You are here:

Journal of Educational Technology & Society

Volume 18, Number 4

Search this issue

Table of Contents

Number of articles: 38

  1. Engaging or Distracting: Children's Tablet Computer Use in Education

    Rhonda N. McEwen & Adam K. Dubé

    Communications studies and psychology offer analytical and methodological tools that when combined have the potential to bring novel perspectives on human interaction with technologies. In this... More

    pp. 9-23

    View Abstract
  2. Do Learner Characteristics Moderate the Seductive-Details-Effect? A Cognitive-Load-Study Using Eye-Tracking

    Babette Park, Andreas Korbach & Roland Brünken

    The present study examines whether the seductive-details effect is moderated by spatial ability and prior knowledge, which are two of the most relevant learner characteristics in multimedia... More

    pp. 24-36

    View Abstract
  3. Gender Effects When Learning Manipulative Tasks from Instructional Animations and Static Presentations

    Mona Wong, Juan C. Castro-Alonso, Paul Ayres & Fred Paas

    Humans have an evolved embodied cognition that equips them to deal easily with the natural movements of object manipulations. Hence, learning a manipulative task is generally more effective when... More

    pp. 37-52

    View Abstract
  4. The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

    Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang & Tzu-Yu Liu

    We designed activities for learning English as a foreign language in a mobile learning environment with familiar authentic support for this study. Students learned at school and then applied their ... More

    pp. 53-69

    View Abstract
  5. Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

    Hsin I. Yung & Fred Paas

    Visual representation has been recognized as a powerful learning tool in many learning domains. Based on the assumption that visual representations can support deeper understanding, we examined the... More

    pp. 70-77

    View Abstract
  6. Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues

    Kim Ouwehand, Tamara van Gog & Fred Paas

    Research suggests that learners will likely spend a substantial amount of time looking at the model's face when it is visible in a video-based modeling example. Consequently, in this study we... More

    pp. 78-88

    View Abstract
  7. Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

    Sharon Tindall-Ford, Shirley Agostinho, Sahar Bokosmaty, Fred Paas & Paul Chandler

    This research investigated the viability of learning by self-managing split-attention worked examples as an alternative to learning by studying instructor-managed integrated worked examples.... More

    pp. 89-99

    View Abstract
  8. Learning from Concept Mapping and Hypertext: An Eye Tracking Study

    Franck Amadieu, Ladislao Salmerón, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemarié & Aline Chevalier

    This study examined the effects of prior domain knowledge and learning sequences on learning with concept mapping and hypertext. Participants either made a concept map in a first step and then read... More

    pp. 100-112

    View Abstract
  9. Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations

    Yuling Hsu, Yuan Gao, Tzu-Chien Liu & John Sweller

    Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated.... More

    pp. 113-127

    View Abstract
  10. Using the Multi-Display Teaching System to Lower Cognitive Load

    Tsung-Sheng Cheng, Yu-Chun Lu & Chu-Sing Yang

    Multimedia plays a vital role in both learning systems and the actual education process. However, currently used presentation software is often not optimized and generates a great deal of clutter... More

    pp. 128-140

    View Abstract
  11. An Analytics-Based Approach to Managing Cognitive Load by Using Log Data of Learning Management Systems and Footprints of Social Media

    Cheng-Huang Yen, I-Chuan Chen, Su-Chun Lai & Yea-Ru Chuang

    Traces of learning behaviors generally provide insights into learners and the learning processes that they employ. In this article, a learning-analytics-based approach is proposed for managing... More

    pp. 141-158

    View Abstract
  12. Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load

    Kun Huang, Ching-Huei Chen, Wen-Shiuan Wu & Wei-Yu Chen

    This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants... More

    pp. 159-171

    View Abstract
  13. Metacognitive Load--Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

    Rolf Schwonke

    Instructional design theories such as the "cognitive load theory" (CLT) or the "cognitive theory of multimedia learning" (CTML) explain learning difficulties in (computer-based)... More

    pp. 172-184

    View Abstract
  14. The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning

    Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr & Jasmin Leber

    We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed... More

    pp. 185-198

    View Abstract
  15. Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise

    Paul Blayney, Slava Kalyuga & John Sweller

    Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential... More

    pp. 199-210

    View Abstract
  16. The Effects of Social Cue Principles on Cognitive Load, Situational Interest, Motivation, and Achievement in Pedagogical Agent Multimedia Learning

    Sanghoon Park

    Animated pedagogical agents have become popular in multimedia learning with combined delivery of verbal and non-verbal forms of information. In order to reduce unnecessary cognitive load caused by ... More

    pp. 211-229

    View Abstract
  17. The Beast of Aggregating Cognitive Load Measures in Technology-Based Learning

    Jimmie Leppink & Jeroen J. G. van Merriënboer

    An increasing part of cognitive load research in technology-based learning includes a component of repeated measurements, that is: participants are measured two or more times on the same... More

    pp. 230-245

    View Abstract
  18. Characterization of Educational Resources in e-Learning Systems Using an Educational Metadata Profile

    Georgia Solomou, Christos Pierrakeas & Achilles Kameas

    The ability to effectively administrate educational resources in terms of accessibility, reusability and interoperability lies in the adoption of an appropriate metadata schema, able of adequately ... More

    pp. 246-260

    View Abstract
  19. From Motivation to Engagement: The Role of Effort Regulation of Virtual High School Students in Mathematics Courses

    ChanMin Kim, Seung Won Park, Joe Cozart & Hyewon Lee

    Engagement and motivation are not one and the same, but motivation can be transformed into engagement with proper design of support. In this study, we examined the differences between high... More

    pp. 261-272

    View Abstract
  20. Automatic Scaffolding and Measurement of Concept Mapping for EFL Students to Write Summaries

    Yu-Fen Yang

    An incorrect concept map may obstruct a student's comprehension when writing summaries if they are unable to grasp key concepts when reading texts. The purpose of this study was to investigate the ... More

    pp. 273-286

    View Abstract