Interactivity in Video-based Models
By Pieter Wouters, Huib K. Tabbers, Fred Paas. 2007
131 citations recorded by the source corpus.
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, self-regulated performance. Moreover, we concur with the notion that interactivity should emphasize the cognitive processes that learners engage in when they interact with the learning environment. The four-component instructional design (4C/ID) model is used to define a set of cognitive processes: Elaboration and induction enable learners to construct schemas, whereas compilation and strengthening enable learners to automate these schemas. Pacing, cues, control over appearance, prediction, working in dyads, personalized task selection, and reflection prompts are identified as guidelines that might support learners to interactively construct schemas. Personalized task selection with part-task practice helps learners to interactively automate schemas.
Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/b1d404c9c11ee856cb234419c610c734a3a67aaf
How researchers see this paper
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In Developmental and Educational Psychology
- Fred Paas
- Richard E. Mayer
- John Sweller
- Roxana Moreno
- J. V. van Merriënboer
- Tamara van Gog
- Slava Kalyuga
- Paul A. Kirschner
In Education
- Roxana Moreno
- Fred Paas
- Richard E. Mayer
- John Sweller
- Slava Kalyuga
- J. V. van Merriënboer
- Tamara van Gog
- Alexander Renkl
In Experimental and Cognitive Psychology
- Fred Paas
- Richard E. Mayer
- Roxana Moreno
- John Sweller
- J. V. van Merriënboer
- Slava Kalyuga
- Tamara van Gog
- Pieter Wouters
Citations in the corpus
- Interactive Multimodal Learning Environments (2007, methodology): “For example, videocases have been used as models, to demonstrate how an expert applies knowledge to solve a problem (Moreno and Ortegano-Layne 2007; Moreno and Valdez 2007; Wouters et al. 2007) and to encourage the application of principles and theories to analyze a richly contextualized problem (De”
- An Evolutionary Upgrade of Cognitive Load Theory: Using the Human Motor System and Collaboration to Support the Learning of Complex Cognitive Tasks (2012, background): “The transient information effect provides a possible explanation why some forms of user-interactivity (for an overview see, Wouters et al. 2007), segmentation (for an overview see, Spanjers et al. 2010), and attention cueing (for an overview see, De Koning et al. 2009) improve the effectiveness of…”