Learning from contrasting molecular animations with a metacognitive monitor activity

Learning from contrasting molecular animations with a metacognitive monitor activity

Conditions for learning from animations

Animated diagrams representing dynamic systems hold great potential for improving the way people learn. However, so far the literature failed to find clear benefits of animated diagrams. Consequently it is worthwhile to investigate conditions under which enhancement of learning occurs. In the present study interactivity of the display and spatial ability of learners were examined. Three modes o...

f/sla from learner perspectives: a social activity or a cognitive process

in the past couple of decades sociocultural theory of sla and its implications in efl contexts have attracted attentions of research circles worldwide and aroused some controversies. firth and wagner (1997) have questioned the principles of the cognitive view which gives importance to mental constructs in favor of sociocultural view which highlights social and contextual constructs. but if soci...

Age Differences in Learning from Instructional Animations

The present study tests the effects of the decline of executive functions and spatial abilities with aging on the comprehension of a complex instructional animation. An animation of a piano mechanism was presented individually to 33 young adults and 31 elderly participants. Two presentation speeds of the animation (normal and slow) were compared in a 2× 2 experimental design. Eye movements were...

Fostering the Intelligent Novice: Learning From Errors With Metacognitive Tutoring

This article explores 2 important aspects of metacognition: (a) how students monitor their ongoing performance to detect and correct errors and (b) how students reflect on those errors to learn from them. Although many instructional theories have advocated providing students with immediate feedback on errors, some researchers have argued that immediate feedback eliminates the opportunity for st...