Fortune favors the   ( ): Effects of disfluency on educational outcomes

Diemand-Yauman, Connor; Oppenheimer, Daniel M.; Vaughan, Erikka B.

doi:10.1016/j.cognition.2010.09.012

Cited by 281 publications

(321 citation statements)

References 17 publications

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“…Such disfluency on a perceptual level can be desirable to self-regulated learning, because it can function as a metacognitive cue that one may not have mastery over material, leading to more effortful and analytic processing, and in turn, to better performance. Two experiments by Diemand-Yauman et al (2011) lend support to these assumptions, showing that using harderto-read fonts to present word lists and text fostered learning -and not only in the lab but even in an applied school setting.…”

Section: Introductionmentioning

confidence: 89%

“…Accordingly, Diemand-Yauman et al (2011) found better recall of instructional contents by making text disfluent. These effects can be explained by referring to metacognition and self-regulated learning .…”

Section: Disfluency Theory and Metacognitionmentioning

confidence: 99%

“…Unsurprisingly, the two experiments published by Diemand-Yauman et al (2011) captured a lot of attention, which is reflected in 150 citations of the Diemand-Yauman et al article in less than five years (source: Google Scholar®; 02/12/2016) or in several articles in the popular press (e.g., New York Times: http://www. nytimes.com/2011/04/19/health/19mind.html?…”

Section: Introductionmentioning

confidence: 99%

“…The six manuscripts comprise 13 experiments with a total of more than 1000 participants, including attempts to replicate experiment 1 of Diemand-Yauman et al (2011) both more directly and conceptually. Materials and measures of the studies of this special issue range from short syllogisms to complex expository text with pictures and transfer tests.…”

Section: Introductionmentioning

confidence: 99%

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Effects of disfluency on cognitive and metacognitive processes and outcomes

Kühl

Eitel

2016

Metacognition Learning

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Section: Introductionmentioning

confidence: 89%

Section: Disfluency Theory and Metacognitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Effects of disfluency on cognitive and metacognitive processes and outcomes

Kühl

Eitel

2016

Metacognition Learning

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“…More informative pictures, cartoons, tables, interactive tiered questions following Bloom's taxonomy, and MATLAB programming were included in the new learning materials, which were recorded at a slower speed of narration according to SLA 14 . The font of the learning materials was changed from an easy to read font, Calibri, to a hard-toread font, Comic Sans MS so that the materials can improve memory performance and educational outcomes 28 . There were interactive questions embedded in the videos, which helped test students' understanding, and the videos could be watched as many times as students wanted.…”

Section: Sla-able Project Designmentioning

confidence: 99%

The Application of Second Language Acquisition to Programming Language Study

Sun¹,

Frederick-Recascino²,

Ding³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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This paper describes a design and implementation of a Second Language Acquisition in a Blended Learning (SLA-aBLe) project that aims to examine the efficacy of SLA approaches for teaching programming language. The project, which has been running for three semesters, modifies specific learning modules in a programming language class using a series of shorter videos with subtitles, online quizzes with tiered questions and comments, and a topic specified discussion board with Q&A sections. The SLA aspect of the SLA-aBLe study is emphasized through the use of strategies defined as best-practice SLA techniques, such as the inclusion of self-testing tired questions and visual-aided explanation in screencasts, more online programming writing assessment, more collaboration, and 'speak aloud' in labs. A series of surveys assessing students' perceptions, attitudes, and satisfaction of students in the SLA-aBLe, and control groups were analyzed. Their academic performance on exam scores was compared. A random group of students were selected and interviewed face-to-face each semester to understand the effectiveness of the SLA-aBLe design. Assessment results confirmed the effectiveness of SLA-aBLe design. IntroductionProgramming language is a common mandatory course taught in the first year of engineering and computer science programs. These types of courses typically utilize a common programming language (MATLAB, C, Java) to teach students about syntax and programming techniques and to introduce students to applied problem solving [1][2][3][4] . Learning a computer programming language has been known to be difficult for high-school and university students because of the lack of time for practice 5 , in addition to the conceptual complexity of the topic and logical reasoning processes required for understanding. Programming courses are critical to the learning needs of students in STEM majors, as they provide students with problem solving skills that are easily transferrable and contextually relevant to math and science courses in the curriculum.

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Mindfulness in Education

Reber¹

2014

The Wiley Blackwell Handbook of Mindfulness

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Fortune favors the ( ): Effects of disfluency on educational outcomes

Cited by 281 publications

References 17 publications

Effects of disfluency on cognitive and metacognitive processes and outcomes

Effects of disfluency on cognitive and metacognitive processes and outcomes

The Application of Second Language Acquisition to Programming Language Study

Mindfulness in Education

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