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

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

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

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

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...

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...

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...

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