Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆

[1]  M. David Merrill,et al.  Instructional Design Theory , 1971 .

[2]  Wilson A. Judd.  Learner-Controlled Computer-Assisted Instruction. , 1972 .

[3]  J. Fry.  Interactive Relationship between Inquisitiveness and Student Control of Instruction. , 1972 .

[4]  George F. Lahey.  Learner Control of Lesson Strategy: A Model for PLATO IV System Lessons. Technical Report, November 1973 to June 1975. Final Report. , 1976 .

[5]  Robert D. Tennyson,et al.  Advisement and management strategies as design variables in computer-assisted instruction , 1980 .

[6]  J. Keller.  Motivational Design of Instruction , 1983 .

[7]  Charles M. Reigeluth,et al.  Instructional Design Theories and Models : An Overview of Their Current Status , 1983 .

[8]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[9]  M. Wittrock.  Handbook of research on teaching , 1986 .

[10]  L. Crocker,et al.  Introduction to Classical and Modern Test Theory , 1986 .

[11]  John Sweller,et al.  Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..

[12]  Mable B. Kinzie,et al.  Learner Control and Achievement in Science Computer-Assisted Instruction. , 1988 .

[13]  Mable B. Kinzie,et al.  Continuing motivation, learner control, and CAI , 1989 .

[14]  Gary R. Morrison,et al.  Uses and effects of learner control of context and instructional support in computer-based instruction , 1989 .

[15]  Mable B. Kinzie,et al.  Requirements and benefits of effective interactive instruction: Learner control, self-regulation, and continuing motivation , 1990 .

[16]  E. Deci,et al.  Motivation and Education: The Self-Determination Perspective , 2008 .

[17]  Otto Jelsma,et al.  Training for reflective expertise: A four-component instructional design model for complex cognitive skills , 1992 .

[18]  Fred G. W. C. Paas,et al.  The Efficiency of Instructional Conditions: An Approach to Combine Mental Effort and Performance Measures , 1992 .

[19]  F. Paas.  Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. , 1992 .

[20]  R. Carey,et al.  Understanding instructions. , 1992, Journal of obstetric, gynecologic, and neonatal nursing : JOGNN.

[21]  Thomas C. Reeves,et al.  Pseudoscience in Computer-Based Instruction: The Case of Learner Control Research. , 1993 .

[22]  J. Sweller.  COGNITIVE LOAD THEORY, LEARNING DIFFICULTY, AND INSTRUCTIONAL DESIGN , 1994 .

[23]  F. Paas,et al.  Variability of Worked Examples and Transfer of Geometrical Problem-Solving Skills: A Cognitive-Load Approach , 1994 .

[24]  M. Eraut.  Developing professional knowledge and competence , 1994 .

[25]  E. Deci,et al.  Facilitating internalization: the self-determination theory perspective. , 1994, Journal of personality.

[26]  Jeroen J. G. van Merriënboer,et al.  Implementing Instructional Models in Computer-Based Learning Environments: A Case Study in Problem Selection , 1996 .

[27]  M. Lepper,et al.  Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. , 1996 .

[28]  Barbara A. Greene,et al.  Influences on achievement : Goals, perceived ability, and cognitive engagement , 1996 .

[29]  Thomas T. Liao,et al.  Advanced educational technology : research issues and future potential , 1996 .

[30]  Frode Svartdal,et al.  Effect of reward on subjective autonomy and interest when initial interest is low. , 1996 .

[31]  Herbert J. Walberg,et al.  Learner-Control Effects: A Review of Reviews and a Meta-Analysis , 1996 .

[32]  Patricia A. Alexander,et al.  The role of importance and interest in the processing of text , 1996 .

[33]  David H. Jonassen,et al.  Handbook of Research for educational Communications and Technology , 1997 .

[34]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[35]  KIMBERLY A. LAWLESS,et al.  Multimedia learning environments: Issues of learner control and navigation , 1997 .

[36]  Gregory Schraw,et al.  The Role of Choice in Reader Engagement , 1998 .

[37]  Paul Brna,et al.  Adding intelligence to a learning environment: learner-centred design? , 1998, J. Comput. Assist. Learn..

[38]  H. Mandl,et al.  Learning from Worked-Out Examples: The Effects of Example Variability and Elicited Self-Explanations , 1998, Contemporary educational psychology.

[39]  F. Paas,et al.  Cognitive Architecture and Instructional Design , 1998 .

[40]  Fritz Drasgow,et al.  A Meta-Analytic Study of Social Desirability Distortion in Computer- Administered Questionnaires, Traditional Questionnaires, and Interviews , 1999 .

[41]  M. Lepper,et al.  The Construction of Preference: When Choice Is Demotivating: Can One Desire Too Much of a Good Thing? , 2006 .

[42]  Heidi L. Schnackenberg,et al.  Learner control over full and lean computer-based instruction under differing ability levels , 2000 .

[43]  B. Zimmerman,et al.  Self-Efficacy: An Essential Motive to Learn. , 2000, Contemporary educational psychology.

[44]  John M. Keller,et al.  Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation , 2001 .

[45]  Fred Paas,et al.  Dynamic problem selection in air traffic control training: a comparison between performance, mental effort and mental efficiency , 2001, Comput. Hum. Behav..

[46]  Paul S. Goodman,et al.  Technology Enhanced Learning: Opportunities For Change , 2001 .

[47]  S. Hidi.  Interest, Reading, and Learning: Theoretical and Practical Considerations , 2001 .

[48]  Gregory Schraw,et al.  Increasing Situational Interest in the Classroom , 2001 .

[49]  Michel Ferrari,et al.  Achieving Academic Excellence: A Self-Regulatory Perspective , 2001 .

[50]  Richard E. Clark,et al.  Blueprints for complex learning: The 4C/ID-model , 2002 .

[51]  S. Kozlowski,et al.  Adaptive Guidance: Enhancing Self-Regulation, Knowledge, and Performance in Technology-Based Training , 2002 .

[52]  J. G. Schuurman,et al.  Redirecting learners' attention during training: Effects on cognitive load, transfer test performance and training efficiency. , 2002 .

[53]  R. Atkinson,et al.  Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective , 2003 .

[54]  C. Wolters,et al.  Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning , 2003 .

[55]  Slava Kalyuga,et al.  The Expertise Reversal Effect , 2003 .

[56]  J. Reeve,et al.  Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. , 2003 .

[57]  F. Paas,et al.  Cognitive Load Measurement as a Means to Advance Cognitive Load Theory , 2003 .

[58]  V. Shute,et al.  Adaptive E-Learning , 2003, Educational Psychologist.

[59]  Mariusz Kąkolewicz.  Robert A. Reiser , John V. Dempsey (ed.), Trends and Issues in Instructional Design and Technology, (Trendy i zagadnienia projektowania i technologii kształcenia), Merrill Prentice Hall Upper Sadle River, New Jersey, Columbus, Ohio, 2002, ss. 415 , 2003 .

[60]  W. K. Wong,et al.  Reciprocal tutoring using cognitive tools , 2003, J. Comput. Assist. Learn..

[61]  Carole R. Beal.  Adaptive User Displays for Intelligent Tutoring Software , 2004, Cyberpsychology Behav. Soc. Netw..

[62]  Fred Paas,et al.  Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training , 2004 .

[63]  B. Schwartz.  The Paradox of Choice: Why More Is Less , 2004 .

[64]  Lloyd P. Rieber,et al.  The Cambridge Handbook of Multimedia Learning: Multimedia Learning in Games, Simulations, and Microworlds , 2005 .

[65]  Slava Kalyuga,et al.  Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning , 2005 .

[66]  F. Paas,et al.  A motivational perspective on the relation between mental effort and performance: Optimizing learner involvement in instruction , 2005 .

[67]  Richard Mayer,et al.  Multimedia Learning , 2001, Visible Learning Guide to Student Achievement.

[68]  J. Sweller,et al.  Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions , 2005 .

[69]  S. Hidi,et al.  The Four-Phase Model of Interest Development , 2006 .

[70]  Suzanne Hidi,et al.  Interest: A unique motivational variable , 2006 .

[71]  Liesbeth Kester,et al.  Towards a personalized task selection model with shared instructional control , 2006 .

[72]  M. Malbrán.  The Cambridge Handbook of Multimedia Learning , 2007 .

[73]  Ok-Choon Park,et al.  Adaptive Instructional Systems , 2007 .

[74]  Paul A. Kirschner,et al.  Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design , 2007 .

[75]  Paul A. Kirschner,et al.  Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks , 2007 .

[76]  M. D’Esposito.  Working memory. , 2008, Handbook of clinical neurology.

[77]  J. Michael Spector,et al.  Handbook of Research on Educational Communications and Technology, 3rd Edition , 2012 .