Search results for author:"Amy M. Johnson"
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Representation sequencing in computer-based engineering education
Amy M. Johnson; Jana Reisslein; Martin Reisslein
Computers & Education Vol. 72, No. 1 (March 2014) pp. 249–261
Multimedia engineering instruction typically includes verbal descriptions and diagrams, which can be presented in a contextualized format, using descriptions and illustrations of real-life elements (e.g., light bulb and battery), or in an abstract...
Language: English
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Transitional feedback schedules during computer-based problem-solving practice
Amy M. Johnson; Jana Reisslein; Martin Reisslein
Computers & Education Vol. 81, No. 1 (February 2015) pp. 270–280
Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback schedule throughout an...
Language: English
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Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions
Gamze Ozogul; Amy M. Johnson; Robert K. Atkinson; Martin Reisslein
Computers & Education Vol. 67, No. 1 (September 2013) pp. 36–50
The similarity attraction hypothesis posits that humans are drawn toward others who behave and appear similar to themselves. Two experiments examined this hypothesis with middle-school students learning electrical circuit analysis in a computer...
Language: English
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Engineering Perceptions of Female and Male K-12 Students: Effects of a Multimedia Overview on Elementary, Middle-, and High-School Students
Amy M. Johnson; Gamze Ozogul; Matt D. DiDonato; Martin Reisslein
European Journal of Engineering Education Vol. 38, No. 5 (2013) pp. 519–531
Computer-based multimedia presentations employing animated agents (avatars) can positively impact perceptions about engineering; the current research advances our understanding of this effect to pre-college populations, the main target for...
Topics: Engineering, Elementary Education, Multimedia, Students
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Introductory Circuit Analysis Learning from Abstract and Contextualized Circuit Representations: Effects of Diagram Labels
Amy M. Johnson; Kirsten R. Butcher; Gamze Ozogul; Martin Reisslein
IEEE Transactions on Education Vol. 57, No. 3 (2014) pp. 160–168
Novice learners are typically unfamiliar with abstract engineering symbols. They are also often unaccustomed to instructional materials consisting of a combination of text, diagrams, and equations. This raises the question of whether instruction on...
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Measuring Cognitive and Metacognitive Regulatory Processes during Hypermedia Learning: Issues and Challenges
Roger Azevedo; Daniel C. Moos; Amy M. Johnson; Amber D. Chauncey
Educational Psychologist Vol. 45, No. 4 (2010) pp. 210–223
Self-regulated learning (SRL) with hypermedia environments involves a complex cycle of temporally unfolding cognitive and metacognitive processes that impact students' learning. We present several methodological issues related to treating SRL as an...
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Metacognitive Overload!: Positive and Negative Effects of Metacognitive Prompts in an Intelligent Tutoring System
Kathryn S. McCarthy; Aaron D. Likens; Amy M. Johnson; Tricia A. Guerrero; Danielle S. McNamara
International Journal of Artificial Intelligence in Education Vol. 28, No. 3 (2018) pp. 420–438
Research suggests that promoting metacognitive awareness can increase performance in, and learning from, intelligent tutoring systems (ITSs). The current work examines the effects of two metacognitive prompts within iSTART, a reading comprehension...
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Teacher identity in the context of literacy teaching: Three explorations of classroom positioning and interaction in secondary schools
Leigh A. Hall; Amy Suzanne Johnson; Mary M. Juzwik; Stanton E.F. Wortham; Melissa Mosley
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 26, No. 2 (February 2010) pp. 234–243
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers. Each study...
Language: English