Search results for author:"Margot van Wermeskerken"
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Seeing the instructor's face and gaze in demonstration video examples affects attention allocation but not learning
Computers & Education Vol. 113, No. 1 (October 2017) pp. 98–107
Although the use of video examples in which an instructor demonstrates how to perform a task has become widespread in online and blended education, specific guidelines for designing such examples to optimize learning are scarce. One design question...
Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder
Journal of Computer Assisted Learning Vol. 34, No. 1 (February 2018) pp. 32–41
We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students'...
Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
Learning and Instruction Vol. 58, No. 1 (December 2018) pp. 274–283
Eye movement modeling examples (EMME) are video modeling examples with the model's eye movements superimposed. Thus far, EMME on problem-solving tasks seem to be effective for guiding students' attention, but this does not translate into higher...
Learning from video modeling examples: Content kept equal, adults are more effective models than peers
Learning and Instruction Vol. 44, No. 1 (August 2016) pp. 22–30
Learning from (video) modeling examples in which a model demonstrates how to perform a task is an effective instructional strategy. The model-observer similarity (MOS) hypothesis postulates that (perceived) similarity between learners and the model...
Task Experience as a Boundary Condition for the Negative Effects of Irrelevant Information on Learning
Gertjan Rop; Margot van Wermeskerken; Jacqueline A. de Nooijer; Peter P. J. L. Verkoeijen; Tamara van Gog
Educational Psychology Review Vol. 30, No. 1 (2018) pp. 229–253
Research on multimedia learning has shown that learning is hampered when a multimedia message includes extraneous information that is not relevant for the task, because processing the extraneous information uses up scarce attention and working...