Search results for author:"Halszka Jarodzka"
Total records matched: 13 Search took: 0.138 secs
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The Future of Learning by Searching the Web: Mobile, Social, and Multimodal
Yvonne Kammerer; Saskia Brand-Gruwel; Halszka Jarodzka
Frontline Learning Research Vol. 6, No. 2 (2018) pp. 81–91
Recent technological developments related to the World Wide Web including mobile computing, social media, and online videos are shaping the way we learn. As argued in the present commentary, the majority of educational psychological research that...
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See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events
Charlotte E. Wolff; Halszka Jarodzka; Henny P.A. Boshuizen
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 66, No. 1 (August 2017) pp. 295–308
Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic classroom events. Two types of videos presented...
Language: English
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Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis
Andreas Gegenfurtner; Erno Lehtinen; Halszka Jarodzka; Roger Säljö
Computers & Education Vol. 113, No. 1 (October 2017) pp. 212–225
Research indicates that expert performance is domain specific and hardly transfers to novel tasks or domains. However, due to technological changes in dynamic work settings, experts sometimes need to adapt and transfer their skills to new task...
Language: English
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Using sensors and augmented reality to train apprentices using recorded expert performance: A systematic literature review
Bibeg Hang Limbu; Halszka Jarodzka; Roland Klemke; Marcus Specht
Educational Research Review Vol. 25, No. 1 (November 2018) pp. 1–22
Experts are imperative for training apprentices, but learning from experts is difficult. Experts often struggle to explicate and/or verbalize their knowledge or simply overlook important details due to internalization of their skills, which may make ...
Language: English
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Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?
Halszka Jarodzka; Noortje Janssen; Paul A. Kirschner; Gijsbert Erkens
British Journal of Educational Technology Vol. 46, No. 4 (Jul 01, 2015) pp. 803–817
This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). Twenty-two students completed a CBT exam with half of the questions presented in a split-screen format that was analogous...
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In the eyes of the beholder: How experts and novices interpret dynamic stimuli
Halszka Jarodzka; Katharina Scheiter; Peter Gerjets; Tamara van Gog
Learning and Instruction Vol. 20, No. 2 (April 2010) pp. 146–154
Tasks with a complex, dynamic visual component require not only the acquisition of conceptual/procedural but also of perceptual/attentional skills. This study examined expertise differences in perceiving and interpreting complex, dynamic visual...
Language: English
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Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures
Nora A. McIntyre; Halszka Jarodzka; Robert M. Klassen
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 215–224
Classroom teaching is complex. In the classroom, teachers must readily attend to disruptions and successfully convey new tasks and information. Outside the classroom, teachers must organise their priorities that are important for successful student...
Language: English
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Effectiveness of eye movement modeling examples in problem solving: The role of verbal ambiguity and prior knowledge
Tim van Marlen; Margot van Wermeskerken; Halszka Jarodzka; Tamara van Gog
Learning and Instruction Vol. 58, No. 1 (December 2018) pp. 274–283
Eye movement modeling examples (EMME) are video modeling examples with the model's eye movements superimposed. Thus far, EMME on problem-solving tasks seem to be effective for guiding students' attention, but this does not translate into higher...
Language: English
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Teacher Vision: Expert and Novice Teachers' Perception of Problematic Classroom Management Scenes
Charlotte E. Wolff; Halszka Jarodzka; Niek van den Bogert; Henny P. A. Boshuizen
Instructional Science: An International Journal of the Learning Sciences Vol. 44, No. 3 (2016) pp. 243–265
Visual expertise has been explored in numerous professions, but research on teachers' vision remains limited. Teachers' visual expertise is an important professional skill, particularly the ability to simultaneously perceive and interpret classroom...
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Situated Learning in the Mobile Age: Mobile Devices on a Field Trip to the Sea
Vanessa D. I. Pfeiffer; Sven Gemballa; Halszka Jarodzka; Katharina Scheiter; Peter Gerjets
Association for Learning Technology Journal Vol. 17, No. 3 (November 2009) pp. 187–199
This study focuses on learning about fish biodiversity via mobile devices in a situated learning scenario. Mobile devices do not only facilitate relating the presented information to the real world in a direct way; they also allow the provision of...
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Learning to see: Guiding students' attention via a Model's eye movements fosters learning
Halszka Jarodzka; Tamara van Gog; Michael Dorr; Katharina Scheiter; Peter Gerjets
Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 62–70
This study investigated how to teach perceptual tasks, that is, classifying fish locomotion, through eye movement modeling examples (EMME). EMME consisted of a replay of eye movements of a didactically behaving domain expert (model), which had been...
Language: English
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Self-Regulation of Secondary School Students: Self-Assessments Are Inaccurate and Insufficiently Used for Learning-Task Selection
Michelle L. Nugteren; Halszka Jarodzka; Liesbeth Kester; Jeroen J. G. Van Merriënboer
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 3 (2018) pp. 357–381
Self-assessment and task selection are important self-regulated learning skills for secondary school students. More specifically, selecting new tasks based on self-assessments is very important for them, because teachers are not always present or...
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Identification of effective visual problem solving strategies in a complex visual domain
Ludo W. van Meeuwen; Halszka Jarodzka; Saskia Brand-Gruwel; Paul A. Kirschner; Jeano J.P.R. de Bock; Jeroen J.G. van Merriënboer
Learning and Instruction Vol. 32, No. 1 (August 2014) pp. 10–21
Students in complex visual domains must acquire visual problem solving strategies that allow them to make fast decisions and come up with good solutions to real-time problems. In this study, 31 air traffic controllers at different levels of...
Language: English