Zobrazeno 1 - 10
of 89
pro vyhledávání: '"Paul Ayres"'
Publikováno v:
Education Sciences, Vol 14, Iss 9, p 949 (2024)
In two experiments, we compared the effects of practice (real and imitative) with no practice on the observational learning of hand motor skills from animated videos. Experiment 1 investigated learning to play a series of piano clips of varying compl
Externí odkaz:
https://doaj.org/article/d17cb50b0ce64211ad2c7fc708c3b62a
Autor:
Hee Min Lee, Paul Ayres
Publikováno v:
Education Sciences, Vol 14, Iss 6, p 597 (2024)
This study aimed to explore the impact of a mastery approach goal orientation (MAGO) on learning from worked examples. In this experiment (N = 98, mean age = 13.9 years), learners had their MAGO measured, and received instruction in mathematics, eith
Externí odkaz:
https://doaj.org/article/62e493aa4fa04479a10d5073acbe4834
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
A sample of 33 experiments was extracted from the Web-of-Science database over a 5-year period (2016–2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying compl
Externí odkaz:
https://doaj.org/article/71f1af56a41a42699916e7e21f7b576f
Publikováno v:
Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol 38, Iss 3, Pp 590-600 (2019)
Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and trans
Externí odkaz:
https://doaj.org/article/cff648b5c2ab464084c0c366deba6730
Publikováno v:
L’Année psychologique. 122:537-561
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::58a39e70fe2e25630540cf3d213e3935
https://doi.org/10.3917/anpsy1.223.0537
https://doi.org/10.3917/anpsy1.223.0537
Publikováno v:
Educational Psychology Review. 35
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2fe1fca80e2ba577e0170f51cd424571
https://doi.org/10.1007/s10648-023-09764-y
https://doi.org/10.1007/s10648-023-09764-y
Publikováno v:
British Journal of Educational Psychology. Wiley-Blackwell
Background: Research indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::54f75d271d4c9ebd83a9bd4f405f9a0f
https://pubmed.ncbi.nlm.nih.gov/36047932
https://pubmed.ncbi.nlm.nih.gov/36047932
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Frontiers in Psychology
Frontiers in Psychology
A sample of 33 experiments was extracted from the Web-of-Science database over a 5-year period (2016–2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying compl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::67928ac7321279e49b6476f92dcbb211
https://doi.org/10.3389/fpsyg.2021.702538
https://doi.org/10.3389/fpsyg.2021.702538
Publikováno v:
Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan, Vol 38, Iss 3, Pp 590-600 (2019)
Goal-free is a learning strategy to present a problem without specific questions, in contrary to a goal-given problem. This research examined the goal-free effects during mathematics collaborative learning measured by cognitive load ratings and trans
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::31fa62da18a9b2c3652df428b106e38f
https://journal.uny.ac.id/index.php/cp/article/view/26914
https://journal.uny.ac.id/index.php/cp/article/view/26914
Publikováno v:
Educational Psychology. 40:550-569
This study, generated from considerations of embodied cognition, observational learning, and cognitive load theory, investigated the effect of mimicking gestures on learning to play piano tasks. Fi...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::913deaea06ef4d98eaee156d9064e88f
https://doi.org/10.1080/01443410.2019.1650896
https://doi.org/10.1080/01443410.2019.1650896