Self-explaining, which asks students to generate explanations while reading a text, is a self-constructive activity and is helpful for students’ learning. Studies have revealed that prompts by a human tutor promote students’ self-explanations. However, most studies on self-explaining focus on spoken self-explanations. This study investigates the effects of two kinds of content-free computer sup...

We investigated the effects of rapid assessment tasks and different adaptive restudy prompts in multimedia learning. The adaptivity was based on rapid assessment tasks that were interspersed throughout a multimedia learning environment. In Experiment 1 (N = 52 university students), we analyzed to which extent rapid assessment tasks were reactive (i.e., whether these tasks change what should be ...

How does the type of learning material impact what is learned? The current research investigates the nature of students’ learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect student learning, engagement, and knowledge transfer...

Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students’ reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are contrasted in this research, both from the perspe...

The launch of ChatGPT and artificial intelligence (AI) platforms capable generating written responses to a vast range text-based queries has transformed the conceptualisation assessment in education. Apart from its potential for misuse test examinations, laboratory report Science Education may be vulnerable AI-disruption. This article outlines five prompts that educators can use assess quality ...

To elucidate age differences in responses to free-recall prompts (i.e., invitations and cued invitations) and focused recognition prompts (i.e., option-posing and suggestive utterances), the authors examined 130 forensic interviews of 4- to 8-year-old alleged victims of sexual abuse. There were age differences in the total number of details elicited as well as in the number of details elicited ...