Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and the...

Infant and adult learners are able to identify word boundaries in fluent speech using statistical information. Similarly, learners are able to use statistical information to identify word-object associations. Successful language learning requires both feats. In this series of experiments, we presented adults and infants with audio-visual input from which it was possible to identify both word bo...

Previous research shows that people can use the cooccurrence of words and objects in ambiguous situations (i.e., containing multiple words and objects) to learn word meanings during a brief passive training period (Yu & Smith, 2007). However, learners in the world are not completely passive, but can affect how their environment is structured by moving their heads, eyes, and even objects. These ...

Infant and adult learners are able to identify word boundaries in fluent speech using statistical information. Similarly, learners are able to use statistical information to identify word-object associations. Successful language learning requires both feats. In this series of experiments, we presented adults and infants with audio-visual input from which it was possible to identify both word bo...

Exploratory Learning Environments (ELEs) allow learners to approach a problem in different ways; they are particularly suitable for ill-defined problems where knowledge is less structured and open-ended exploration is allowed. Moreover, multiple solutions which are equally valid are possible and a common and efficient way to convey this is by promoting and supporting students’ collaboration. Su...

While mobile learning gets more and more popular, little is known about how learners use their devices for learning successfully and how to consider context information, such as what device functionalities/features are available and frequently used by learners, to provide them with adaptive interfaces and personalized support. This paper presents a framework that automatically identifies the fu...

Inquiry-based learning has been proposed as a natural and authentic way for students to engage with science. Inquiry-based learning environments typically require students to guide their own learning and inquiry processes as they gather data, make and test hypotheses and draw conclusions. Some students are highly self-regulated learners and are able to guide and monitor their own learning activ...

Adapting to learners’ needs and providing useful, individualized feedback to help them succeed has been a hallmark of most intelligent tutoring systems. More recently, to promote deep learning and critical thinking skills in STEM disciplines, researchers have begun developing open-ended learning environments that present learners with complex problems and a set of tools for learning and problem...

CoREAD, software that enables learners to collaborate indirectly while reading a text, was designed using a self-organising systems approach. Using CoREAD learners highlight portions of the text they deem important. The font colour of the text is then modified based on the collective history of learners’ actions, indicating the importance of the text sections (e.g. red for high importance). Thi...

Density and distribution of Unfamiliar Lexical Items (ULIs) appear to influence learners’ Reading Comprehension Achievement (RCA). This study concerns the impact of these two variables on Iranian EFL learners’ RCA. For this, two groups of students timetabled for the experiments designed to assess learners’ RCA. To determine the participants’ levels of proficiency a Quick Proficiency Test was fi...