How much is too much? Learning and motivation effects of adding instructional explanations to worked examples

J. Elizabeth Richey; Timothy J. Nokes-Malach

Learning and Instruction Vol. 25, No. 1 (June 2013) pp. 104–124

A central goal of the learning sciences is to discover principles that determine the optimal amount of instructional assistance to support robust learning (Koedinger & Aleven, 2007). We examined learning outcomes from providing and withholding...

Language: English

Motivation and Transfer: The Role of Mastery-Approach Goals in Preparation for Future Learning

Daniel M. Belenky; Timothy J. Nokes-Malach

Journal of the Learning Sciences Vol. 21, No. 3 (2012) pp. 399–432

The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promote "transfer," defined as preparation for future...

Effectiveness of holistic mental model confrontation in driving conceptual change

Soniya Gadgil; Timothy J. Nokes-Malach; Michelene T.H. Chi

Learning and Instruction Vol. 22, No. 1 pp. 47–61

Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that...

Language: English

Examining Self-Efficacy during Learning: Variability and Relations to Behavior, Performance, and Learning

Matthew L. Bernacki; Timothy J. Nokes-Malach; Vincent Aleven

Metacognition and Learning Vol. 10, No. 1 (April 2015) pp. 99–117

Self-regulated learning (SRL) theorists propose that learners' motivations and cognitive and metacognitive processes interact dynamically during learning, yet researchers typically measure motivational constructs as stable factors. In this study,...