Instructional Guidance in Extended Reality for Learning

2021 ◽  
Author(s):  
Maheshya Weerasinghe
Keyword(s):  
Instructional Guidance

Thinking inside the Box: Why Consumers Enjoy Constrained Creative Experiences

2007 ◽  
Vol 44 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Darren W. Dahl ◽  
C. Page Moreau
Keyword(s):  
Qualitative Study ◽  
Experimental Studies ◽  
Perceived Competence ◽  
Creative Task ◽  
Home Improvement ◽  
Instructional Guidance ◽  
Creative Tasks

From cooking kits to home improvement shows, consumers are increasingly seeking out products that are designed to help them be creative. In this research, the authors examine why consumers participate in creative activities and under what conditions these experiences are the most enjoyable. A qualitative study explores the diverse motivations for undertaking creative tasks and identifies the role of constraints in such endeavors. Then, the authors conduct two experimental studies to understand the importance of constraints (e.g., instructional guidance, target outcomes) in facilitating a balance between perceived competence and autonomy for consumers involved in a creative task. When consumers engage in creative activities with a sense of both autonomy and competence, they enjoy the experience more. The authors discuss implications for managers and provide opportunities for further research.

Effects of Feedback on Learning Strategies in Learning Journals

2012 ◽  
pp. 710-725
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Effects of Feedback on Learning Strategies in Learning Journals

2013 ◽  
pp. 116-131
Author(s):  
Julian Roelle ◽  
Kirsten Berthold ◽  
Stefan Fries
Keyword(s):  
Learning Strategies ◽  
Instructional Support ◽  
Effective Learning ◽  
Reversal Effect ◽  
Support Measure ◽  
Learning Journals ◽  
Instructional Guidance ◽  
Effects Of Feedback ◽  
Quality Learning ◽  
Journal Entries

Feedback on learning strategies is a promising instructional support measure. However, research on the expertise reversal effect suggests that if instructional support measures are provided to expert learners, these learners would have to integrate and cross-reference redundant instructional guidance with available knowledge structures, resulting in less available resources for effective learning processes. Thus, feedback might be detrimental for learners who possess high-quality learning strategies. Against this background, the authors used an online learning management system to employ a feedback procedure that included highly elaborated feedback on learning strategies in a learning journal. The effects of this feedback procedure were tested in a field study using a within-subject design with the factor feedback (no vs. yes). Participants were 246 university students who wrote journal entries over an entire term. The results show that providing feedback to low expertise learners is effective, whereas the effectiveness of feedback is reversed regarding high expertise learners.

Adaptive multimedia: Using gaze-contingent instructional guidance to provide personalized processing support

2019 ◽  
Vol 139 ◽  
pp. 31-47 ◽  
Author(s):  
Katharina Scheiter ◽  
Carina Schubert ◽  
Anne Schüler ◽  
Holger Schmidt ◽  
Gottfried Zimmermann ◽  
...  
Keyword(s):  
Instructional Guidance ◽  
Adaptive Multimedia

scholarly journals Technology Integration Models and Frameworks in Teaching and Training

2021 ◽  
Vol 6 (01) ◽  
pp. 3-11
Author(s):  
Jiwak Raj Bajracharya
Keyword(s):  
Technology Integration ◽  
Cognitive Load ◽  
Effective Teaching ◽  
Content Knowledge ◽  
Macro Level ◽  
Extraneous Cognitive Load ◽  
Instructional Guidance ◽  
Specific Goal ◽  
Key Features ◽  
And Training

The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.

scholarly journals When Instructional Guidance is Needed

2016 ◽  
Vol 33 (2) ◽  
pp. 149-162 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Test Performance ◽  
Worked Examples ◽  
School Students ◽  
Element Interactivity ◽  
Worked Example ◽  
Learning Tasks ◽  
Instructional Guidance ◽  
Equivalent Problems ◽  
Facilitated Learning ◽  
Better Than

Studying worked examples providing problem solutions to learners usually leads to better test performance than solving the equivalent problems without guidance, demonstrating the worked-example effect. The generation effect occurs when learners who generate answers without guidance learn better than those who read answers that provide guidance. The contradiction between these results can be hypothesised to be due to differences in the element interactivity of the learning tasks. Primary school students in Year 6 participated in the experiment, which investigated the hypothesis by using geometry materials. A disordinal interaction was obtained between levels of guidance and levels of element interactivity. Higher levels of guidance facilitated learning using high element interactivity information, while lower levels of guidance facilitated learning for low element interactivity information. Cognitive load theory was used to explain these contrasting results. From an educational perspective, it was suggested that when determining levels of guidance, a consideration of element interactivity is essential.

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