Search results for author:"Paul Howard-Jones"
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Journal of Computer Assisted Learning Vol. 18, No. 1 (2002) pp. 10–20
Reports on two studies of student teachers that investigated the effect of asking learners to answer questions when learning in a hypertext environment. Discusses effects on concept learning from three learning environments: no response or feedback, ...
Thinking with a Theory: Theory-Prediction Consistency and Young Children's Identification of Causality
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 2 (March 2006) pp. 159–188
Theory-testing can only inform scientific inquiry when the prediction of test outcome is based upon the current theory (theory-prediction consistency). This investigation explores children's theory-prediction consistency in a computer-mediated task...
Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 6 (November 2009) pp. 519–536
Uncertainty may be an important component of the motivation provided by learning games, especially when associated with gaming rather than learning. Three studies are reported that explore the influence of gaming uncertainty on engagement with...
The Potential Relevance of Cognitive Neuroscience for the Development and Use of Technology-Enhanced Learning
Learning, Media and Technology Vol. 40, No. 2 (2015) pp. 131–151
There is increasing interest in the application of cognitive neuroscience in educational thinking and practice, and here we review findings from neuroscience that demonstrate its potential relevance to technology-enhanced learning (TEL). First, we...
Paul Howard-Jones; Wayne Holmes; Skevi Demetriou; Carol Jones; Eriko Tanimoto; Owen Morgan; David Perkins; Neil Davies
Learning, Media and Technology Vol. 40, No. 2 (2015) pp. 227–246
Many have warned against a direct "brain scan to lesson plan" approach when attempting to transfer insights from neuroscience to the classroom. Similarly, in the effective design and implementation of learning technology, a judicious...