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Ziyi Kuang; Xiaxia Jiang; Keith T. Shubeck; Xiaoxue Leng; Yahong Li; Rui Zhang; Zhen Wang; Shun Peng; Xiangen Hu – Educational Psychology, 2024
This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (deep questions, shallow questions, control), the results showed that participants in the deep questions condition had higher retention test scores than…
Descriptors: Questioning Techniques, Intelligent Tutoring Systems, Cognitive Processes, College Students
Julia M. Rodriguez Buritica; Ben Eppinger; Hauke R. Heekeren; Eveline A. Crone; Anna C. K. van Duijvenvoorde – npj Science of Learning, 2024
Observational learning is essential for the acquisition of new behavior in educational practices and daily life and serves as an important mechanism for human cognitive and social-emotional development. However, we know little about its underlying neurocomputational mechanisms from a developmental perspective. In this study we used model-based…
Descriptors: Observational Learning, Individual Differences, Children, Young Adults
Donisha D. Smith; Jessica E. Bartley; Julio A. Peraza; Katherine L. Bottenhorn; Jason S. Nomi; Lucina Q. Uddin; Michael C. Riedel; Taylor Salo; Robert W. Laird; Shannon M. Pruden; Matthew T. Sutherland; Eric Brewe; Angela R. Laird – npj Science of Learning, 2025
Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditional lecture-based approaches in university physics education. Undergraduate students enrolled in an introductory…
Descriptors: Cognitive Processes, Brain, Active Learning, Lecture Method
Julius Meier; Peter Hesse; Stephan Abele; Alexander Renkl; Inga Glogger-Frey – Instructional Science: An International Journal of the Learning Sciences, 2024
Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented ("retrospective" prompts). However, it might also help to self-explain upcoming steps ("anticipatory" prompts). The effects of the prompt type may differ for learners with…
Descriptors: Problem Based Learning, Problem Solving, Prompting, Models
Hoogerheide, Vincent; Roelle, Julian – Applied Cognitive Psychology, 2020
Decades of research has shown that example-based learning is an effective instructional strategy for learning new skills. The field of learning from examples is seeing a shift in focus towards more innovative and use-inspired research, in part because the use of examples for informal and formal learning purposes has mushroomed. This special issue…
Descriptors: Observational Learning, Problem Solving, Cognitive Processes, Difficulty Level
Yilmaz, Meliha; Yilmaz, Ugur; Demir-Yilmaz, Ece Nur – International Electronic Journal of Elementary Education, 2019
With the developing technology, acceleration of visual production and increasing of peoples' relation with generated visuals (painting, photograph, video, computer games, poster, etc.), is a situation which affect perceptual and behavioral characteristic of people. As a result of connection with generated visuals, changes at the perception and…
Descriptors: Social Environment, Socialization, Correlation, Learning Theories

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