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Direct linkYung, Hsin I.; Paas, Fred – Educational Technology & Society, 2015
This study investigated the effects of a pedagogical agent that cued relevant information in a story-based instructional animation on the cardiovascular system. Based on cognitive load theory, it was expected that the experimental condition with the pedagogical agent would facilitate students to distinguish between relevant and irrelevant…
Descriptors: Animation, Cues, Instructional Innovation, Information Literacy
Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred – British Journal of Educational Technology, 2013
This study investigated whether arrow-line cues can improve the effectiveness and efficiency of learning in a mobile device supported learning environment on leaf morphology of plants, either with or without the use of real plants. A cued and un-cued condition, in which primary school students used text and pictures on a tablet PC, were compared…
Descriptors: Electronic Learning, Handheld Devices, Cues, Plants (Botany)
de Koning, Bjorn B.; Tabbers, Huib K.; Rikers, Remy M. J. P.; Paas, Fred – Learning and Instruction, 2010
To examine how visual attentional resources are allocated when learning from a complex animation about the cardiovascular system, eye movements were registered in the absence and presence of visual cues. Cognitive processing was assessed using cued retrospective reporting, whereas comprehension and transfer tests measured the quality of the…
Descriptors: Animation, Cues, Eye Movements, Human Body
Wouters, Pieter; Tabbers, Huib K.; Paas, Fred – Educational Psychology Review, 2007
In this review we argue that interactivity can be effective in video-based models to engage learners in relevant cognitive processes. We do not treat modeling as an isolated instructional method but adopted the social cognitive model of sequential skill acquisition in which learners start with observation and finish with independent,…
Descriptors: Instructional Design, Cues, Cognitive Processes, Teaching Methods
van Gog, Tamara; Paas, Fred; Merrienboer, Jeroen J. G.; Witte, Puk – Journal of Experimental Psychology: Applied, 2005
This study investigated the amounts of problem-solving process information ("action," "why," "how," and "metacognitive") elicited by means of concurrent, retrospective, and cued retrospective reporting. In a within-participants design, 26 participants completed electrical circuit troubleshooting tasks under different reporting conditions. The…
Descriptors: Problem Solving, Cues, Metacognition, Eye Movements
