The Impact of Learning Technologies on Higher Education
Social Processes
Technology
Christopher S. Pentoney,
Diane F. Halpern,
Heather A. Butler,
Christopher S. Pentoney
Claremont Graduate University, Claremont, California, USA
Search for more papers by this authorDiane F. Halpern
Claremont Graduate University, Claremont, California, USA
Search for more papers by this authorHeather A. Butler
California State University Dominguez Hills, Carson, California, USA
Search for more papers by this authorChristopher S. Pentoney,
Diane F. Halpern,
Heather A. Butler,
Christopher S. Pentoney
Claremont Graduate University, Claremont, California, USA
Search for more papers by this authorDiane F. Halpern
Claremont Graduate University, Claremont, California, USA
Search for more papers by this authorHeather A. Butler
California State University Dominguez Hills, Carson, California, USA
Search for more papers by this authorAbstract
Demand for higher education has created a need for learning technologies that can accommodate the individualized needs of an increasing number of students. Thinking, learning, and memory have been studied extensively in their own right, but additional research on these topics in conjunction with advanced learning technologies is needed. Developers of computerized tutoring systems, massive online courses, and educational games will benefit from forward-thinking studies. Limitations are constantly being lifted, and research must increase in pace to ensure the integrity of upcoming learning technologies.
References
- Aleven, V., Beal, C. R., & Graesser, A. C. (2013). Introduction to the special issue on advanced learning technologies. Journal of Educational Psychology, 105(4), 929–931. doi:10.1037/a0034155
- Anastopoulou, S., Sharples, M., & Baber, C. (2011). An evaluation of multimodal interactions with technology while learning science concepts. British Journal of Educational Technology, 42(2), 266–290. doi:10.1111/j.1467-8535.2009.01017.x
- Bjork, E. L., & Bjork, R. A. (2011). Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In M. A. Gernsbacher, R. W. Pew, L. M. Hough & R. J. Pomerantz (Eds.), Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 56–64). New York, NY: Worth Publishers.
- Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directions in Psychological Science, 21(5), 279–283.
- Chung, C., & Pennebaker, J. (2007). The psychological functions of function words. In K. Fiedler (Ed.), Social communication (pp. 343–359). New York, NY: Psychology Press.
- D'Mello, S., & Graesser, A. (2012). Dynamics of affective states during complex learning. Learning and Instruction, 22(2), 145–157. doi:10.1016/j.learninstruc.2011.10.001
- Ginns, P. (2006). Integrating information: A meta-analysis of the spatial contiguity and temporary contiguity effects. Learning and Instruction, 16, 511–525. doi:10.1016/j.learninstruc.2005.10.001
- Glass, A. L. (2009). The effect of distributed questioning with varied examples on exam performance on inference questions. Educational Psychology, 29(7), 831–848.
- Glass, A. L., & Sinha, N. (2013). Multiple-choice questioning is an efficient instructional methodology that may be widely implemented in academic courses to improve exam performance. Current Directions in Psychological Science, 22(6), 471–477.
- Graesser, A. C., & McNamara, D. S. (2012). Automated analysis of essays and open-ended verbal responses.
- Halpern, D. F., Mills, K., Graesser, A. C., Butler, H., Forsyth, C., & Cai, Z. (2012). Operation ARA: A computerized learning game that teaches critical thinking and scientific reasoning. Thinking Skills and Creativity, 7, 93–100.
- Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351–371.
- Koutropoulos, A., Gallagher, M. S., Abajian, S. C., de Waard, I., Hogue, R. J., Keskin, N. O., & Rodriguez, C. O. (2012). Emotive vocabulary in MOOCs: Context & participant retention. European Journal of Open, Distance and E-Learning, 1, 1027–5207.
- Landauer, T. K., McNamara, D. S., Dennis, S., & Kintsch, W. (2007). Handbook of latent semantic analysis. Mahwah, NJ: Erlbaum.
- Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merrienboer, J. J. G. (2013). Development of an instrument for measuring different types of cognitive load. Behavior Research Methods, 45(4), 1058–1072. doi:10.3758/s13428-013-0334-1
- Little, J. L., Bjork, E. L., Bjork, R. A., & Angello, G. (2012). Multiple-choice tests exonerated, at least of some charges fostering test-induced learning and avoiding test-induced forgetting. Psychological Science, 23(11), 1337–1344.
- Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A systematic study of the published literature 2008–2012. International Review of Research in Open & Distance Learning, 14(3), 202–227.
- Mayer, R. E. (2009). Multimedia learning ( 2nd ed.). New York, NY: Cambridge University Press.
- Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational psychologist, 38(1), 43–52. doi:10.1207/S15326985EP3801_6
- Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: the role of student interactivity and feedback. Educational Technology Research and Development, 53, 35–45. doi:0.1007/BF02504796
- Pennebaker, J. W., Mehl, M. R., & Niederhoffer, K. G. (2003). Psychological aspects of natural language use: Our words, our selves. Annual Review of Psychology, 54(1), 547–577.
- Rae-Dupree, J. (2007, December 30). Innovative minds don't think alike. New York Times. Retrieved from http://www.nytimes.com/2007/12/30/business/30know.html?pagewanted=print&_r=0
- Roediger, H. L. I. I. I., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Psychological Science, 1, 181–210.
- Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students' mathematical learning. Journal of Educational Psychology, 105(4), 970–987. doi:10.1037/a0032447
- Sweller, J., van Merrienboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology, 10(3), 251–296. doi:10.1023/A:1022193728205
- Szpunar, K. K., McDermott, K. B., & Roediger, H. L., III (2007). Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35(5), 1007–1013.
- Tulving, E. (1967). The effects of presentation and recall of material in free-recall learning. Journal of Verbal Learning and Verbal Behavior, 6, 175–184.
- Walkington, C. A. (2013). Using adaptive learning technologies to personalize instruction to student interests: The impact of relevant contexts on performance and learning outcomes. Journal of Educational Psychology, 105(4), 932–945. doi:10.1037/a0031882
- WISE Homepage. (2014). Web interface for statistics education. Retrieved from http://wise.cgu.edu/
- Wolf, G. (2008). Want to remember everything you'll ever learn? Surrender to this algorithm. Wired Magazine, 16(5) Retrieved from http://www.wired.com/medtech/health/magazine/16-05/ff_wozniak?currentPage=all
- Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. doi:10.1037/a0031311
Further Reading
- Mayer, R. E. (2009). Multimedia learning ( 2nd ed.). New York, NY: Cambridge University Press.
- Steenbergen-Hu, S., & Cooper, H. (2013). A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students' mathematical learning. Journal of Educational Psychology, 105(4), 970–987. doi:10.1037/a0032447
Citing Literature
Browse other articles of this reference work:
