The Complexity of Tool Use in Computer-Based Learning Environments

Geraldine Clarebout; Jan Elen

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 5 (September 2009) pp. 475–486

Starting from Perkins' (1985) framework, this study addresses tool use in a computer-based learning environment. In line with Perkins, first the effects of tool use on performance were investigated to gain insight into the functionality of the tools....

The ParlEuNet Project: The Role of Learning Support in Innovative Technological Environments [1]

Jan Elen; Geraldine Clarebout

World Conference on Educational Media and Technology 1999 (1999) pp. 445–450

Evolutions in education lead to an increased use of problem-based learning and a variety of technologies. This contribution discusses the issue of support in technologically rich, problem-based and collaborative learning environments. Five...

Topics: Learning Objects, Educational Technology

The ParlEuNet-project: Problems with the validation of socio-constructivist design principles in ecological settings

Jan Elen; Geraldine Clarebout

World Conference on Educational Media and Technology 2000 (2000) p. 1812

Instructional design aims at generating indications about optimal relationships between learner-related and instruction-related variables in view of the attainment of instructional and/or learning goals. In this poster, a study is presented in...

Topics: Instructional Design

Studying tool use with and without agents

Geraldine Clarebout; Jan Elen

World Conference on Educational Media and Technology 2004 (2004) pp. 747–752

In this poster an open learning environment to study tool use is presented. This open learning environment confronts learners with an ill-structured problem, a high amount of learner control and a number of tools that can help them in solving the...

In Search of Pedagogical Agents' Modality and Dialogue Effects in Open Learning Environments

Geraldine Clarebout; Jan Elen

E-Journal of Instructional Science and Technology Vol. 10, No. 1 (October 2007)

The aims of the present studies were to test the generalizability of the modality and dialogue effect to open learning environments, previously found by Moreno and Mayer (e.g., Moreno, Mayer & Lester, 2001) with an agent providing metacognitive...

Do pedagogical agents make a difference to student motivation and learning?

Steffi Heidig; Geraldine Clarebout

Educational Research Review Vol. 6, No. 1 (2011) pp. 27–54

Pedagogical agents, characters that guide through multimedia learning environments, recently gained increasing interest. A review was published by Clarebout, Elen, Johnson and Shaw in 2002 where a lot of promises were made, but research on the...

Language: English

Advice on Tool Use in Open Learning Environments

Geraldine Clarebout; Jan Elen

Journal of Educational Multimedia and Hypermedia Vol. 17, No. 1 (January 2008) pp. 81–97

Research provides ample evidence that students rarely or often inadequately use instructional interventions in learning environments. This lack of use becomes especially problematic in open learning environments, where students have a large amount...

Topics: Post Secondary Education, Instructional Design, Educational Technology, Information Communication Technologies, Learning Outcomes, Human Computer Interaction, Instructional Materials

Can instruction as such affect learning? The case of learner control

Mieke Vandewaetere; Geraldine Clarebout

Computers & Education Vol. 57, No. 4 (December 2011) pp. 2322–2332

This study examined the role of learners’ perceptions in a learner-controlled computer-based learning environment. Computer-based learning environments that offer learner control (LC) to the learners are assumed to enhance motivation and learning...

Language: English

Open Learning Environments and the Impact of a Pedagogical Agent

Geraldine Clarebout; Jan Elen

Journal of Educational Computing Research Vol. 35, No. 3 (2006) pp. 211–226

Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents...

Can Students Really Multitask? The Case of Mobile Learning.

Joke Coens; Bert Reynvoet; Geraldine Clarebout

World Conference on Educational Media and Technology 2010 (Jun 29, 2010) pp. 3732–3737

The advent of mobile learning offers opportunities to do two things at once in an educational context. Two experiments were set up to examine the effect of performing a secondary task while learning with a mobile device. The experimental group had...

Animated pedagogical agents: Where do we stand?

Jan Elen; Geraldine Clarebout; W. Lewis Johnson

World Conference on Educational Media and Technology 2002 (2002) pp. 306–311

Abstract In this contribution animated pedagogical agents are looked at from an instructional design perspective. A 'support-typology' was constructed based on different dimensions on which support can be described and different roles instructional...

Topics: Instructional Design

Children's Recall and Motivation for an Environmental Education Video with Supporting Pedagogical Materials

Fátima Viteri; Geraldine Clarebout; Marion Crauwels

Environmental Education Research Vol. 20, No. 2 (2014) pp. 228–247

This study examined recall (Rcl) differences of high, average and low achieving fifth-grade elementary students (72) for an environmental education video with supporting pedagogical materials. In addition, it assessed the motivational level of all...

Students’ use of Weblectures In a Blended Course: Cognitive Mediators

Griet Lust; Jan Elen; Geraldine Clarebout

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 1569–1578

This paper investigates students’ acceptance and continued use of web-lectures in an undergraduate course. In order to explain usage differences, the Technology Acceptance Model (TAM) of Davis (1989) was used. This model was extended with a temporal ...

Instructional conceptions: Analysis from an instructional design perspective

Joost Lowyck; Jan Elen; Geraldine Clarebout

International Journal of Educational Research Vol. 41, No. 6 (2004) pp. 429–444

Learners are active actors in learning environments and not mere consumers of instructional designers' products. In line with mediating paradigm instructional conceptions of students are analysed. These conceptions act as cognitive filters that...

Language: English

Regulation of tool-use within a blended course: Student differences and performance effects

Griet Lust; Jan Elen; Geraldine Clarebout

Computers & Education Vol. 60, No. 1 (January 2013) pp. 385–395

Given the rising popularity of content management systems (CMSs) in higher education, the current study investigates how students use tools in CMS supported courses. More specifically, the current study investigates how students regulate their tool...

Language: English

Mobile learning. Can students really multitask?

Joke Coens; Bert Reynvoet; Geraldine Clarebout

Journal of Educational Multimedia and Hypermedia Vol. 20, No. 1 (January 2011) pp. 5–20

The advent of mobile learning offers opportunities for students to do two things at once in an educational context. Students can learn while performing another activity. Two experiments were set up to examine the effect of performing a secondary...

Learners' Perceptions and Illusions of Adaptivity in Computer-Based Learning Environments

Mieke Vandewaetere; Sylke Vandercruysse; Geraldine Clarebout

Educational Technology Research and Development Vol. 60, No. 2 (April 2012) pp. 307–324

Research on computer-based adaptive learning environments has shown exemplary growth. Although the mechanisms of effective adaptive instruction are unraveled systematically, little is known about the relative effect of learners' perceptions of...

Adopting Webcasts over Time: The Influence of Perceptions and Attitudes

Griet Lust; Jan Elen; Geraldine Clarebout

Journal of Computing in Higher Education Vol. 24, No. 1 (April 2012) pp. 40–57

Given the popularity of webcasts and their educational benefits as stressed in previous research, this paper investigates students' acceptance and continued use of webcasts in an undergraduate course. Furthermore, the study explores the determinants ...

Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations

David Corradi; Geraldine Clarebout; Jan Elen

Journal of Science Education and Technology Vol. 24, No. 5 (2015) pp. 684–695

Previous research on multiple external representations (MER) indicates that sequencing representations (compared with presenting them as a whole) can, in some cases, increase conceptual understanding if there is interference between internal and...

Perceptions for Tool Use: In Search of a Tool Use Model

Norma A. Juarez Collazo; Jan Elen; Geraldine Clarebout

World Conference on Educational Media and Technology 2012 (Jun 26, 2012) pp. 2905–2912

The Technology Acceptance Model (TAM) has successfully determined systems’ adoption and use and highlighted the role of perceptions. This model, however, does not specifically depict the role of perceptions in the use of support devices, namely...

Animated Pedagogical Agents: An Opportunity to be Grasped?

Geraldine Clarebout; Jan Elen; W. Lewis Johnson; Erin Shaw

Journal of Educational Multimedia and Hypermedia Vol. 11, No. 3 (2002) pp. 267–286

In open learning environments students are confronted with complex tasks. Learners have control over the environment and decide themselves over the use of support tools. However, research indicates that merely providing students with these tools...

Topics: Instructional Design

Effects of Captioning on Video Comprehension and Incidental Vocabulary Learning

Maribel Montero Perez; Elke Peters; Geraldine Clarebout; Piet Desmet

Language Learning & Technology Vol. 18, No. 1 pp. 118–141

This study examines how three captioning types (i.e., on-screen text in the same language as the video) can assist L2 learners in the incidental acquisition of target vocabulary words and in the comprehension of L2 video. A sample of 133 Flemish...

Listening to an Educational Podcast While Driving a Car: Can Students Really Multitask?

Joke Coens; Marie-Paul Senecaut; Bert Reynvoet; Geraldine Clarebout

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3858–3863

Mobile technologies provide an anytime and anywhere access for learning (Price, 2007). Students can learn when it is convenient for them. It follows that mobile learning offers possibilities for students to become educational multitaskers. They can...

Tool-use in a blended undergraduate course: In Search of user profiles

Griet Lust; Mieke Vandewaetere; Eva Ceulemans; Jan Elen; Geraldine Clarebout

Computers & Education Vol. 57, No. 3 (November 2011) pp. 2135–2144

The popularity of today’s blended courses in higher education is driven by the assumption that students are provided with a rich toolset that supports them in their learning process. However, little is known on how students actually use these tools...

Language: English

Game-Based Language Learning: The Impact of Competition on Students’ Perceptions and Performances.

Sylke Vandercruysse; Mieke Vandewaetere; Frederik Cornillie; Geraldine Clarebout

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 1480–1485

Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that...

Does Starting with a Prior Knowledge Test and Adapting Level of Difficulty Yield Better Results in a French Language Learning Course?

Marie-Paule Senecaut; Maribel Montero Perez; Joke Coens; Geraldine Clarebout

World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 3820–3825

Abstract: This experiment aims at assessing whether students benefit from starting an adaptive course with a prior knowledge test and whether adaptivity of level of difficulty in a language learning course leads to better results. Participants will...

Compensation Mechanisms When Interacting with Learning Aids

Geraldine Clarebout; Holger Horz; Jan Elen; Wolfgang Schnotz

World Journal of Education Vol. 1, No. 1 (2011) pp. 119–128

Learning environments commonly offer aids to address learners' lack of knowledge or skills. However, learners are not or sub-optimally using these aids when these are non-embedded or segregated (Aleven, Stahl, Schworm, Fischer, & Wallace, 2003;...

Tool Use and Performance: Relationships between Tool- and Learner-Related Characteristics in a Computer-Based Learning Environment

Norma A. Juarez-Collazo; Jan Elen; Geraldine Clarebout

Turkish Online Journal of Educational Technology - TOJET Vol. 12, No. 2 (April 2013) pp. 330–345

It is still unclear on what and how tool and learner characteristics influence tool use and consequently performance in computer-based learning environments (CBLEs). This study examines the relationships between tool-related characteristics (tool...

The Relation between Self-Regulation and the Embedding of Support in Learning Environments

Geraldine Clarebout; Holger Horz; Wolfgang Schnotz; Jan Elen

Educational Technology Research and Development Vol. 58, No. 5 (October 2010) pp. 573–587

The current study investigates whether embedding support may provide a solution to sub optimal use of support and whether this is related to learners' self-regulation skills and goal orientation. Sixty students were divided in a condition where...

Competition and Students' Perceptions in a Game-Based Language Learning Environment

Sylke Vandercruysse; Mieke Vandewaetere; Frederik Cornillie; Geraldine Clarebout

Educational Technology Research and Development Vol. 61, No. 6 (December 2013) pp. 927–950

Although educational games have become quite popular in recent research, only a limited number of studies have focused on the effectiveness of these games. While numerous claims have been made about the effectiveness of games, the studies that...

Tool-Use in a Content Management System: A Matter of Timing?

Griet Lust; Mieke Vandewaetere; Jan Elen; Geraldine Clarebout

Learning Environments Research Vol. 17, No. 3 (October 2014) pp. 319–337

Given the rising popularity of content management systems (CMSs) in higher education, we investigated how students use the available CMS tools, as well as whether the moment of using a CMS tool affects students' learning. This temporal...

The effect of representations on difficulty perception and learning of the physical concept of pressure

David Corradi; Christophe De Jaegher; Norma Juarez-Collazo; Jan Elen; Geraldine Clarebout

Themes in Science and Technology Education Vol. 6, No. 2 (Oct 07, 2013) pp. 91–108

Previous research indicates that when learners divide their attention over different sources of information (representations), learners perceive the information as more difficult and have a harder time increasing their understanding. This can be...

Listening to an Educational Podcast While Walking or Jogging: Can Students Really Multitask?

Joke Coens; Ellen Degryse; Marie-Paul Senecaut; Jorge Cottyn; Geraldine Clarebout

International Journal of Mobile and Blended Learning Vol. 3, No. 3 (July 2011) pp. 23–33

The advent of podcasting offers opportunities for students to learn while performing another activity. While podcasting is advocated by many as helping to learn anywhere and anytime, research indicates that it is not so easy for people to do two...

"Computer" and "Information and Communication Technology": Students' Culture Specific Interpretations

Jan Elen; Geraldine Clarebout; Frederick Kwaku Sarfo; Lambertus Philippus Louw; Johanna Poysa-Tarhonen; Nick Stassens

Educational Technology & Society Vol. 13, No. 4 (2010) pp. 227–239

Given the use of information and communication technology (ICT) and computer as synonyms in ICT-integration research on the one hand, and the potential problems in doing so on the other, this contribution tries to gain insight in the understanding...

How do Virtual Teams Collaborate in Online Learning Tasks in a MOOC?

Daniëlle Verstegen; Amber Dailey-Hebert; Herco Fonteijn; Geraldine Clarebout; Annemarie Spruijt

The International Review of Research in Open and Distributed Learning Vol. 19, No. 4 (Sep 26, 2018)

Modern learning theories stress the importance of student-centered and self-directed learning. Problem-Based Learning (PBL) supports this by focusing on small group learning centered around authentic problems. PBL, however, usually relies heavily on ...

Language: English

Kabisa: A computer-based training program for diagnostic reasoning in tropical medicine

Geraldine Clarebout; Jan Elen; Joost Lowyck; Jef Van den Ende; Stefano Laganà

World Conference on Educational Media and Technology 2000 (2000) p. 1808

A shift took place in educational goals from knowing everything in a certain domain, to knowing how to deal with complex problems. The reasoning process has become more important than the amount of information to memorize. In medical education the ...