https://learning-theories.org/ 2026-04-23T15:09:41+0000 https://learning-theories.org/ https://learning-theories.org/lib/tpl/dokuwiki/images/favicon.ico text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:coherence_principle&rev=1687190613&do=diff The Coherence Principle Theory The coherence principle (also called seductive details effect) claims that extraneous material that may be interesting or motivating but is irrelevant for learning objectives generally wastes learning resources and hinders learning of important material text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:collective_working-memory_effect&rev=1687190613&do=diff Collective Working-Memory Effect Theory The collective working-memory effect is based on cognitive load theory, suggesting that group learning could be more effective than individual learning if the complexity of the material to be learned was high. Sharing the load of processing complex material among the group participants and their working-memories enables more effective processing and easier comprehension of the material to be learned. This assumption was experimentally confirmed, suggesti… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:expertise_reversal_effect&rev=1687190613&do=diff Expertise Reversal Effect Theory Expertise reversal effect means that * “instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:explanation_prompts&rev=1687190613&do=diff Explanation Prompts Theory Explanation prompts are an instructional aid which promotes understanding of the learned material and conceptual knowledge by requiring the learner to elaborate on the step of a procedure he has just learned about. Two possible explanations were offered for this effect: first, claiming the enhanced learning result is caused merely by being exposed to additional information and that result would be the same if learners were offered teacher-provided explanations, and … text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:individual_differences_principle&rev=1687190613&do=diff The Individual Differences Principle Theory The individual differences principle emphasizes the influence of prior knowledge and learner's cognitive resources to results of learning. Design effects are stronger for learners with little prior knowledge than for learners with high prior knowledge. Prior knowledge implies at least partly developed schemata due to which students with prior knowledge have more free cognitive resources than beginners when learning from same material. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:intrinsic_cognitive_load&rev=1687190613&do=diff Intrinsic Cognitive Load Theory Intrinsic cognitive load is the result of inherent complexity of the information which needs to be processed. For example, when translating a number of words intrinsic cognitive load is quite small, but when translating same number of words forming part of a sentence intrinsic cognitive load is higher since not only meanings of individual words, but also their relations must be analyzed. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:modality_principle&rev=1687190613&do=diff The Modality Principle Theory The modality principle claims that learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:principles_and_effects&rev=1687190613&do=diff Principles and effects This page contains some principles and effects/learning aids researched in frames of cognitive load theory and cognitive theory of multimedia learning. Principle Description Modality principle Learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:redundancy_principle&rev=1687190613&do=diff Redundancy Principle Theory Redundancy principle refers to the fact that capacity of both human information channels can unnecessarily be overloaded by redundant information presented in multiple forms or unnecessary elaborations thereby negatively affecting learning process. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:schema_activation&rev=1687190613&do=diff Schema Activation Theory Schema activation refers to the process of activation of prior knowledge stored in schematic form. This knowledge forms a context in which new information is integrated and can therefore have very strong facilitative effects on learning. text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:segmenting_effect&rev=1687190613&do=diff The Segmenting Effect Theory The segmentation effect means that learning should be more efficient if a continued animation or narration would be split into more smaller parts (segments). Motivation for introduction of segmentation is the transitive nature of animations ( text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:signaling_effect&rev=1687190613&do=diff The Signaling Effect Theory The signaling effect presents the increase in learning outcomes due to guiding and promotion of attention to relevant information. Signals are based on natural attention attractors like movement, contrast or sound. In multimedia this effect can also be achieved through various methods like text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:spatial_contiguity_principle&rev=1687190613&do=diff The Spatial Contiguity Principle Theory The spatial contiguity principle suggests that related information sources should be spatially integrated in order to reduce attention-splitting and facilitate learning. Practice [Spatial contiguity principle. Image borrowed from: http://eet.sdsu.edu/eetwiki... Click on the picture to follow the link.]An example of a solved mathematical problem taking into consideration and ignoring the spatial contiguity principle is presented in image on the right. E… text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:temporal_contiguity_principle&rev=1687190613&do=diff The Temporal Contiguity Principle Theory Practice Research status text/html 2023-06-19T16:03:33+0000 Anonymous (anonymous@undisclosed.example.com) https://learning-theories.org/doku.php?id=research_results:worked_examples_effect&rev=1687190613&do=diff Worked Examples Effect Theory The worked examples effect was first introduced in 1985 suggesting positive effects of providing a learner with an example of the problem solution before requiring him to solve one on his own. This suggestion is contrary to many