Search results for author:"Timothy J. Nokes"
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How much is too much? Learning and motivation effects of adding instructional explanations to worked examples
Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 104–124
A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined learning outcomes from providing and withholding...
Journal of the Learning Sciences Vol. 21, No. 3 (2012) pp. 399–432
The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promote "transfer," defined as preparation for future...
Learning and Instruction Vol. 22, No. 1 pp. 47–61
Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that...
Examining Self-Efficacy during Learning: Variability and Relations to Behavior, Performance, and Learning
Metacognition and Learning Vol. 10, No. 1 (April 2015) pp. 99–117
Self-regulated learning (SRL) theorists propose that learners' motivations and cognitive and metacognitive processes interact dynamically during learning, yet researchers typically measure motivational constructs as stable factors. In this study,...
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 645–666
Cognitive science principles should have implications for the design of effective learning environments. The self-explanation principle was chosen for the current work because it has developed significantly over the last 20 years. Early formulations ...