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Educational Psychology Review
Scopus
ISSN 1040-726X · Springer Science+Business Media · 12 artikel di indeks
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Artikel Jurnal Teks lengkap
Control-Value Theory: From Achievement Emotion to a General Theory of Human Emotions
Abstract In its original version, control-value theory describes and explains achievement emotions. More recently, the theory has been expanded to also explain epistemic, social, and existential emotions. In this article, I outline the development of the theory, from preliminary work in the 1980s…
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The Past, Present, and Future of the Cognitive Theory of Multimedia Learning
Abstract The cognitive theory of multimedia learning (Mayer, 2021, 2022), which seeks to explain how people learn academic material from words and graphics, has developed over the past four decades. Although the name and graphical representation of the theory have evolved over the years, the core…
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Theories of Motivation in Education: an Integrative Framework
Abstract Several major theories have been established in research on motivation in education to describe, explain, and predict the direction, initiation, intensity, and persistence of learning behaviors. The most commonly cited theories of academic motivation include expectancy-value theory, social…
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Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning
Abstract This study describes and investigates the immersion principle in multimedia learning. A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change…
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Social Presence: Conceptualization and Measurement
Social presence is an important construct in online group learning. It influences the way how social interaction unfolds online and affects learning and social outcomes. However, what precisely social presence is has been under debate, as presently a plethora of different definitions and measures…
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The Need to Belong: a Deep Dive into the Origins, Implications, and Future of a Foundational Construct
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The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE)
For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a…
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The Cognitive Affective Model of Immersive Learning (CAMIL): a Theoretical Research-Based Model of Learning in Immersive Virtual Reality
Abstract There has been a surge in interest and implementation of immersive virtual reality (IVR)-based lessons in education and training recently, which has resulted in many studies on the topic. There are recent reviews which summarize this research, but little work has been done that synthesizes…
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Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load
Abstract Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research…
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Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
Abstract This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal…
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Developing Personalized Education: A Dynamic Framework
Abstract Personalized education—the systematic adaptation of instruction to individual learners—has been a long-striven goal. We review research on personalized education that has been conducted in the laboratory, in the classroom, and in digital learning environments. Across all learning…
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The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies
Abstract Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how…