia Leopold; Elke Sumfleth; Detlev Leutner

Learning and Instruction Vol. 27, No. 1 (October 2013) pp. 40–49

The purpose of the experiment was to examine whether students better understand a science text when they are asked to self-generate summaries or to study predefined summaries. Furthermore, we tested the effects of verbal and pictorial summaries. The ...

Language: English

Reducing reality shock: The effects of classroom management skills training on beginning teachers

Theresa Dicke; Jill Elling; Annett Schmeck; Detlev Leutner

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 48, No. 1 (May 2015) pp. 1–12

Being unprepared to deal with classroom disturbances is a major cause of beginning teachers' reality shock. However, a lack of options remains to learn dealing with such disturbances. In this study, the longitudinal effects of classroom management...

Language: English

Effects of Strategy Instructions on Learning from Text and Pictures

Claudia Leopold; Marcel Doerner; Detlev Leutner; Stephan Dutke

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 345–364

In two experiments, we compared effects of instructions that encourage learners to create referential connections between words and pictures with instructions that distract learners from creating referential connections. In Experiment 1, students...

Measuring Cognitive Load with Subjective Rating Scales during Problem Solving: Differences between Immediate and Delayed Ratings

Annett Schmeck; Maria Opfermann; Tamara van Gog; Fred Paas; Detlev Leutner

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 93–114

Subjective cognitive load (CL) rating scales are widely used in educational research. However, there are still some open questions regarding the point of time at which such scales should be applied. Whereas some studies apply rating scales directly...

Supporting Visual and Verbal Learning Preferences in a Second-Language Multimedia Learning Environment

Jan L. Plass; Dorothy M. Chun; Richard E. Mayer; Detlev Leutner

Journal of Educational Psychology Vol. 90, No. 1 (1998) pp. 25–36

English-speaking college students (n=103) enrolled in a German course read a German story presented by a computer program which allowed them to choose a verbal or visual (picture or video clip) translation. Students remembered word translations...

Teachers' assessment competence: Integrating knowledge-, process-, and product-oriented approaches into a competence-oriented conceptual model

Stephanie Herppich; Anna-Katharina Praetorius; Natalie Förster; Inga Glogger-Frey; Karina Karst; Detlev Leutner; Lars Behrmann; Matthias Böhmer; Stefan Ufer; Julia Klug; Andreas Hetmanek; Annika Ohle; Ines Böhmer; Constance Karing; Johanna Kaiser; Anna Südkamp

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 76, No. 1 (November 2018) pp. 181–193

In this article, we present a new model of teachers' assessment competence. The model is based on the educational competence concept, thus defining competences to be context-specific, learnable cognitive dispositions that are needed to successfully...

Language: English