The risk potentiation model of cognitive control posits that inhibitory control heightens children's risk for problematic outcomes in the context of shyness because it limits shy children's ability to engage flexibly with their environment. Although there is empirical support for the risk potentiation model, most studies have been restricted to…

Gamification has often been used to stimulate learner engagement via intangible rewards, such as virtual points and virtual badges, rather than material goods or benefits. However, not all learners value such intangible rewards; some express their desire to redeem intangible rewards for utilitarian resources or benefits. Although tangible rewards…

The common reproach: "think before you speak!," epitomises an educational paradigm in which speech is only the act of transmission finalised ideas. In his inspiring short essay "On the Gradual Formation of Thoughts During Speech" from 1805, the German writer Heinrich von Kleist challenged this approach when he described his…

This paper presents a theoretical exploration of the relationship between imagination, cognition and metacognition, conceptualised within "emergent models." These models are offered to enable dialogue and tools to understand and support imagination in education practice, through the presence of ever-transforming theory, conceived as…

Several studies in multimedia learning have examined the effect of emotional design. Recent findings from cognitive psychology provide opportunities for educators to use more direct ways of manipulating emotion to enhance learning. These studies have shown that emotionally arousing words and pictures are remembered better than neutral ones.…

We studied the role of discourse coherence relations on structure formulation in sentence production by examining whether a connective, an essential signal of coherence relations, modulates the tendency for speakers to reuse sentence structures (i.e., structural priming). We further examined three possible modulating factors: the type of…

The acquisition of quantifiers is a central topic in cognitive science. The present study investigated the emergence, frequency, and non-target-like production of the universal quantifiers "all," "every," and "each" in child English from a linguistic perspective, based on the data from longitudinal naturalistic…

Previous studies have shown that encouraging students to use self-explanation strategies has proven effective in text-focused learning contexts. However, no study to date has focused on how students' strategy preference moderates the effect of self-explanation strategies on learning from video lectures. The current study investigated how students'…

Differentiated instruction is an inclusive approach that recognises and values diversities among students and adapts instruction to include every student. The concept of differentiation has been discussed over the past two decades. However, only limited attention has been paid to how pre-service teachers understand this phenomenon, while very…

Although cognitive load theory research has studied factors associated with motivation, these literatures have primarily been developed in isolation from each other. In this contribution, we aimed to advance both fields by examining the effects of instructional strategies on learners' experience of cognitive load, motivation, engagement, and…

It is well-known that children with attention-deficit/hyperactivity disorder (ADHD) and specific learning disorder (SLD) often exhibit behavioural and emotional problems. However, little is known about how these problems compare between the two groups of children. This study sought to fill this gap in knowledge by comparing the executive functions…

Ostracism and school engagement have important implications for adolescents' academic perseverance and success. However, limited previous studies have investigated the mediating effects of school engagement on the association between ostracism and academic achievement in the Chinese cultural context. The present study fills in this research gap by…

Background: Gestures are an integral component in human-to-human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer-generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The…

Background: The voices virtual on-screen characters use has been shown to impact learning and perception outcomes. Recent replication research on these voices showed that synthetic voices were not a detriment if produced by a high-quality engine with clear articulation. The current manuscript examines previous accent research that utilized now…

Background: This study investigates the effects of higher and lower-level text processing strategies on both higher and lower-level processing skills and cognitive load using the computer-assisted interactive reading model (CAIRM) as the educational intervention framework. Objectives: The objectives of this study are to examine the effects of the…