SUBJECT INDEX

A

  • Active processing principle: applied to multimedia learning; description of
  • Adaptive expertise
  • Agents. See Pedagogical agents
  • Air Force Sherlock evaluation
  • American Management Association survey (2014)
  • Anesthesiology lesson
  • Animations: adding visual cueing to; audio explaining demonstration of telephone system; changing static visuals into; contiguity principle 1 violation of text viewed separately from; learning from video-recorded visual vs.; used as interpretive graphics; used to illustrate procedures
  • Association of Psychological Science
  • Asynchronous e-learning: collaborative learning; designed for individual self-study; matching collaborative goals of assignments in; navigational features used for learner control in; potential to customize for learner needs; review of the Excel lesson for small business; screen capture from Excel lesson. See also E-learning
  • ATD (Association for Talent Development): delivery methods for workforce learning; on increase of technology-delivered instruction; on workforce learning investment
  • Auditory/verbal material: avoiding e-lessons with extraneous; balancing visual and auditory content with narration and graphics; better learning when visual are explained with; better learning when visuals are explained only by; dual channel principle applied to learning; evidence supporting use over printed text; examining the animated demonstration of the telephone system; graphics explained using audio alone; graphics explained using identical text and audio narration; lightning lesson screen with; modality principle on using visuals with; overloading visual channel with graphics explained by audio and text; providing auditory feedback for visual tasks; redundancy principle on explaining visuals with; responses to questions in on-screen text vs.; screenshot from narrated video with and without subtitles; sounds of explosions and bullets added to on-screen text narration; special situations to consider adding on-screen text to; synchronous collaborative learning with; visual descried by; weeding out unnecessary. See also Narration
  • Automotive troubleshooting simulation: problem-based learning (PBL) used in; review of the evidence-based guidelines used in; screen from the. See also Brake lessons

B

  • Behavioral engagement: description of; design dilemma and solution of; learning strategies and;
    practice as; three e-learning architectures and; when it impedes learning
  • Bicycle Pump visual
  • Bioworld lesson
  • Blended learning, description of
  • Blogs
  • Boundary conditions: modality effect and; temperature graph demonstrating
  • Brake lessons: integrated version of the; pretaining used in; segmenting and pretraining principles used in; separated version of the. See also Automotive troubleshooting simulation; E-lessons (what to look up)
  • Breakout rooms

C

  • Cache 17 Game
  • Calibration accuracy: description of; how it affects learning
  • Cambridge Handbook of Multimedia Learning: Second Edition (Mayer)
  • Cambridge Handbook of Multimedia Learning (Mayer)
  • Caption placement
  • Change through learning
  • Chats
  • The Circuit Game: base version of; coaching added to; self-explanation questions added to
  • Coaching topics graphic
  • Cognitive consequences research: comparing game group and control group on cognitive skill; computer games and; examining if game playing improves cognitive skills; on Tetris Game; on which cognitive skills can be improved with game play
  • Cognitive load
  • Cognitive processing: cognitive load issue of; essential; extraneous; generative; integrating; organizing words and images; selecting words and images; summary of; as thinking skills competency. See also Learning processes
  • Cognitive processing capacity: essential overload and; extraneous overload and; generative underutilization; learning and management of limited; understanding how e-lessons affect learning and
  • Cognitive task analysis (CTA): description of; examples of methods for
  • Cognitive theory of multimedia learning: evidence for the; on how people learn; illustrative diagram of the
  • Coherence principle: applied to practice interactions; design dilemma and solution related to; the first principle; on problem of adding extra material that hurts learning; the second principle; the third principle; what we don't know about coherence and the
  • Coherence principle 1: avoid e-lessons with extraneous words; evidence for omitting extraneous words added for interest; evidence for omitting extraneous words added for technical depth; evidence for omitting extraneous words added to expand on key ideas; psychological reasons to avoid extraneous words in e-learning
  • Coherence principle 2: avoid e-lessons with extraneous graphics; considering if interesting graphics are ever helpful; evidence for omitting extraneous graphics added for interest; evidence for using simpler visuals; psychological reasons to avoid extraneous graphics in e-learning
  • Coherence principle 3: avoid e-lessons with extraneous audio; evidence for omitting extraneous audio; psychological reasons to avoid extraneous audio in e-learning
  • Collaborative applications
  • Collaborative learning: conditions that influence outcomes of; CSCL (computer-supported collaborative learning); description of; design dilemma and solution of; what we don't know about. See also Learning
  • Computer-based training (CBT)
  • Computer games: Cache 17 Game; cognitive consequences research on; Design-A-Plant; design dilemma and solution of; features that improve learning effectiveness of; media comparison research on; Titris Game; value-added research on; what we don't know about learning with
  • Computer Games for Learning: An Evidence-Based Approach (Mayer)
  • Computer-supported collaborative learning (CSCL): description of; diversity of; list of some online facilities for; principles of; what we don't know about
  • Computer-supported collaborative learning principles: 1: consider collaborative assignments challenging tasks; 2: optimize group size, composition, and interdependence; 3: match synchronous and asynchronous assignments to collaborative goals; 4: use collaborative tool features that optimize team processes and products; 5: maximize social presence in online collaborative environments; 6: use structured collaboration processes to optimize team outcomes
  • Concurrent reporting
  • Content: coherence principle applied to; contiguity principle applied to; embodiment principle applied to; error of separating with linked windows; modality principle applied to; personalization principle applied to; redundancy principle applied to; segmenting principle applied to
  • Contiguity principle: applied to practice interactions; design dilemma and solution on; explaining the need for the; the first principle; optimizing benefits of worked examples by using the; the second principle; what we don't know about the
  • Contiguity principle 1: evidence for; on printed words near corresponding graphics; psychological reasons for; violations of
  • Contiguity principle 1 violations: displaying captions at the bottom of screens; displaying running text in a separate window with animations or video; presenting exercise directions separate from the exercise; separating content with linked windows; separation of feedback from questions or responses; separation of text and graphics on scrolling screens; using a legend to indicate the parts of a graphic
  • Contiguity principle 2: evidence for; psychological reasons for; synchronize spoken words with corresponding graphics; violations of
  • Continue button
  • Conversational language: formal vs. informal lesson introductions compared in research study; informal approach using; personalization principle on using; second personal and informal language leads to
  • Course maps
  • Creative thinking/creativity: description of; as thinking skills competency
  • Critical decision method
  • Critical thinking
  • Cued retrospective reporting

D

  • Decorative graphics
  • Deliberate practice
  • Design-A-Plant game
  • Design dilemma scenarios: behavioral and psychological engagement; building thinking skills; coherence principle on adding extra material; computer games; contiguity principle; Excel course development for e-learning initiative; HR's sexual harassment online mini-course; maximizing benefits of practice; modality principle on using audio; personalization and embodiment principles; redundancy principle on using either audio or text with visuals; segmenting and pretraining principles; Thrifty Savings and Loan's technology-centered approach; worked examples. See also Scenarios
  • Desirable difficulty
  • Directions: error of separating exercise assignment from the; optimize worked examples by including instructional explanations and; practice directions provided in on-screen text in virtual session. See also Self-explaining learning strategy
  • Directive e-learning architecture: description of; interactivity with other architectures
  • Discovery learning
  • Discussion boards
  • Drawing learning strategy: description of; engagement through supported drawing
  • Dual channel principle: applied to multimedia learning; description of

E

  • E-course assumptions: course design should be based on cognitive theory of learning; course design should be based on valid research studies
  • E-course design: design dilemma and solution on; how e-lessons affect human learning consideration of; how people learn considerations of; managing limited cognitive resources during learning issue of; summary of learning processes to be considered in; three metaphors for learning and implications for; two assumptions driving; what to look for in. See also Instructional design; Multimedia principles
  • E-course design guidelines: applying the evidence-based guidelines to e-courses; e-lesson guidelines checklist; effect sizes for each of the principles; in a nutshell; review of the asynchronous Excel lesson using; review of the automotive troubleshooting simulation; review of the synchronous Excel lesson using; a summary of thee–401e
  • E-courseware: context of; learner differences taken into consideration in; training goals of
  • E-learning: building thinking skills through; definition of; early versions of; engagement in; forms and features of; learning in; leveraging worked examples in; the pitfalls of; the promises of; reflections on past predictions about; the what, how, and why of. See also Asynchronous e-learning; Multimedia lessons; Synchronous e-learning
  • E-Learning and the Science of Instruction (Clark and Mayer)
  • E-learning architectures: description of; directive; guided discovery; interactivity in the; receptive
  • E-learning goals: inform; perform
  • E-learning pitfalls: 1: too much of a good thing; 2: not enough of a good thing; 3: losing sight of the goal; 4: discovery learning
  • E-learning promises: 1: customized training; 2: engagement in learning; 3: multimedia; 4: acceleration of expertise through scenarios; 5: learning through digital games
  • E-lessons (what to look for): building thinking skills; coherence principle on avoiding extraneous material; collaborative learning; computer games; contiguity principle; dominant architecture of; engagement in learning; evidence-based criteria for selecting e-lessons; formal versus informal introductions compared in research study; guidelines checklist fore; learner control; modality principle for use of audio; multimedia principle on using words and visuals for instruction; personalization and embodiment principles; practice opportunities; redundancy principle; unique features of e-learning; when making theory-based choices for course design; worked examples. See also specific lesson
  • E-mail
  • Education for Life and Work (Pellegrino and Hilton)
  • Educational Psychology Review, 60
  • Ego feedback
  • Electro-mechanical principles lesson
  • Embodiment principle: design dilemma and solution on; design importance of the; implications for e-learning; on pedagogical agents; on using effective on-screen coaches to promote learning; what we don't know about
  • Enacting learning strategy
  • Engagement: behavioral; collaborative observations of skill tutoring; description of; design dilemma and solution of; eight generative learning strategies for; four quadrants of the engagement grid; leading to generative processing; a new view of; psychological; three e-learning architectures and. See also Learners
  • Engagement matrix: four quadrants of the; practice exercises falling into Quadrant 4 of the
  • English-as-a-second language learners: evidence supporting redundant on-screen-text for; screenshot from narrated video with and without subtitles for
  • Essential cognitive processing
  • Essential overload: instructional design issue of; sequencing to minimize; techniques for minimizing,
    38–39
  • Evidence-based guidelines: applied to e-courses; effect sizes for each of the principles; in a nutshell; review of the asynchronous Excel lesson using; review of the automotive troubleshooting simulation; review of the synchronous Excel lesson using; a summary of the e-learninge–401e
  • Evidence based practice: description of; design dilemma and solution on; practical versus theoretical research on; research on instructional effectiveness; what we don't know about
  • Excel lessons: graphics first draft; graphics revision with visual and words; pretraining to teach formula format before procedure; review of the small business asynchronous; review of the synchronous; screen capture from asynchronous; screen capture from synchronous; a screen to add interest to the; sequencing how to construct a formula in; sequencing the; spreadsheet concepts explained using extensive text; spreadsheet concepts explained using lean text and relevant visual; storyboard applying the contiguity principle for; storyboard first draft for; visual described by on-screen text; visual described by on-screen text and narration; visual explained by one-screen text when audio off is selected. See also E-lessons (what to look up)
  • Exercises: error of presenting directions separate from the; practice directions provided in on-screen text in virtual session. See also Practice exercises
  • Experiment research method
  • Expertise: adaptive; problem-focused instruction and acceleration of; scenarios used to accelerate; Sherlock computer-coached practice environment and accelerated
  • Expertise reversal effect
  • Explanatory feedback: description of; evidence for learning benefits; two examples of
  • Extraneous audio: avoid e-lessons with; evidence for omitting; psychological reasons to avoid
  • Extraneous cognitive processing
  • Extraneous graphics: avoid e-lessons with; evidence for omitting those added for interest; evidence for using simpler visuals; irrelevant graphics added as emotional design; psychological reasons to avoid
  • Extraneous overload: coherence principle applied to avoid; instructional design issue of; overloading visual channel with graphics explained by audio and text; techniques for minimizing
  • Extraneous words: avoid e-lessons with; evidence for omitting added for technical depth; evidence for omitting extraneous words added to expand key ideas; evidence for omitting words added for interest; psychological reasons to avoid
  • Eye-tracking studies: on best integration of text and visual; showing different attention patterns in visuals; supporting modality principle

F

  • Face-to-face learning: advantages of e-learning over; distribution of effect sizes of e-learning vs.; percentage of learning hours available via e-learning and
  • Factorial experiment research method
  • Far transfer guidelines: 1: use varied context worked examples; 2: include self-explanation questions; 3: require active comparison of varied context examples
  • Far transfer (strategic) learning: description ofe; design guidelines for worked examples; perform goals for
  • Feedback: assigning guided peer feedback as practice exercise; explanatory; four types or categories of; given for incorrect responses to problem-focused instructions; ineffective vs. effective placement of; providing auditory feedback for visual tasks; providing effective practice exercise; providing step-by-step feedback when steps are interdependent; tips for providing
  • Formal language: formal approach that omits the agent and uses more; formal vs. informal lesson introductions compared in research study; passive voice leading to a more formal tone and

G

  • Gamification: cognitive consequences research on; features that improve learning effectiveness of; learning through; media comparison research on; value-added research on
  • Generative cognitive processing
  • Generative learning strategies: drawing; enacting; imagining; mapping; self-explaining; self-testing; summarizing; teaching; what we don't know about. See also Learning
  • Generative underutilization: instructional design issue of; techniques for minimizing
  • Google Scholar
  • Graphic examples: balancing visual and auditory content with narration and graphics; better understanding from simple vs. anatomically correct visual; contiguity principle on embedded printed words with printed graphics; a decorative graphic that does not improve learning; evidence for using words and graphics; Excel course first draft; Excel course revision with visuals and words; graphics explained using audio alone; graphics explained using identical text and audio narration; interesting but unrelated graphics added to lightning lesson; learning from schematic animations vs. video-recorded visuals; overloading visual channel with presentation of text and graphics; relational graphic; standard and enhanced graphics for virus lesson; transformational graphic; ways in which learning is promoted by graphics. See also specific lesson
  • Graphic learning applications: group problem solving process graphic interface; as lesson interfaces; to show relationships; as topic organizers
  • Graphic types: decorative; interpretive; organizational
  • Graphics: animations used as interpretive; avoiding extraneous; changing static illustrations into animations; engagement through relevant; error of using a legend to indicate parts of a; evidence for using words and; how learners often misjudge the value of; modality principle on using audio/verbal with; multimedia principle on including both words and; overloading visual channel with presentation of text and; the reasons for using both words and; redundancy principle on using either audio or text to explain; relational; selecting ones that support learning; transformational; ways in which learning is promoted by; weeding out unnecessary
  • Group problem solving process graphic interface
  • Guided discovery e-learning architecture: description of; interactivity with other architectures
  • Guidelines. See Evidence-based guidelines

H

  • Handbook of Research on Educational Communications and Technology (Spector, Merrill, Elen, and Bishop)
  • Handbook of Research on Learning and Instruction (Mayer and Alexander)
  • High interest statements: added to a lesson; added to a lesson that depress learning

I

  • Imagining learning strategy
  • Information: how visual convey information; information acquisition theory on using multiple ways to present; methods for directing selection of important; multimedia principle on including words and graphics to convey; need to exclude interesting but irrelevant-to-learning; organizing words and images; selecting words and images; visual clues helping learners find important lesson
  • Information acquisition: implications for designing instructional programs; learning metaphor of
  • Information acquisition theory
  • Institute of Education Sciences
  • Instruction: definition and purpose of; limitations of human cognitive system for; media comparison studies on computer vs. conventional; wall of words approach to
  • Instructional control
  • Instructional delivery technology: comparison and trade-offs of different media for; electronic distance learning vs. face-to-face instruction; origins and early development of
  • Instructional design: essential overload issue of; extraneous overload issue of; generative underutilization issue of; guiding transformation from working memory to long-term memory; learning as the result of instructional methods and; minimizing cognitive overload to facilitate learning. See also E-course design
  • Instructional effectiveness: description and focus on; design dilemma and solution on; practical versus theoretical research on; research on
  • Instructional effectiveness research: boundary conditions in experimental comparisons of; criteria of good experimental comparisons; different research methods; eye-tracking data showing different attention patterns in visuals; how to identify relevant; interpreting research statistics on; practical versus theoretical; three approaches to
  • Instructional effectiveness research statistics: calculation of effect size for the two groups illustrated; how to interpret; means and standard deviations from two lessons; practical significance: effect size greater than .5; statistical significance: probability less than .05
  • Integration: cognitive process of; methods for
  • Interpretive graphics: animations used as; description of

K

  • Knowledge: methods for retrieval from and transfer to long-term memory; as thinking skills competency
  • Knowledge construction: cognitive theory of multimedia learning for; e-lessons guiding transformation from working memory to long-term memory and; implications for designing instructional programs; learning metaphor of; three principles of

L

  • Language: formal approach that omits the agent and uses more formal; formal vs. informal lesson introductions compared in research study; informal approach using agent and conversational; passive voice leading to a more formal tone and language; personalization principle on using conversational; promoting personalization through polite speech; use of second personal and informal language leads to conversational tone and
  • Learner-centered approach: cognitive theory of multimedia learning; to using technology for learning
  • Learner control: asynchronous e-learning navigational techniques used for; debate over learner instructional decisions and; design dilemma and solution for; navigational features used for; over manipulation of a mechanical device; principles to optimize learning; program control versus; three types of; tradeoffs to; what we don't know about; when to consider
  • Learner control alternatives: advisement; recommender systems; shared control
  • Learner control principles: 1: give experienced learners control; 2: make important instructional events the default; 3: consider alternative forms of learner control; 4: give pacing control to all learners; 5: offer navigational support in hypermedia environments
  • Learner decisions: calibration accuracy and; do learners chose instructional methods that lead to learning; how does calibration affect learning; overconfidence and; psychological reasons for poor choices
  • Learner differences
  • Learners: better learning when visuals are explained only by audio; Continue button allowing them to progress at their own rate; e-courseware consideration of differences among; English-as-a-second language; how they often misjudge the value of graphics; instructional decisions makes by; multimedia principle working best for novice; pretraining them on key concepts; test scores for more complex problems with examples for novice; use links sparingly in lessons for novice. See also Engagement
  • Learning: change as the center of; cognitive theory of multimedia; coherence principle on extra material that can hurt; computer games used for; discovery; e-course design consideration of how e-lessons affect; face-to-face; gamification for; graphics that support; high- and low-complexity tasks and collaborative vs. solo; how calibration affect; instructional methods that result in; PBL (problem-based learning); process during e-courses; technology role in process of; what we don't know about; when behavioral engagement impedes. See also Collaborative learning; Generative learning strategies
  • Learning hours: percentage available in an instructor-led classroom and technology; steadily increasing market share of digital
  • Learning metaphors: information acquisition; knowledge construction; response strengthening
  • Learning processes: cognitive load reduction techniques to facilitate; selection of important information; summary of; transfer of information from working memory to long-term memory. See also Cognitive processing
  • Learning research: on benefits of explanatory feedback; on benefits of practice; on better learning from personalized narration; on better learning when non-essential text is excluded; on computer games; course design should be based on valid; formal versus informal introductions comparisons; how presence or absence of social cues affects learning; on instructional effectiveness of evidence based practice; on learning is better when sounds and music are excluded; memories studies on redundancy effects on; on multimedia principle; on pedagogical agents and impact on student learning; practical versus theoretical evidence-based practice; U.S. Army instruction delivery research (1947). See also Multimedia research trends; Research
  • Learning Science Through Computer Games and Simulations (Honey and Hilton)
  • Learning styles hypothesis: lack of evidence for the; as popular myth
  • Learning to Think Spatially, 380
  • Learning transfer: design guidelines for far transfer worked examples; far transfer (strategic) learninge; near transfer (procedural) learninge; optimizing worked examples by supporting
  • Legend (graphic)
  • Lightning lessons: integrated text and graphics vs. separated text and graphics; interesting but unrelated graphics added to; on-screen text explanations used for; screens with audio narration; sequencing screens from; static visual used to teach. See also E-lessons (what to look for)
  • Limited capacity principle: applied to multimedia learning; description of; managing limited cognitive resources during learning; understanding how e-lessons affect learning under the
  • Long-term memory: e-lessons guiding transformation from working memory to; methods for retrieval from and transfer to. See also Memory
  • Low interest statements

M

  • McMaster's University (Canada)
  • Mapping learning strategy
  • Media comparison studies: on Cache 17 Game; comparing game group and conventional group learning outcomes; description of; U.S. Army instruction delivery research (1947)
  • Memory: long-term; research on the redundancy effect on learning and; working. See also Long-term memory; Working memory
  • Meta-analysis of multimedia interactivity practice
  • Metacognition
  • Microsoft Word editing lesson
  • Mind at Play (Loftus and Loftus)
  • Mini-blogs
  • Mistakes: feedback on; problem-focused intruction and freedom to make
  • Mitosis lesson graphics
  • Modality principle: applied to practice interactions; balancing visual and auditory content with narration and graphics; Design-A-Plant Game; design dilemma and solution using the; evidence supporting the; limitations to the; optimizing benefits of worked examples by using the; overloading visual channel with presentation of text and graphics; practice directions provided in on-lscreen text n virtual session; on presenting words as speech and not as on-screen text; psychological advantage of the; psychological reasons for the; what we don't know about; when to apply the
  • Multimedia Learning Second Edition (Mayer)
  • Multimedia lessons: cognitive theory of learning applied to; e-learning ability to present; three important cognitive processes taking place during. See also E-learning
  • Multimedia principles: applying to practice; coherence principle; contiguity principles; description of the; design dilemma scenario on; embodiment principle; evidence for using words and pictures; how visual make a difference in learning; illustrate worked examples with relevant visuals; on including words and graphics to convey information; modality principle; optimizing worked examples by using the; personalization principle; pretraining principle; psychological reasons for the; redundancy principle; research findings on the benefits of; segmenting principle; ways to use graphics to promote learning; what we don't know about using visuals; when to change static illustrations into animations; why it works best for novice learners. See also E-course design
  • Multimedia research trends: increased emphasis on metacognitive aspects of e-learning as; increased emphasis on motivational aspects of e-learning as; increased focus on efficiency of e-learning as; increased transfer of research-based guidelines into practice as; longer experimental treatments with measures of delayed learning as; more productive research questions as; more research conducted in authentic environments as. See also Learning research

N

  • Narration: balancing visual and auditory content with graphics and; better learning from personalized; better learning when visual are explained with audio; content presented with text and redundant; contiguity principle on synchronizing graphics with; continuous presentation with separation of graphics and; graphics explained using identical text and audio; lightning lesson screen with audio; responses to questions in audio; responses to questions in on-screen vs. audio; screenshot from narrated video with and without subtitles; separation of graphics and; sounds of explosions and bullets added to on-screen text; special situations to consider adding on-screen text to audio. See also Auditory/verbal material
  • National Research Council
  • Navigational features: asynchronous e-learning; designed for high; learning control through; a lesson with multiple control elements; make the important ones the default
  • Navigational support: headings and introductory statements as; providing basic options for; use course and site maps; use links sparingly in lessons for novice learners
  • Near transfer (procedural) learning: description ofe; perform goals of
  • Novice learners: multimedia principle works best for; test scores for more complex problems with examples for; use links sparingly in lessons for

O

  • Observational-qualitative research method
  • Observational-quantitative research method
  • Online conferencing
  • Organizational graphics
  • Overconfidence of learners

P

  • Pasteur's quadrant
  • Pedagogical agents: description of; do they need to look and sound real?; formal approach that omits the agent and uses formal language; human-like gestures used by; informal approach using conversational language and; puppy character plays no instructional role so it is not a; standing to left in slideshow on solar cells; student learning and role of
  • Peer feedback
  • Peer teaching
  • Perform e-learning goals: description of; near vs. far transfer
  • Personalization principle: better learning from personalized narration; design dilemma and solution on; design importance of the; how presence or absence of social cues affects learning; promoting personalization through conversational style; promoting personalization through polite speech; promoting personalization through voice quality; psychological reasons for using the; on using conversational rather than formal style language; value-added research on computer games and; what we don't know about
  • Pharmaceutical sales lessons: Jeopardy game design for; multiple-select question in the; sales representative tells the learner what to watch for in video example; self-explanation question encouraging deep processing in. See also E-lessons (what to look for)
  • Polite speech personalization
  • Practice: among elite performers; engagement through; meta-analysis of multimedia interactivity; principles of; Sherlock computer-coached practice environment; what we don't know about
  • Practice exercises: assigning guided peer feedback as; design dilemma and solution for designing; effective e-learning; evidence on benefits of the; examining how to maximize the benefits of; falling into Quadrant 4 of the engagement matrix; formats of; multiple-select question. See also Exercises
  • Practice principle 1: add sufficient practice interactions to achieve the objective; adjust the amount of practice based on task critically; learning benefits of practice; practice benefits diminish rapidly
  • Practice principle 2: mirror the job
  • Practice principle 3: assign guided peer feedback as a practice exercise; emphasize three categories of feedback; evidence for benefits of explanatory feedback; provide auditory feedback for visual tasks; provide effective feedback; provide explanatory feedback; provide step-by-step feedback when steps are interdependent; tips for feedback
  • Practice principle 4: distribute and mix practice among learning events; distribute practice throughout learning environment; mix practice types in lessons; tips for determining the number and placement of practice events
  • Practice principle 5: apply multimedia principles; coherence principle; contiguity principle; modality and redundancy principles; tips for applying multimedia principles to your practice interactions
  • Pretraining principle: computer games and; ensuring learners know names and characteristics of key concepts; evidence for providing pretraining in key concepts; psychological reasons for the; what we don't know about
  • Problem assignments: benefit of pairing worked examples with; fade from worked examples to; when to provide worked examples in lieu of
  • Problem-based learning (PBL): automotive troubleshooting example of; bioworld example of; features of problem-focused instruction; McMaster's University (Canada) use of; as thinking skills training
  • Procedural (near transfer) learning: description ofe; perform goals of
  • Process feedback
  • Program control: description of; learner control versus; when to consider using
  • Psychological engagement: description of; design dilemma and solution of

Q

  • Qualitative research: measures used in; observational; synthetic
  • Quantitative research: measures used in; observational; synthetic

R

  • Receptive e-learning architecture: description of; interactivity with other architectures
  • Redundancy effect: description of the; memory studes on learning and
  • Redundancy principle: applied to practice interactions; description and purpose of; design dilemma and solution of using the; evidence for including redundant on-screen text; the first principle; optimizing benefits of worked examples by using the; psychological reasons for; psychological reasons for exceptions to the; the second principle; what we don't know about redundancy
  • Redundancy principle 1: do not add on-screen text to narrated graphics; evidence for omitting redundant on-screen text; psychological reasons for the
  • Redundancy principle 2: consider adding on-screen text to narration in special situations; evidence for including redundant on-screen text; psychological reasons for exceptions to the; when to not and when to use redundant on-screen text
  • Relational graphics
  • Representational graphics
  • Research: qualitative; quantitative; redundancy effect on learning and memory; trends for multimedia. See also Learning research
  • Response strengthening: implications for designing instructional program; learning metaphor of
  • Retrospective reporting
  • Review of Educational Research, 60

S

  • Scenario-Based e-Learning (Clark)
  • Scenarios: acceleration of expertise through; simulated automotive shop. See also Design dilemma scenarios
  • Segmenting principle: on breaking a continuous lesson into bite-size segments; Continue button allowing learners to progress at their own rate; design dilemma and solution using; evidence supporting the; optimizing benefits of worked examples by using the; psychological reasons for; what we don't know about
  • Self-explaining learning strategy: asking questions during explanations; description; far transfer guideline on self-explanation questions; optimizing benefits of worked examples by promoting; prompted self-explanations; value-added research on computer game use of. See also Directions
  • Self-regulation feedback
  • Self-testing learning strategy
  • “Seven plus or minus two” (Miller)
  • Sherlock computer-coached practice environment
  • Simulation. See Automotive troubleshooting simulation
  • Site maps
  • Social networks
  • Static visuals: changing into animations; teaching how lightning forms
  • Strategic (far transfer) learning: description ofe; design guidelines for worked examples; perform goals for
  • Structured controversy: adapting to computer-mediated collaboration; how to implement; optimizing team outcomes through
  • Structured expert interview
  • Summarizing learning strategy: comparing verbal and pictoral summaries; description of
  • Synchronous e-learning: collaborative learning; description of; matching collaborative goals of assignments in; review of the Excel lesson; screen capture from Excel lesson. See also E-learning
  • Synthetic-qualitative research method
  • Synthetic-quantitative research method

T

  • Task feedback
  • Teaching learning strategy: collaborative observations of skill tutoring; description of; peer teaching
  • Technology: early computer-based training (CBT); taking a learner-centered approach to using
  • Technology-centered learning approach: description of a; design dilemma and solution on; the problem with
  • Tetris Game
  • Text: avoiding extraneous; content presented with redundant narration and; contiguity principle on graphics embedded with printed; evidence for including redundant on-screen; evidence for omitting redundant on-screen; evidence for using pictures and; evidence supporting auditory over printed; Excel course first draft using; Excel course revision with graphics and; modality principle on using visuals with; multimedia principle on including both graphics and; on-screen text explanations used for lightning lesson; overloading visual channel with graphics explained by audio and; overloading visual channel with presentation of graphics and; the reasons for using both graphics and; redundancy principle of explaining visuals with either audio or; responses to questions in audio narration vs. on-screen; special situations to consider adding to audio; weeding out unnecessary; when to use and not sue redundant on-screen
  • Thinking skills: cognitive competencies of; description of; generic versus domain-specific; three types of
  • Thinking skills training: benefits of building workforce; design dilemma and solution on; examining the process of; example of online; principles of; sample thinking test item for; what we don't know about teaching and
  • Thinking skills training principle 1: display expert thinking models; focus learner attention to behaviors of expert models; focus on explicit teaching of job-relevant thinking skills; promote active engagement with expert models
  • Thinking skills training principle 2: automotive troubleshooting example; bioworld example; design lessons around authentic works tasks or problems; evidence for problem-focused instruction; evidence from Sherlock computer-practice environment; features of problem-focused instruction; problem-based learning (PBL); summary of evidence for PBL
  • Thinking skills training principle 3: define job-specific thinking processes; examples of cognitive task analysis methods
  • Thought bubble display
  • Transformational graphics
  • Tutoring learning strategy
  • Twitter

U

  • The Ultimate History of Video Games (Kent)
  • U.S. Army instruction delivery research (1947)
  • U.S. Census quantitative relationships
  • U.S. Department of Education
  • U.S. workforce learning: delivery methods for; investment made in

V

  • Value-added research: on computer game coaching; description of; on features that improve computer game's effectiveness; on pretraining for computer games; research question of computer gram; on self-explanation principle
  • Videos: displaying running text in a separate window with animations or; error of text view separately from; learning from video-recorded visual vs. animations; sales representative tells the learner what to watch for in; screenshot from narrated video with and without subtitles
  • Virus lesson graphics
  • Visual cueing in animations
  • Visual/pictorial material: avoiding extraneous; balancing visual and auditory content with narration and graphics; better learning when explained by audio alone; better learning when visual are explained with audio narration; changing static illustrations to animations; dual channel principle applied to learning; Excel course first draft; Excel course revision with words and; eye-tracking data showing different attention patterns in; How a Bicycle Pump Works; how they make a difference in learning; modality principle on using audio/verbal with; overloading visual channel with presentation of graphics and text; Redundancy principle of using either audio or text to explain; what we don't know about
  • Voice quality personalization

W

  • Wall of words approach
  • Weeding
  • Wikis
  • Words. See Text
  • Worked examples: average effect size of; benefits of pairing with problem assignments; description of; design dilemma and solutions using; design guidelines for far transfer; evidence for the benefits of; modeled worked example from a sales lesson; modeling examples; principles to optimize benefits of; of a probability problem; the psychology of; for strategic tasks; what we don't know about; without practice problems
  • Worked examples optimization principles: 1: when to provide worked examples in lieu of problems assignments; 2: fade from worked examples to problems; 3: promote self-explanations; 4: include instructional explanations of worked examples in some situations; 5: apply multimedia principles to examples; 6: support learning transfer
  • Working memory: cognitive load burden on; e-lessons guiding transformation to long-term memory from; integration processing and; limits of; methods for managing limited capacity in; “Seven plus or minus two” (Miller) on capacity limits of. See also Memory
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