Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia

By Roxana Moreno. 2004

607 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a164d6add13a503a32a0776e4179acfb6cc2b1c4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Richard E. Mayer
2. Roxana Moreno
3. Ton de Jong
4. John Sweller
5. Paul A. Kirschner
6. Valerie J. Shute
7. Richard E. Clark
8. Steffi Heidig

In Developmental and Educational Psychology

1. Richard E. Mayer
2. John Sweller
3. Paul A. Kirschner
4. Fred Paas
5. Ton de Jong
6. Roxana Moreno
7. J. V. van Merriënboer
8. Martha W. Alibali

In Experimental and Cognitive Psychology

1. Richard E. Mayer
2. John Sweller
3. Fred Paas
4. Roxana Moreno
5. Paul A. Kirschner
6. Ton de Jong
7. J. V. van Merriënboer
8. Martha W. Alibali

Citations in the corpus

• A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “…studies consist of basic motor skill (e.g., Horn, Jones, & Hamlett, 1991), descriptive knowledge (e.g., Bartholomew et al., 2000), conceptual knowledge (e.g., Conati & Zhao, 2004), problem solving (e.g., Moreno, 2004), and general cognitive strategies (e.g., Cauzinille-Marmeche & Mathieu, 1989).”
• Promoting Skills for Innovation in Higher Education: A Literature Review on the Effectiveness of Problem-based Learning and of Teaching Behaviours (2014, background): “Kirschner, Sweller and Clark (2006) cite controlled experimental studies supporting instructional guidance, especially in science learning (e.g. Brown and Campione, 1994; Moreno, 2004).”
• Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments (2008, background): “Finally, explanatory feedback to learner responses leads to better learning than merely telling learners that their response is correct or incorrect (Moreno, 2004; Moreno & Mayer, 2005).”
• Focus on Formative Feedback (2007, methodology): “Moreno (2004) provided additional support using explanatory feedback to support novice learners.”
• Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning (2009, background): “We confirmed the assumption of SRL models that metacognitive regulation needs feedback about strategy use (Butler & Winne, 1995), and our findings substantiate previous research conclusions regarding the differential effects of feedback types on computer-based learning (Kramarski & Zeichner, 2001; M”
• Types and frequencies of feedback interventions in classroom interaction in secondary education (2012, background): “Moreno (2004) regarded feedback as crucial to improving knowledge and skill acquisition (see also Black & Wiliam, 1998; Hattie & Timperley, 2007; Kluger & DeNisi, 1996; Shute, 2008).”
• Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge (2016, background): “In general, feedback is often assumed to be helpful and many agree that “the importance of feedback in promoting learning is inarguable” (Moreno, 2004, p. 100).”
• Effects of segmenting, signalling, and weeding on learning from educational video (2012, background): “This increased processing increases the learner’s cognitive load, especially when students are novices in the knowledge domain and lack appropriate prior knowledge to guide their attention (Moreno 2004).”
• The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation (2009, background): “…(Brown & Campione, 1994; Hardiman, Pollatsek, & Weil, 1986), some that showed how discovery learning is inefficient because it can lead to false starts (Carlson, Lundy, & Schneider, 1992; Schauble, 1990), and some that found support for direct instruction over discovery learning (Moreno, 2004).”
• Interactive Multimodal Learning Environments (2007, background): “students learning about botany with CF alone or CF and EF (Moreno 2004).”
• Improving fraction understanding in sixth graders with mathematics difficulties: Effects of a number line approach combined with cognitive learning strategies. (2019, background): “Low-achievers in particular benefit from feedback that is immediate (Mason & Bruning, 2001), explicit, and directive (Moreno, 2004).”
• Feedback Strategies for Interactive Learning Tasks (2007, background): “Furthermore, feedback can be provided by animated agents (Moreno, 2004).”
• Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006, background): “Stronger evidence from well-designed, controlled experimental studies also supports direct instructional guidance (e.g., see Moreno, 2004; Tuovinen & Sweller, 1999).”