Difficulties are often an unavoidable but important part of the learning process. This seems
particularly so for complex conceptual learning. Challenges in the learning process are …

Recently, there has been a growing interest in learning approaches that combine two
phases: an initial problem-solving phase followed by an instruction phase (PS-I). Two often …

The COVID-19 pandemic has caused both unprecendented disruptions and massive
changes to education. However, as schools return, these changes may disappear …

When learning a new concept, should students engage in problem solving followed by
instruction (PS-I) or instruction followed by problem solving (I-PS)? Noting that there is a …

Learning and performance are not always commensurable. Conditions that maximize
performance in the initial learning may not maximize learning in the longer term. I exploit this …

This paper presents the results of an empirical study conducted on three different types of
gamified learning activities—namely competitive, collaborative, and adaptive—in lower …

This study demonstrates an existence proof for productive failure: engaging students in
solving complex, ill-structured problems without the provision of support structures can be a …

In the wake of the Covid-19 pandemic, most universities had to switch to “emergency online
learning”. At the same time, academics were in search of means to combat “the infodemic”, a …

In the traditional framework of cognitive load theory, it is assumed that the acquisition of
domain-specific knowledge structures (or schemas) is the only instructional goal, and …

A dangerous trap exists for educators and education policy makers: the learning loss. This
trap comes with a large amount of data and with sophisticated projection methods. It …