Cognitive presence, a sense of “being there” cognitively, has recently been considered an important factor for students’ engagement in e-learning. There is, however, no widely accepted quantitative measurement scale for cognitive presence because most studies on cognitive presence have been conducted qualitatively. Therefore, existing theories on cognitive sector-related research regarding cogn...

It is widely acknowledged that digital games can provide an engaging, motivating and “fun” experience for students. However an entertaining game does not necessarily constitute a meaningful, valuable learning experience. For this reason, experts espouse the importance of underpinning serious games with a sound theoretical framework which integrates and balances theories from two fields of pract...

Many researchers have suggested that tangible user interfaces (TUIs) have potential to support learning. However, the theories used to explain possible effects are often invoked at a very broad level without explication of specific mechanisms by which the affordances of TUIs may be important for learning processes. Equally problematic, we lack theoretically-grounded guidance for TUI designers a...

Research in machine learning often focuses either on inductive learning learning from experience with minimal reliance on prior theory or, more recently, on explanation-based learning deducing general descriptions from theories with minimal reliance on experience. Theory revision unites these two concerns: one must revise one’s theory in the light of experience, but one must simultaneously use ...

Most theories of self-regulated learning (Winne & Hadwin, 1998) assume that adaptability is one key competency of selfregulation that should be associated with success in learning. Within previous studies, learners indeed demonstrated significant adaptation to task complexity; however, empirical results so far do not indicate a straightforward positive relationship with learning success (Piesch...

Theories of cerebellar function have largely involved three ideas: movement coordination, motor learning or timing. New evidence indicates these distinctions are not particularly meaningful, as the cerebellum influences movement execution by feedforward use of sensory information via temporally specific learning.