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  • 1
    Online Resource
    Online Resource
    Combining Retrieval Practice and Generative Learning in Educational Contexts : Promises and Challenges
    Hogrefe Publishing Group ; 2022
    In:  Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie Vol. 54, No. 4 ( 2022-10), p. 142-150
    Details
    In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Hogrefe Publishing Group, Vol. 54, No. 4 ( 2022-10), p. 142-150
    Abstract: Abstract. Engaging learners in practicing the retrieval of learned information fosters the consolidation of learners’ mental representations and hence long-term retention. Retrieval practice research has enriched the instructional design literature by providing a wealth of evidence for these benefits of retrieval-based learning and thus emphasizing the value of means to consolidate knowledge. The present article makes the case that a fruitful next step could be to focus on the interplay between retrieval practice and generative activities. Rather than consolidating mental representations, generative activities should have as their main function the construction of coherent mental representations. Hence, from a theoretical perspective, generative activities and retrieval practice should functionally complement each other; hence, combinations of both activities might be particularly suitable to promote lasting learning. Given the challenge to beneficially combine these activities, we discuss open questions that could substantially advance both the retrieval practice and the generative learning field.
    Type of Medium: Online Resource
    ISSN: 0049-8637 , 2190-6262
    URL: Article
    DOI: 10.1026/0049-8637/a000261
    RVK:
    CL 1000
    Language: English
    Publisher: Hogrefe Publishing Group
    Publication Date: 2022
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    detail.hit.zdb_id: 201142-6
    SSG: 5,2
    SSG: 5,3
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  • 2
    Online Resource
    Online Resource
    Improving Lifelong Learning by Fostering Students’ Learning Strategies at University
    SAGE Publications ; 2021
    In:  Psychology Learning & Teaching Vol. 20, No. 1 ( 2021-03), p. 144-160
    Details
    In: Psychology Learning & Teaching, SAGE Publications, Vol. 20, No. 1 ( 2021-03), p. 144-160
    Abstract: The foundation of how students usually learn is laid early in their academic lives. However, many or even most students do not primarily rely on those learning strategies that are most favorable from a scientific point of view. To change students’ learning behavior when they start their university education, we developed a computer-based adaptive learning environment to train favorable learning strategies and change students’ habits using them. This learning environment pursues three main goals: acquiring declarative and conditional knowledge about learning strategies, consolidating that knowledge, and applying these learning strategies in practice. In this report, we describe four experimental studies conducted to optimize this learning environment ( n = 336). With those studies, we improved the learning environment with respect to how motivating it is, investigated an efficient way to consolidate knowledge, and explored how to facilitate the formation of effective implementation intentions for applying learning strategies and changing learning habits. Our strategy-training module is implemented in the curriculum for freshman students at the Department of Psychology, University of Freiburg (Germany). Around 120 students take part in our program every year. An open version of this training intervention is freely available to everyone.
    Type of Medium: Online Resource
    ISSN: 1475-7257 , 1475-7257
    URL: Article
    DOI: 10.1177/1475725720952025
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2021
    detail.hit.zdb_id: 2140359-4
    SSG: 5,2
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  • 3
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    Online Resource
    When and why does emotional design foster learning? Evidence for situational interest as a mediator of increased persistence
    Wiley ; 2020
    In:  Journal of Computer Assisted Learning Vol. 36, No. 4 ( 2020-08), p. 514-525
    Details
    In: Journal of Computer Assisted Learning, Wiley, Vol. 36, No. 4 ( 2020-08), p. 514-525
    Abstract: Multiple studies have revealed the beneficial effects of emotional design on affective or motivational factors but not often on learning outcomes. We, therefore, tested one important boundary condition: the duration of the learning episode. For the implementation of emotional design, we used the video format of sketched explanation videos, which is particularly popular on online video platforms. We tested the hypothesis that emotional design is beneficial for learning but only in the later phases of studying (sustained learning). This learning benefit is mediated via triggered and maintained situational interest. Seventy‐nine students took part in a two‐group between‐subjects design. Students learned from one of two videos (16 min): either a neutral video that followed cognitive design principles or an emotional‐designed video that was based on the neutral video but enriched with emotional design elements (e.g., personalized frame story, warm colours, and tender voice). In line with our hypothesis, the emotional design led to triggered situational interest, leading to a higher maintained situational interest, which in turn fostered performance in the third (final) study phase but not in the two previous ones. Our results suggest that emotional design's positive effects are detectable especially (or only) during prolonged study situations in which motivational factors may play a more critical role. This study thus provides a potential explanation for mixed effects from previous research in this study field. Lay Description What is already known about this topic Many explanatory videos on video platforms use live sketching as emotional design. Emotional design influences affective or motivational factors in previous studies. These affective effects rarely translated into better learning outcomes. This mixed pattern of results of emotional design suggests boundary conditions. What this paper adds Emotional design improves learning in longer learning sessions. These beneficial effects were driven by situational interest. This process analysis suggests situational interest as an explanatory mechanism. Learning session length seems to explain previously ambiguous result patterns. Implications for practice and/or policy Live sketching videos can be used to implement emotional design. Emotional design would be of particular benefit in longer‐learning sessions. Emotional design is particularly promising in self‐guided learning arrangements.
    Type of Medium: Online Resource
    ISSN: 0266-4909 , 1365-2729
    URL: Issue
    URL: Article
    DOI: 10.1111/jcal.v36.4
    DOI: 10.1111/jcal.12418
    Language: English
    Publisher: Wiley
    Publication Date: 2020
    detail.hit.zdb_id: 54878-9
    detail.hit.zdb_id: 2015214-0
    SSG: 5,3
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  • 4
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    Online Resource
    Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences
    Springer Science and Business Media LLC ; 2020
    In:  Educational Psychology Review Vol. 32, No. 4 ( 2020-12), p. 1029-1054
    Details
    In: Educational Psychology Review, Springer Science and Business Media LLC, Vol. 32, No. 4 ( 2020-12), p. 1029-1054
    Type of Medium: Online Resource
    ISSN: 1040-726X , 1573-336X
    URL: Article
    DOI: 10.1007/s10648-020-09562-w
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2020
    detail.hit.zdb_id: 2015116-0
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    SSG: 5,3
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  • 5
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    Online Resource
    It matters how to recall – task differences in retrieval practice
    Springer Science and Business Media LLC ; 2020
    In:  Instructional Science Vol. 48, No. 6 ( 2020-12), p. 699-728
    Details
    In: Instructional Science, Springer Science and Business Media LLC, Vol. 48, No. 6 ( 2020-12), p. 699-728
    Abstract: The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.
    Type of Medium: Online Resource
    ISSN: 0020-4277 , 1573-1952
    URL: Article
    DOI: 10.1007/s11251-020-09526-1
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2020
    detail.hit.zdb_id: 2015666-2
    SSG: 7,11
    SSG: 5,3
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  • 6
    Online Resource
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    Table_1.DOCX
    Frontiers Media SA ; 2023
    In:  Frontiers in Education Vol. 7 ( 2023-1-9)
    Details
    In: Frontiers in Education, Frontiers Media SA, Vol. 7 ( 2023-1-9)
    Abstract: University students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional knowledge about learning strategies, a guided peer-feedback system, and an optional intervention for students reporting low levels of motivation from the start of the semester. Methods and Results Four motivational variables were repeatedly measured over the course of 10 weeks. Students ( N  = 103) in our training showed an increase in their self-efficacy and intrinsic value, and a decrease in cost associated with learning-journal-writing throughout the semester. The optional intervention led to an increase in the intrinsic value associated with the learning journals for students with low motivation. Discussion Our study suggests that this expanded self-regulated-learning training can help students maintain their motivation during a long-term training.
    Type of Medium: Online Resource
    ISSN: 2504-284X
    URL: Article
    URL: Article
    DOI: 10.3389/feduc.2022.1067347
    DOI: 10.3389/feduc.2022.1067347.s001
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2023
    detail.hit.zdb_id: 2882397-7
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  • 7
    Online Resource
    Online Resource
    Specific questions during retrieval practice are better for texts containing seductive details
    Wiley ; 2022
    In:  Applied Cognitive Psychology Vol. 36, No. 5 ( 2022-09), p. 996-1008
    Details
    In: Applied Cognitive Psychology, Wiley, Vol. 36, No. 5 ( 2022-09), p. 996-1008
    Abstract: We investigated how to optimize the effectiveness of retrieval‐based learning when the instructional text comprises seductive details (i.e., interesting but irrelevant text adjuncts). Specific questions during retrieval practice should help students focus their recall on main ideas—and not on seductive details, which should in turn foster delayed post‐test performance. In this experiment, participants ( N  = 103) learned from an instructional text about coffee, either with or without seductive details; in subsequent retrieval practice, the participants received either unspecific or specific questions (2 × 2 between‐subjects design). One week later, all participants received a delayed posttest assessing learning outcomes. As expected, when the instructional text comprised seductive details, participants given specific questions during retrieval practice had better learning outcomes than those given an unspecific question. We conclude that retrieval tasks should be aligned with learning materials: more specific retrieval tasks are better for materials including irrelevant information.
    Type of Medium: Online Resource
    ISSN: 0888-4080 , 1099-0720
    URL: Issue
    URL: Article
    DOI: 10.1002/acp.v36.5
    DOI: 10.1002/acp.3984
    Language: English
    Publisher: Wiley
    Publication Date: 2022
    detail.hit.zdb_id: 1477153-6
    SSG: 5,2
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  • 8
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    Online Resource
    Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning
    Frontiers Media SA ; 2015
    In:  Frontiers in Psychology Vol. 6 ( 2015-07-24)
    Details
    In: Frontiers in Psychology, Frontiers Media SA, Vol. 6 ( 2015-07-24)
    Type of Medium: Online Resource
    ISSN: 1664-1078
    URL: Article
    DOI: 10.3389/fpsyg.2015.01054
    Language: Unknown
    Publisher: Frontiers Media SA
    Publication Date: 2015
    detail.hit.zdb_id: 2563826-9
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  • 9
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    Online Resource
    Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load
    Wiley ; 2023
    In:  British Journal of Educational Psychology Vol. 93, No. S2 ( 2023-08), p. 305-317
    Details
    In: British Journal of Educational Psychology, Wiley, Vol. 93, No. S2 ( 2023-08), p. 305-317
    Abstract: Cognitive load theory assumes that the higher the learner's prior knowledge (i.e., the more expert the learner), the lower the intrinsic cognitive load (complexity) experienced for a given problem. While this is the case in many scenarios, there can be cases in which the converse is also true, resulting in more expert learners reporting higher intrinsic cognitive load than novices for the same problem. This can occur in relation to problems involving complex systems (e.g., ecological systems), for which novices' problem representations may underestimate problem complexity and therefore report lower intrinsic load than experts. This finding is borne out in the current paper. Samples, Methods & Results In Study 1 with 118 participants from the Black Forest area in Germany, participants with higher levels of forestry and ecological expertise evaluated a problem relating to the restructuring of the Black Forest to adapt to climate change as more complex than did novices. In Study 2 (within‐subjects design, n  = 66 primary‐school students), we conceptually replicated this finding in a domain more typical of cognitive load theory studies, mathematics. We found that higher prior knowledge also reduced the underestimation of the complexity of ‘tricky’, but frequently used, mathematics word problems. Conclusion Our findings suggest that cognitive load theory's assumptions about intrinsic load and prior knowledge should be refined, as there seems to exist a sub‐set of problem‐solving tasks for which the traditional relationship between prior knowledge and reported ICL is reversed.
    Type of Medium: Online Resource
    ISSN: 0007-0998 , 2044-8279
    URL: Issue
    URL: Article
    DOI: 10.1111/bjep.v93.S2
    DOI: 10.1111/bjep.12563
    Language: English
    Publisher: Wiley
    Publication Date: 2023
    detail.hit.zdb_id: 280391-4
    detail.hit.zdb_id: 1501130-6
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  • 10
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    Online Resource
    An optogenetic toolbox of LOV-based photosensitizers for light-driven killing of bacteria
    Springer Science and Business Media LLC ; 2018
    In:  Scientific Reports Vol. 8, No. 1 ( 2018-10-09)
    Details
    In: Scientific Reports, Springer Science and Business Media LLC, Vol. 8, No. 1 ( 2018-10-09)
    Abstract: Flavin-binding fluorescent proteins (FPs) are genetically encoded in vivo reporters, which are derived from microbial and plant LOV photoreceptors. In this study, we comparatively analyzed ROS formation and light-driven antimicrobial efficacy of eleven LOV-based FPs. In particular, we determined singlet oxygen ( 1 O 2 ) quantum yields and superoxide photosensitization activities via spectroscopic assays and performed cell toxicity experiments in E . coli . Besides miniSOG and SOPP, which have been engineered to generate 1 O 2 , all of the other tested flavoproteins were able to produce singlet oxygen and/or hydrogen peroxide but exhibited remarkable differences in ROS selectivity and yield. Accordingly, most LOV-FPs are potent photosensitizers, which can be used for light-controlled killing of bacteria. Furthermore, the two variants Pp2FbFP and DsFbFP M49I, exhibiting preferential photosensitization of singlet oxygen or singlet oxygen and superoxide, respectively, were shown to be new tools for studying specific ROS-induced cell signaling processes. The tested LOV-FPs thus further expand the toolbox of optogenetic sensitizers usable for a broad spectrum of microbiological and biomedical applications.
    Type of Medium: Online Resource
    ISSN: 2045-2322
    URL: Article
    DOI: 10.1038/s41598-018-33291-4
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2018
    detail.hit.zdb_id: 2615211-3
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