Learner-centered instructional design places students’ learning needs in the center of the instructional design process. In the learner-centered instructional design model for distance learning, learners’ motivational and affective needs are emphasized; steps of creating a learner-centered environment that supports learning strategies are described. This model provides a practical framework to ...

Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N 424, Teacher N 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally...

Recent research has evaluated the motivational functions of educational games and its potential role for the teaching of reading skills. Educational games must maintain their educational function retaining clear definitions of the teaching objectives and instructional methods. Reading skills can be broken down into more basic behavioral units. Each relation between spoken words and written word...

This article examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and components in information processing. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation based on interest, self-efficacy...

Previous research has shown that the selective remembering of a speaker and the resulting silences can cause forgetting of related, but unmentioned information by a listener (Cuc, Koppel, & Hirst, 2007). Guided by more recent work that demonstrated both detrimental and beneficial effects of selective memory retrieval in individuals, the present research explored the effects of selective remembe...

The research about effective learning resonates with this truth: in order for learners to process energetically and learn deeply, they must choose to engage (Blumenfield, Kempler, & Krajcik, 2006; Jonassen, 1988; Keller & Suzuki, 1988). Learning is an act: It requires the learner’s energy, choice, and employment of effective learning strategies. Because learning is an act—something a learner mu...