Pub Date : 2023-07-13DOI: 10.1007/s11251-023-09633-9
C. Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, I. Davidesco, Yury Shevchenko, Kim Chaloner, Suzanne Dikker
{"title":"Open science in the classroom: students designing and peer reviewing studies in human brain and behavior research","authors":"C. Matuk, Lucy Yetman-Michaelson, Rebecca Martin, Veena Vasudevan, Kim Burgas, I. Davidesco, Yury Shevchenko, Kim Chaloner, Suzanne Dikker","doi":"10.1007/s11251-023-09633-9","DOIUrl":"https://doi.org/10.1007/s11251-023-09633-9","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43530519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-08DOI: 10.1007/s11251-023-09621-z
Kristine Lu, S. E. Carlson, Elizabeth Gerber, Matthew W. Easterday
{"title":"Scoping deliberations: scaffolding engagement in planning collective action","authors":"Kristine Lu, S. E. Carlson, Elizabeth Gerber, Matthew W. Easterday","doi":"10.1007/s11251-023-09621-z","DOIUrl":"https://doi.org/10.1007/s11251-023-09621-z","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43330028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1007/s11251-023-09634-8
Yu-Cin Jian, L. Cheung, Yi-Jye Wu, Fang‐Ying Yang, Guo-Li Chiou
{"title":"Eye movements in the manipulation of hands-on and computer-simulated scientific experiments: an examination of learning processes using entropy and lag sequential analyses","authors":"Yu-Cin Jian, L. Cheung, Yi-Jye Wu, Fang‐Ying Yang, Guo-Li Chiou","doi":"10.1007/s11251-023-09634-8","DOIUrl":"https://doi.org/10.1007/s11251-023-09634-8","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-24DOI: 10.1007/s11251-023-09637-5
Colin Lescarret, Julien Magnier, Valérie Le Floch, J. Sakdavong, J. Boucheix, F. Amadieu
{"title":"Do you trust this speaker? The impact of prompting on middle-school students’ consideration of source when watching conflicting videos","authors":"Colin Lescarret, Julien Magnier, Valérie Le Floch, J. Sakdavong, J. Boucheix, F. Amadieu","doi":"10.1007/s11251-023-09637-5","DOIUrl":"https://doi.org/10.1007/s11251-023-09637-5","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47885338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-17DOI: 10.1007/s11251-023-09631-x
Yi Wang, Zhijin Zhou, F. Paas
{"title":"Effects of instruction colour and learner empathy on aesthetic appreciation of Chinese poetry","authors":"Yi Wang, Zhijin Zhou, F. Paas","doi":"10.1007/s11251-023-09631-x","DOIUrl":"https://doi.org/10.1007/s11251-023-09631-x","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"617 - 637"},"PeriodicalIF":2.5,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46690093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1007/s11251-023-09627-7
Julia Kienzler, Thamar Voss, Jörg Wittwer
{"title":"Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition?","authors":"Julia Kienzler, Thamar Voss, Jörg Wittwer","doi":"10.1007/s11251-023-09627-7","DOIUrl":"https://doi.org/10.1007/s11251-023-09627-7","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"51 1","pages":"639 - 659"},"PeriodicalIF":2.5,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46019299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-12DOI: 10.1007/s11251-023-09632-w
Anna Kienitz, Marie-Christin Krebs, Alexander Eitel
Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate seductive details with pertinent content) by assessing the effects of instructional prompts. In an online learning experiment, participants (N = 247) learned either without seductive details (control condition) or with seductive details in one of three conditions: Participants received either a prompt informing them about the irrelevance of seductive details (irrelevance-prompt), a prompt to process seductive details and pertinent content separately (separation-prompt), or no prompt within their task instruction. We assessed recall and transfer of knowledge as dependent variables. Supporting the diversion hypothesis, participants in the no-prompt condition regarded seductive details as more relevant and consequently spent more time processing them compared to participants in the irrelevance-prompt condition, which negatively influenced their recall performance. Against the disruption hypothesis, participants in the no-prompt condition reported lower integration avoidance between seductive details and pertinent content compared to participants in the separation-prompt condition, but this led to better rather than worse transfer performance. Our results thus suggest diversion, and not disruption, to be the main process driving the seductive details effect. Reducing the details' diverting potential seems a good way to deal with seductive details in instruction.
{"title":"Seductive details hamper learning even when they do not disrupt.","authors":"Anna Kienitz, Marie-Christin Krebs, Alexander Eitel","doi":"10.1007/s11251-023-09632-w","DOIUrl":"10.1007/s11251-023-09632-w","url":null,"abstract":"<p><p>Previous research often revealed detrimental effects of seductive details on learning with multimedia instruction, but there are mixed findings regarding how to best explain these detrimental effects. We investigated whether the detrimental effects of seductive details are mainly mediated by the cognitive processes of diversion (deeper processing of seductive details rather than pertinent content) or disruption (unsuccessful attempts to integrate seductive details with pertinent content) by assessing the effects of instructional prompts. In an online learning experiment, participants (<i>N</i> = 247) learned either without seductive details (control condition) or with seductive details in one of three conditions: Participants received either a prompt informing them about the irrelevance of seductive details (irrelevance-prompt), a prompt to process seductive details and pertinent content separately (separation-prompt), or no prompt within their task instruction. We assessed recall and transfer of knowledge as dependent variables. Supporting the diversion hypothesis, participants in the no-prompt condition regarded seductive details as more relevant and consequently spent more time processing them compared to participants in the irrelevance-prompt condition, which negatively influenced their recall performance. Against the disruption hypothesis, participants in the no-prompt condition reported lower integration avoidance between seductive details and pertinent content compared to participants in the separation-prompt condition, but this led to better rather than worse transfer performance. Our results thus suggest diversion, and not disruption, to be the main process driving the seductive details effect. Reducing the details' diverting potential seems a good way to deal with seductive details in instruction.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":"1-22"},"PeriodicalIF":2.5,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10176302/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9695710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1007/s11251-023-09628-6
Kothar Talib Sulaiman AL Harrasi
{"title":"Developing a needs-based plagiarism management in second-language writing in a higher education institute: practice-oriented research","authors":"Kothar Talib Sulaiman AL Harrasi","doi":"10.1007/s11251-023-09628-6","DOIUrl":"https://doi.org/10.1007/s11251-023-09628-6","url":null,"abstract":"","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48211889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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