Attention to sub-conscious and pre-conceptual cognition is often neglected in educational research and theory, which, through failing to adequately conceptualize the emergence of perceptual learning, often inadvertently privileges a narrow and disembodied approach that emphasizes 'abstract symbolic processing' at the expense of more sensory forms…

Education theorists have emphasized that transformative learning is not simply a matter of students gaining access to new knowledge and information, but instead centers upon personal transformation: it alters students' perspectives, interpretations, and responses. How should learning that brings about this sort of self-transformation be understood…

Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey's…

In the traditional framework of cognitive load theory, it is assumed that the acquisition of domain-specific knowledge structures (or schemas) is the only instructional goal, and therefore, the theory is applicable to any instructional task. Accordingly, the basic concepts of intrinsic (productive) and extraneous (unproductive) types of cognitive…

The goal of learning analytics is to optimize learning and the environments in which it occurs. Since 2011, when learning analytics was defined as a separate and distinct area of academic inquiry, the literature has identified a need for research that presents evidence of effective learning analytics, as well as, learning analytics research that…

The zone of proximal development (ZPD) is defined as an overarching concept that integrates the main tenets of Vygotsky's theory of human development. The conceptualization of the ZPD begins with its social, cultural, and historical context and traces its development as a spatial and temporal metaphor that reflects the sociogenetic root of all…

Using computers as cognitive tools or mindtools has created impact in education since their introduction in the 1990s. One main characteristic is the notion of learning with computers as intellectual partners: engaging learners in higher level thinking while taking away the lower level cognitive load such as computing and digital storage. In…

Games have been socially entrenched throughout history as a form of entertainment. Current rapidly changing technological advances have permitted an increasingly prominent means of utilizing these entertainment sources in an instructional capacity for educational purposes. As a result, serious games focus on engaging learners in activities which…

Despite its advanced age of about 375 years, the mind--body (psychophysical) problem is alive and well, in part because it is anchored so well institutionally in schools and in research (scientific vs. interpretive psychology). This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza's…

There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from…

Little is known about what design elements in digital learning games enhance learning; especially in the case of child audiences. This study examines the effects of a learning game's visual design on perceived attractiveness and learning outcomes. We developed two visual designs for the game: one with supposedly high esthetic value and another…

Understanding the relationship between social interaction patterns and cognitive engagement levels has critical implications on collaborative learning theory, pedagogy, and technology. This study used a multi-method approach to examine the relationship between students' social participatory roles and cognitive engagement levels within asynchronous…

One of the guiding questions in this discussion is how is it that certain ideologies become so ingrained and resistant to challenge and scrutiny? The central assumptions sustaining the argument conceive curriculum--the backbone of educational practice--to be an expression of ideological activity; the understanding of ideology as lived experience;…

The purpose of this study is to reveal the learning theories based on the videos on different MOOC platforms. Videos in this context were examined in terms of the nature of the information, the role of the teacher, the role of the student, learning, learning and teaching type, teaching strategies, educational environments and evaluation variables.…

Engaging a complexity theory view of learning, this study examined an atypical timescale for tracking L2 authorial voice development through the interaction of cognitive processes that inform voice construction. A microgenetic analysis of seven adult Japanese learners of English in a three-week writing course designed to help students develop…