Category: Instructional Design and Learning Sciences

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Interaction between Changes of Higher-Order Thinking Skills and Changes of Academic Interest and Self-efficacy in Problem-Based Learning

This study examined whether problem-based learning (PBL) contributes to development of students’ higher-order thinking (HOT), and the development depends on levels of students’ motivation (i.e., interest and self-efficacy). Using 89 college students enrolled in Educational Psychology classes from South Korea, we conducted a t-test and repeated measure analysis to see their changes in HOT, interest,

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Systematic Design to Enhance Learning: Multimedia Resources in Online Learning

The purpose of the study was to investigate how dynamic (i.e., animated visuals with narration) versus non-dynamic (i.e., static visuals with narration) multimedia learning resources and spatial ability relate to learning outcomes. The study hypothesized that learning outcomes would differ more distinctly between lower and higher spatial ability learners when using non-dynamic resources as dynamic

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A Study of Gender Differences among the Representation of Inquiry-Based Learning, Conceptual Understanding and Self-efficacy Exhibited by the College Students

The study was aimed to investigate the gender differences among the representation of inquiry-based learning, conceptual understanding, self-efficacy exhibited by the college students. According to Taiwanese national curriculum guidelines, scientific inquiry and operation are addressed in science teaching and learning. Approximately forty college students who took a three-semester-hour course emphasized in science teaching and learning