Effective communication requires knowing the “right” amount of information to provide; what is necessary for a naïve learner to arrive at a target hypothesis may be superfluous and inefficient for a knowledgeable learner. The current study examines fourto seven-year-olds’ developing sensitivity to over-informative communication and their ability to decide how much information is appropriate dep...

A key goal in both education and higher-order cognition research is to understand how relational concepts are best learned. In the current work, we present a novel approach for learning complex relational categories – a low-support, interactive discovery interface. The platform, which allows learners to make modifications to exemplars and see the corresponding effects on membership, holds the p...

In this paper, a Highly Efficient e-Learning System based on Knowledge Management and Intelligent Agents, KMIA-HELS, is proposed. The design concept is to use knowledge management and intelligent agent community to help the learners finding out the adapting courses and learning path. The system analyzes the causes of ineffective learning by portfolio and test-portfolio, and then provides person...

This paper presents a cognitively guided set of design guidelines for instructional animations based on a review of the existing literature. The guidelines are based around a cognitive load theory framework, which assumes learners’ limited working memories must be considered for instructional animations to be effective. We propose six design guidelines: (1) animations are more beneficial for le...

Ab s t rac t : Visualizing the contents to be learned about an instructional material is an effective way to facilitate learning. However, the effectiveness is not always obtained only by looking at the visualized representation. The knowledge visualization accordingly requires learners to devote more attention it. Considering the context of learning a text, this paper gives an effective knowle...

In this paper, we present an ontology-based visualization support system which can provide a meaningful learning environment to help e-book learners to effectively construct their knowledge frameworks. In this personalized visualization support system, learners are encouraged to actively locate new knowledge in their own knowledge framework and check the logical consistency of their ideas for c...

This exploratory study presents the outcomes of using self-explanation to improve learners’ performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support selfexplanation provides to learners, suggestive of a synergistic effect for learning. The results also suggest the existenc...

Knowledge is a product out of interaction. In online community learning, learners are encouraged to ask questions and discuss answers with each others. The value of participation and sharing during learning is emphasized. However, interactions between learners and between learner and instructor address a problem the instructor cannot be online all the time and it is not possible for the instruc...

Third language (L3) acquisition differs from first language (L1) and second language (L2) acquisition. There are different views on whether L1 or L2 is of primary influence on L3 acquisition in terms of transfer. This study examines differences in the event-related brain potentials (ERP) response to agreement incongruencies between L1 Spanish speakers and L3 Spanish learners, comparing response...