Approaches Automated Cognitive Instruction

"Simplest" Paths: Automated Route Selection for Navigation

Numerous cognitive studies have indicated that the form and complexity of route instructions may be as important to human navigators as the overall length of route. Most automated navigation systems rely on computing the solution to the shortest path problem, and not the problem of finding the “simplest” path. This paper addresses the issue of finding the “simplest” paths through a network, in ...

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture an...

Technology Mediated Instruction and its Effect on Cognitive Scaffolding, motivation and Academic Performance in EFL Context

Technology mediated learning brings together the users with shared interests. This method makes learners informally engaged in language learning. This study intended to investigate the effect of technology mediated instruction on cognitive scaffolding, academic performance and motivation. Employing a quasi-experimental research, 80 learners from two intact classes at Islamic Azad University, Os...

The Effect of Cognitive Strategy-based Grammar Instruction on Iranian Intermediate EFL Learners' Development of both Structural Knowledge and Strategy Use

Process-oriented Listening Instruction: A study of Iranian EFL Teachers’ Stated and Actual Practices

Research on teacher cognition concerning listening instruction has not been sufficiently touched upon. The present case study aimed to investigate Iranian EFL teachers' stated practices, their perceptions of how effective those practices are, and their actual classroom practices of two casual process-oriented listening instructional approaches namely, strategy-based instruction (SBI) and metaco...