Are there metacognitive benefits of learner‐ and instructor‐generated visualizations?
- Published in:
- Applied Cognitive Psychology, 2023, v. 37, n. 6, p. 1430, doi. 10.1002/acp.4135
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- Publication type:
- Article
Works by Fiorella, Logan
Results: 26
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Fostering knowledge building in learning by teaching: A test of the drawing‐facilitates‐explaining hypothesis.
- Published in:
- Applied Cognitive Psychology, 2023, v. 37, n. 5, p. 1124, doi. 10.1002/acp.4100
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- Publication type:
- Article
3
It's better when I see it: Students benefit more from open‐book than closed‐book teaching.
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- Applied Cognitive Psychology, 2022, v. 36, n. 6, p. 1347, doi. 10.1002/acp.4017
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- Article
4
Explaining and drawing activities for learning from multimedia: The role of sequencing and scaffolding.
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- Applied Cognitive Psychology, 2021, v. 35, n. 6, p. 1574, doi. 10.1002/acp.3871
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- Publication type:
- Article
5
Using gestures to signal lesson structure and foster meaningful learning.
- Published in:
- Applied Cognitive Psychology, 2021, v. 35, n. 5, p. 1362, doi. 10.1002/acp.3866
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- Publication type:
- Article
6
Fostering knowledge building in learning by teaching: A test of the drawing‐facilitates‐explaining hypothesis.
- Published in:
- Applied Cognitive Psychology, 2021, v. 35, n. 2, p. 548, doi. 10.1002/acp.3774
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- Publication type:
- Article
7
Effects of background chewing sounds on learning: The role of misophonia sensitivity.
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- Applied Cognitive Psychology, 2018, v. 32, n. 2, p. 264, doi. 10.1002/acp.3387
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- Publication type:
- Article
8
Examining the role of spatial skills and mathematics motivation on middle school mathematics achievement.
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- International Journal of STEM Education, 2020, v. 7, n. 1, p. 1, doi. 10.1186/s40594-020-00234-3
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- Publication type:
- Article
9
Validation of the Mathematics Motivation Questionnaire (MMQ) for secondary school students.
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- International Journal of STEM Education, 2021, v. 8, n. 1, p. 1, doi. 10.1186/s40594-021-00307-x
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- Publication type:
- Article
10
Instructional Strategies for Training Military-Relevant Perceptual-Cognitive Skills.
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- Proceedings of the Human Factors & Ergonomics Society Annual Meeting, 2013, v. 57, n. 1, p. 1239, doi. 10.1177/1541931213571275
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- Publication type:
- Article
11
Using a Video Game as an Advance Organizer: Effects on Development of Procedural and Conceptual Knowledge, Cognitive Load, and Casual Adoption.
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- Journal of Online Learning & Teaching, 2013, v. 9, n. 3, p. 376
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- Publication type:
- Article
12
An integrated model of learning from errors.
- Published in:
- Educational Psychologist, 2023, v. 58, n. 1, p. 18, doi. 10.1080/00461520.2022.2149525
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- Publication type:
- Article
13
Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge?
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- Educational Psychology Review, 2025, v. 37, n. 1, p. 1, doi. 10.1007/s10648-025-09993-3
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- Publication type:
- Article
14
Making Sense of Generative Learning.
- Published in:
- Educational Psychology Review, 2023, v. 35, n. 2, p. 1, doi. 10.1007/s10648-023-09769-7
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- Publication type:
- Article
15
Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load.
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- Educational Psychology Review, 2021, v. 33, n. 4, p. 1379, doi. 10.1007/s10648-021-09606-9
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- Publication type:
- Article
16
The Science of Habit and Its Implications for Student Learning and Well-being.
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- Educational Psychology Review, 2020, v. 32, n. 3, p. 603, doi. 10.1007/s10648-020-09525-1
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- Publication type:
- Article
17
Drawing Boundary Conditions for Learning by Drawing.
- Published in:
- Educational Psychology Review, 2018, v. 30, n. 3, p. 1115, doi. 10.1007/s10648-018-9444-8
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- Publication type:
- Article
18
Eight Ways to Promote Generative Learning.
- Published in:
- Educational Psychology Review, 2016, v. 28, n. 4, p. 717, doi. 10.1007/s10648-015-9348-9
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- Publication type:
- Article
19
The Definition, Assessment, and Mitigation of State Boredom Within Educational Settings: A Comprehensive Review.
- Published in:
- Educational Psychology Review, 2012, v. 24, n. 1, p. 89, doi. 10.1007/s10648-011-9182-7
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- Publication type:
- Article
20
Effects of instructor-provided visuals on learner-generated explanations.
- Published in:
- Educational Psychology, 2022, v. 42, n. 9, p. 1068, doi. 10.1080/01443410.2022.2117276
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- Publication type:
- Article
21
Learner-generated explanations: effects on restudying and learning from a multimedia lesson.
- Published in:
- Educational Psychology, 2021, v. 41, n. 1, p. 45, doi. 10.1080/01443410.2020.1755829
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- Publication type:
- Article
22
Five ways to increase the effectiveness of instructional video.
- Published in:
- Educational Technology Research & Development, 2020, v. 68, n. 3, p. 837, doi. 10.1007/s11423-020-09749-6
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- Publication type:
- Article
23
Applying the modality principle to real-time feedback and the acquisition of higher-order cognitive skills.
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- Educational Technology Research & Development, 2012, v. 60, n. 2, p. 223, doi. 10.1007/s11423-011-9218-1
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- Publication type:
- Article
24
Why don't students draw when learning from science texts?
- Published in:
- Frontiers in Education, 2024, p. 01, doi. 10.3389/feduc.2024.1365202
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- Publication type:
- Article
25
Effects of Playing an Educational Math Game That Incorporates Learning by Teaching.
- Published in:
- Journal of Educational Computing Research, 2019, v. 57, n. 6, p. 1495, doi. 10.1177/0735633118797133
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- Publication type:
- Article
26
Metacognitive effects of instructional visuals: the role of cue use and judgment type.
- Published in:
- Metacognition & Learning, 2024, v. 19, n. 1, p. 249, doi. 10.1007/s11409-023-09370-x
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- Publication type:
- Article