Search Results - "Chen, Ouhao" :: K.UTB vyhledávací portál

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Spacing and Interleaving Effects Require Distinct Theoretical Bases: a Systematic Review Testing the Cognitive Load and Discriminative-Contrast Hypotheses

by Chen, Ouhao, Paas, Fred, Sweller, John
Published in Educational psychology review (01.12.2021)

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The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching

by Wang, Ying, Lin, Lijia, Chen, Ouhao
Published in British journal of educational psychology (01.12.2021)

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Undesirable Difficulty Effects in the Learning of High-Element Interactivity Materials

by Chen, Ouhao, Castro-Alonso, Juan C, Paas, Fred, Sweller, John
Published in Frontiers in psychology (13.08.2018)

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The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective

by Chen, Ouhao, Retnowati, Endah, Castro-Alonso, Juan Cristobal, Paas, Fred, Sweller, John
Published in Education sciences (01.11.2023)

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Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge

by Chen, Ouhao, Woolcott, Geoff, Kalyuga, Slava
Published in The educational and developmental psychologist (02.01.2021)

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When Instructional Guidance is Needed

by Chen, Ouhao, Kalyuga, Slava, Sweller, John
Published in The educational and developmental psychologist (01.12.2016)

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A Cognitive Load Theory Approach to Defining and Measuring Task Complexity Through Element Interactivity

by Chen, Ouhao, Paas, Fred, Sweller, John
Published in Educational psychology review (01.06.2023)

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The Expertise Reversal Effect is a Variant of the More General Element Interactivity Effect

by Chen, Ouhao, Kalyuga, Slava, Sweller, John
Published in Educational psychology review (01.06.2017)

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Strategies to engage students in learning, minimise educational inequality and improve teacher professionalism

by Chen, Ouhao
Published in Learning (Abingdon (England)) (03.07.2022)

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The Worked Example Effect, the Generation Effect, and Element Interactivity

by Chen, Ouhao, Kalyuga, Slava, Sweller, John
Published in Journal of educational psychology (01.08.2015)

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Exploring factors influencing the effectiveness of explicit instruction first and problem-solving first approaches

by Chen, Ouhao, Kalyuga, Slava
Published in European journal of psychology of education (01.09.2020)

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Relations between the worked example and generation effects on immediate and delayed tests

by Chen, Ouhao, Kalyuga, Slava, Sweller, John
Published in Learning and instruction (01.10.2016)

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Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory

by Chen, Ouhao, Woolcott, Geoff
Published in Journal of physics. Conference series (01.10.2019)

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Reply to Sana et al.’s (2022) Commentary on Rest-from-Deliberate-Learning as a Mechanism for the Spacing Effect

by Chen, Ouhao, Paas, Fred, Sweller, John
Published in Educational psychology review (01.09.2022)

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Extending Cognitive Load Theory to Incorporate Working Memory Resource Depletion: Evidence from the Spacing Effect

by Chenu, Ouhao, Castro-Alonso, Juan C., Paas, Fred, Sweller, John
Published in Educational psychology review (01.06.2018)

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Element interactivity as a factor influencing the effectiveness of worked example–problem solving and problem solving–worked example sequences

by Chen, Ouhao, Retnowati, Endah, Kalyuga, Slava
Published in British journal of educational psychology (01.06.2020)

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Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective

by Jiang, Dayu, Chen, Ouhao, Han, Yiyi, Kalyuga, Slava
Published in British journal of educational psychology (01.08.2023)

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The expanding boundaries of learning

by Koh, Elizabeth, Chen, Ouhao
Published in Learning (Abingdon (England)) (02.01.2021)

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Working Memory Resources Depletion Makes Delayed Testing Beneficial

by Chen, Ouhao, Kalyuga, Slava
Published in Journal of cognitive education and psychology (01.01.2021)

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Problem-solving support and instructional sequence: impact on cognitive load and student performance

by Costley, Jamie, Gorbunova, Anna, Courtney, Matthew, Chen, Ouhao, Lange, Christopher
Published in European journal of psychology of education (01.09.2024)

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