This study focused on the cognitive processes involved in learning from text and pictures, when learning both individually and collaboratively. We designed a task in which learners actively engage with text and pictures in a lesson about mitosis, followed by a test of knowledge gained from the task. During the task, think-aloud protocols were collected. Preliminary results show that learners ac...

Affect-sensitive Intelligent Tutoring Systems are an exciting new educational technology that aspire to heighten motivation and enhance learning gains in interventions that are dynamically adaptive to learners’ affective and cognitive states. Although state of the art affect detection systems rely on behavioral and physiological measures for affect detection, we show that a textual analysis of ...

Online discussion forums have been shown to contribute to the trust and cohesion of groups, and their use has been associated with greater overall engagement in online courses. We devised two experimental interventions to encourage learners to participate in forums. A collectivist (“your participation benefits everyone”), individualist (“you benefit from participating”), or neutral (“there is a...

Feedback has is a part of continuous interaction between learners and their learning environment. It cannot be simplified to selfassessment and rewarding; it also adds tension that motivates the learners on their engagement on learning processes from the very beginning. Feedback relies on the learners’ previous actions as well as on the interaction context in which an action occurs. In this pap...

Abstract With the blended learning widespread in higher education, research on factors which can influence students’ engagement and their working mechanism has become more valuable. In this study, college perception three aspects, i.e. cognitive emotional two different activities, activity features teachers’ roles, been collected through both questionnaires interviews. Repeated variance measure...

Abstract The role of EFL lecturers’ first language (L1) in the EFL courses has been an ongoing debate. A monolingual approach to EFL suggests that the use of the target language solely in foreign language (FL) classroom improves learning of the target language. Accordingly, the purpose of the present study was to investigate the attitude of Iranian lecturers and EFL learners towards using L1 as...