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Candel, Carmen; Máñez, Ignacio; Cerdán, Raquel; Vidal-Abarca, Eduardo – Journal of Computer Assisted Learning, 2021
Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer-based environments provide learners with EF in different ways, for example, on an immediate question-by-question basis or after answering a set of questions. Recent findings also suggest that delaying EF enhances learning. However, it is unclear to…
Descriptors: Secondary School Students, Computer Assisted Testing, Multiple Choice Tests, Feedback (Response)
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Kuang, Xiulin; Eysink, Tessa H. S.; de Jong, Ton – Journal of Computer Assisted Learning, 2020
Hypothesis generation is an important but difficult process for students. This study investigated the effects of providing students with support for hypothesis generation, with regard to the testability and complexity of the generated hypotheses, the quality of the subsequent inquiry learning processes and knowledge acquisition. Fifty-two…
Descriptors: Hypothesis Testing, Simulation, Inquiry, Active Learning
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Mason, Lucia; Zaccoletti, Sonia; Scrimin, Sara; Tornatora, Maria Caterina; Florit, Elena; Goetz, Thomas – Journal of Computer Assisted Learning, 2020
This study investigated the contribution of both physiological and behavioural process data to the comprehension of conflicting digital texts. We measured skin conductance level (SCL) as an index of arousal and the first-pass and look-back fixation times as indices of visual behaviour while reading. Forty-eight seventh graders read four webpages…
Descriptors: Reading Comprehension, Electronic Publishing, Eye Movements, Middle School Students
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Slof, Bert; van Leeuwen, Anouschka; Janssen, Jeroen; Kirschner, Paul A. – Journal of Computer Assisted Learning, 2021
In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior…
Descriptors: Cooperative Learning, Prior Learning, Secondary School Students, Academic Achievement
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Qian Huangfu; Qianmei He; Sisi Luo; Weilin Huang; Yahua Yang – Journal of Computer Assisted Learning, 2025
Background: Video lectures which include the teachers' presence have become increasingly common. As teacher enthusiasm is a nonverbal cue in video lectures, more and more studies are focusing on this topic. However, little research has been carried out on the interactions between teacher enthusiasm and prior knowledge when learning from video…
Descriptors: Chemistry, Science Instruction, Teacher Student Relationship, Teacher Response
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Dindar, Muhterem; Suorsa, Anna; Hermes, Jan; Karppinen, Pasi; Näykki, Piia – Journal of Computer Assisted Learning, 2021
COVID-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a…
Descriptors: Technology Integration, Elementary School Teachers, Secondary School Teachers, Expectation
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Almasseri, Mohammed; AlHojailan, Mohammed I. – Journal of Computer Assisted Learning, 2019
The study aims to identify the effect of a flipped classroom approach designed according to the cognitive theory of multimedia learning on the academic achievements of eighth-grade students (aged 14 years) in Saudi Arabia in computer science. To this end, a quasi-experimental design was used, with a sample of 67 students; 33 students were assigned…
Descriptors: Foreign Countries, Blended Learning, Instructional Effectiveness, Academic Achievement
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Blom, Helen; Segers, Eliane; Knoors, Harry; Hermans, Daan; Verhoeven, Ludo – Journal of Computer Assisted Learning, 2018
This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and…
Descriptors: Reading Comprehension, Navigation (Information Systems), Computer Networks, Hypermedia
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Johnson, A. M.; Ozogul, G.; Reisslein, M. – Journal of Computer Assisted Learning, 2015
An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The…
Descriptors: Animation, Multimedia Instruction, Computer Assisted Instruction, Prior Learning
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Salminen, T.; Marttunen, M.; Laurinen, L. – Journal of Computer Assisted Learning, 2010
This study investigates whether combining chat discussion and construction of an argument diagram stimulates students to formulate new ideas in practising argumentation. In this study, 16 secondary school students discussed vivisection and gender equality in pairs using both free and structured chat tools. In structured chat, the students selected…
Descriptors: Persuasive Discourse, Prior Learning, Secondary School Students, Visual Aids
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Chatzopoulou, D. I.; Economides, A. A. – Journal of Computer Assisted Learning, 2010
This paper presents Programming Adaptive Testing (PAT), a Web-based adaptive testing system for assessing students' programming knowledge. PAT was used in two high school programming classes by 73 students. The question bank of PAT is composed of 443 questions. A question is classified in one out of three difficulty levels. In PAT, the levels of…
Descriptors: Student Evaluation, Prior Learning, Programming, High School Students
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Starbek, P.; Erjavec, M. Starcic; Peklaj, C. – Journal of Computer Assisted Learning, 2010
The main goal of this study was to explore whether the use of multimedia in genetics instruction contributes more to students' knowledge and comprehension than other instructional modes. We were also concerned with the influence of different instructional modes on the retention of knowledge and comprehension. In a quasi-experimental design, four…
Descriptors: Comprehension, Quasiexperimental Design, Prior Learning, Genetics
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Gurlitt, J.; Renkl, A. – Journal of Computer Assisted Learning, 2008
We investigated whether and how prior knowledge activation improves learning outcomes for high school (less experienced learners) and university students (experienced learners) in a hypertext environment. Map coherence was defined as the extent to which relationships between the concepts in the map were made explicit. Therefore, we classified the…
Descriptors: High School Students, College Students, Concept Mapping, Learning Strategies