viernes, 18 de diciembre de 2015

2015, Vol. 18, Issue 4 .Special Issue on "Managing Cognitive Load in Technology-Based Learning Environments". Journal of Educational Technology & Society

Hoy traemos a este espacio el último número del Journal of Educational Technology and Society . 2015, Vol. 18, Issue 4

Special Issue on "Managing Cognitive Load in Technology-Based Learning Environments"

Guest Editor(s): Slava Kalyuga and Tzu-Chien Liu

Special Issue Articles

Managing Cognitive Load in Technology-Based Learning Environments

Slava Kalyuga, Tzu-Chien Liu Pages 1-8

[103 Kb] 575

Engaging or Distracting: Children’s Tablet Computer Use in Education

Rhonda N. McEwen, Adam K. Dubé Pages 9-23

[551 Kb] 372

Do Learner Characteristics Moderate the Seductive-Details-Effect? A Cognitive-Load-Study Using Eye-Tracking

Babette Park, Andreas Korbach, Roland Brünken

Pages 24-36

[394 Kb]


Gender Effects When Learning Manipulative Tasks From Instructional Animations and Static Presentations

Mona Wong, Juan C. Castro-Alonso, Paul Ayres, Fred Paas

Pages 37-52

[309 Kb]


The Impact of Supported and Annotated Mobile Learning on Achievement and Cognitive Load

Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang, Tzu-Yu Liu

Pages 53-69

[611 Kb]


Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load

Hsin I. Yung, Fred Paas

Pages 70-77

[230 Kb]


Designing Effective Video-Based Modeling Examples Using Gaze and Gesture Cues

Kim Ouwehand, Tamara van Gog, Fred Paas

Pages 78-88

[247 Kb]


Computer-Based Learning of Geometry from Integrated and Split-Attention Worked Examples: The Power of Self-Management

Sharon Tindall-Ford, Shirley Agostinho, Sahar Bokosmaty, Fred Paas, Paul Chandler

Pages 89-99

[349 Kb]


Learning from Concept Mapping and Hypertext: An Eye Tracking Study

Franck Amadieu, Ladislao Salmerón, Julien Cegarra, Pierre-Vincent Paubel, Julie Lemarié, Aline Chevalier

Pages 100-112

[350 Kb]


Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations

Yuling Hsu, Yuan Gao, Tzu-Chien Liu, John Sweller

Pages 113-127

[411 Kb]


Using the Multi-Display Teaching System to Lower Cognitive Load

Tsung-Sheng Cheng, Yu-Chun Lu, Chu-Sing Yang

Pages 128-140

[458 Kb]


An Analytics-Based Approach to Managing Cognitive Load by Using Log Data of Learning Management Systems and Footprints of Social Media

Cheng-Huang Yen, I-Chuan Chen, Su-Chun Lai, Yea-Ru Chuang

Pages 141-158

[723 Kb]


Interactivity of Question Prompts and Feedback on Secondary Students’ Science Knowledge Acquisition and Cognitive Load

Kun Huang, Ching-Huei Chen, Wen-Shiuan Wu, Wei-Yu Chen

Pages 159-171

[517 Kb]


Metacognitive Load – Useful, or Extraneous Concept? Metacognitive and Self-Regulatory Demands in Computer-Based Learning

Rolf Schwonke

Pages 172-184

[152 Kb]


The Effects of Rapid Assessments and Adaptive Restudy Prompts in Multimedia Learning

Alexander Renkl, Irene T. Skuballa, Rolf Schwonke, Nora Harr, Jasmin Leber

Pages 185-198

[401 Kb]


Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students’ Expertise

Paul Blayney, Slava Kalyuga, John Sweller

Pages 199-210

[1,251 Kb]


The Effects of Social Cue Principles on Cognitive Load, Situational Interest, Motivation, and Achievement in Pedagogical Agent Multimedia Learning

Sanghoon Park

Pages 211-229

[883 Kb]


The Beast of Aggregating Cognitive Load Measures in Technology-Based Learning

Jimmie Leppink, Jeroen J. G. van Merriënboer

Pages 230-245

[244 Kb]


Full Length Articles

Times Downloaded:

Characterization of Educational Resources in e-Learning Systems Using an Educational Metadata Profile

Georgia Solomou, Christos Pierrakeas, Achilles Kameas

Pages 246-260

[400 Kb]


From Motivation to Engagement: The Role of Effort Regulation of Virtual High School Students in Mathematics Courses

ChanMin Kim, Seung Won Park, Joe Cozart, Hyewon Lee

Pages 261-272

[698 Kb]


Automatic Scaffolding and Measurement of Concept Mapping for EFL Students to Write Summaries

Yu-Fen Yang

Pages 273-286

[864 Kb]


Comparison of Collaboration and Performance in Groups of Learners Assembled Randomly or Based on Learners’ Topic Preferences

Karina L. Cela, Miguel Ángel Sicilia, Salvador Sánchez

Pages 287-298

[190 Kb]


An Integrated Contextual and Web-based Issue Quest Approach to Improving Students’ Learning Achievements, Attitudes and Critical Thinking

Han-Yu Sung, Gwo-Jen Hwang, Hong-Sheng Chang

Pages 299-311

[428 Kb]


Pedagogically-Driven Ontology Network for Conceptualizing the e-Learning Assessment Domain

Lucila Romero, Matthew North, Milagros Gutiérrez, Laura Caliusco

Pages 312-330

[1,045 Kb]


Effects of Annotations and Homework on Learning Achievement: An Empirical Study of Scratch Programming Pedagogy

Addison Y. S. Su, Chester S. J. Huang, Stephen J. H. Yang, T. J. Ding, Y. Z. Hsieh

Pages 331-343

[689 Kb]


Learning Style and Task Performance in Synchronous Computer-Mediated Communication: A Case Study of Iranian EFL Learners

Mohsen Hedayati, Elham Mohammadi Foomani

Pages 344-356

[236 Kb]


Has Research on Collaborative Learning Technologies Addressed Massiveness? A Literature Review

Kalpani Manathunga, Davinia Hernández-Leo

Pages 357-370

[264 Kb]


Facebook Groups as an Academic Teaching Aid: Case Study and Recommendations for Educators

Eli Miron, Gilad Ravid

Pages 371-384

[342 Kb]


Designing a Resource Evolution Support System for Open Knowledge Communities

Xianmin Yang, Shengquan Yu

Pages 385-400

[1,201 Kb]


Impacts of Pedagogical Agent Gender in an Accessible Learning Environment

Noah L. Schroeder, Olusola O. Adesope

Pages 401-411

[233 Kb]


Value-Added Results for Public Virtual Schools in California

Richard Ford, Kerry Rice

Pages 412-423

[167 Kb]


Instructional Design and Professional Informal Learning: Practices, Tensions, and Ironies

Stephen C. Yanchar, Melissa N. Hawkley

Pages 424-434

[117 Kb]


A Review of Emotion Regulation in Intelligent Tutoring Systems

Mehdi Malekzadeh, Mumtaz Begum Mustafa, Adel Lahsasna

Pages 435-445

[185 Kb]


Learner-Centered Blogging: A Preliminary Investigation of EFL Student Writers’ Experience

Ming Huei Lin

Pages 446-458

[473 Kb]


Exploring Effects of Multi-Touch Tabletop on Collaborative Fraction Learning and the Relationship of Learning Behavior and Interaction with Learning Achievement

Wu-Yuin Hwang, Rustam Shadiev, Chi-Wei Tseng, Yueh-Min Huang

Pages 459-473

[418 Kb]


A Robot-Partner for Preschool Children Learning English Using Socio-Cognitive Conflict

Elvis Mazzoni, Martina Benvenuti

Pages 474-485

[178 Kb]


Language Learning in Virtual Reality Environments: Past, Present, and Future

Tsun-Ju Lin, Yu-Ju Lan

Pages 486-497

[183 Kb]


Acceptability and Satisfaction of an ICT-based Training for University Teachers

Rocío Herrero, Juana Bretón-López, Luis Farfallini, Soledad Quero, Ignacio Miralles, Rosa Baños, Cristina Botella

Pages 498-510

[1,153 Kb]


Wiki-Mediated Activities in Higher Education: Evidence-Based Analysis of Learning Effectiveness Across Three Studies

Panagiota Altanopoulou, Nikolaos Tselios, Christos Katsanos, Maria Georgoutsou, Maria-Antonia Panagiotaki

Pages 511-522

[337 Kb]


Book Reviews

Times Downloaded:

Computer Games for Learning: An Evidence-Based Approach

Reviewer: Colin Pinnell

Pages 523-524

[38 Kb]


Embracing Social Media: A Practical Guide to Manage Risk and Leverage Opportunity

Reviewer: Jon Dron

Pages 525-528

[64 Kb]


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