메뉴 건너뛰기




Volumn 44, Issue 1, 2016, Pages 69-86

Learning from video modeling examples: does gender matter?

Author keywords

Example based learning; Gender; Model observer similarity; Modeling; Multimedia learning

Indexed keywords


EID: 84957848706     PISSN: 00204277     EISSN: 15731952     Source Type: Journal    
DOI: 10.1007/s11251-015-9360-y     Document Type: Article
Times cited : (56)

References (78)
  • 1
    • 85182298651 scopus 로고    scopus 로고
    • Arroyo, I., Woolf, B. P., Royer, J. M., & Tai, M. (2009). Affective gendered learning companion. In international conference on artificial intelligence and education. Brighton: IOS Press
    • Arroyo, I., Woolf, B. P., Royer, J. M., & Tai, M. (2009). Affective gendered learning companion. In international conference on artificial intelligence and education. Brighton: IOS Press.
  • 2
    • 0034195057 scopus 로고    scopus 로고
    • Learning from examples: Instructional principles from the worked examples research
    • Atkinson, R. K., Derry, S. J., Renkl, A., & Wortham, D. (2000). Learning from examples: Instructional principles from the worked examples research. Review of Educational Research,70, 181–214. doi:10.3102/00346543070002181.
    • (2000) Review of Educational Research , vol.70 , pp. 181-214
    • Atkinson, R.K.1    Derry, S.J.2    Renkl, A.3    Wortham, D.4
  • 3
    • 59049086417 scopus 로고    scopus 로고
    • Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations
    • Ayres, P., Marcus, N., Chan, C., & Qian, N. (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior,25, 348–353. doi:10.1016/j.chb.2008.12.013.
    • (2009) Computers in Human Behavior , vol.25 , pp. 348-353
    • Ayres, P.1    Marcus, N.2    Chan, C.3    Qian, N.4
  • 5
    • 0002338285 scopus 로고
    • Self-referent thought: A developmental analysis of self-efficacy
    • Flavell JH, Ross LD, (eds), Cambridge University Press, New York
    • Bandura, A. (1981). Self-referent thought: A developmental analysis of self-efficacy. In J. H. Flavell & L. D. Ross (Eds.), Cognitive social development: Frontiers and possible futures (pp. 200–239). New York: Cambridge University Press.
    • (1981) Cognitive social development: Frontiers and possible futures , pp. 200-239
    • Bandura, A.1
  • 8
    • 0035227452 scopus 로고    scopus 로고
    • Social cognitive theory: An agentic perspective
    • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology,52, 1–26. doi:10.1146/annurev.psych.52.1.1.
    • (2001) Annual Review of Psychology , vol.52 , pp. 1-26
    • Bandura, A.1
  • 9
    • 34447545656 scopus 로고    scopus 로고
    • Guide for constructing self-efficacy scales
    • Pajares F, Urdan T, (eds), Information Age Publishing, Greenwich, CT
    • Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307–337). Greenwich, CT: Information Age Publishing.
    • (2006) Self-efficacy beliefs of adolescents , pp. 307-337
    • Bandura, A.1
  • 11
    • 35048897006 scopus 로고    scopus 로고
    • Pedagogical agent design: The impact of agent realism, gender, ethnicity, and instructional role
    • Lester JC, Vicari RM, Paraguacu F, (eds), Springer, Berlin
    • Baylor, A. L., & Kim, Y. (2004). Pedagogical agent design: The impact of agent realism, gender, ethnicity, and instructional role. In J. C. Lester, R. M. Vicari, & F. Paraguacu (Eds.), Intelligent tutoring systems (pp. 592–603). Berlin: Springer.
    • (2004) Intelligent tutoring systems , pp. 592-603
    • Baylor, A.L.1    Kim, Y.2
  • 12
    • 84868601186 scopus 로고    scopus 로고
    • Using animated agents in learner-controlled training: The effects of design control
    • Behrend, T. S., & Thompson, L. F. (2012). Using animated agents in learner-controlled training: The effects of design control. International Journal of Training and Development,16, 263–283. doi:10.1111/j.1468-2419.2012.00413.x.
    • (2012) International Journal of Training and Development , vol.16 , pp. 263-283
    • Behrend, T.S.1    Thompson, L.F.2
  • 13
    • 0002995679 scopus 로고
    • Social comparison, modeling, and perseverance
    • Suls JM, Miller RL, (eds), Hemisphere, Washington, DC
    • Berger, S. M. (1977). Social comparison, modeling, and perseverance. In J. M. Suls & R. L. Miller (Eds.), Social comparison processes: Theoretical and empirical perspectives (pp. 209–234). Washington, DC: Hemisphere.
    • (1977) Social comparison processes: Theoretical and empirical perspectives , pp. 209-234
    • Berger, S.M.1
  • 16
    • 0037212471 scopus 로고    scopus 로고
    • Academic self-concept and self-efficacy: How different are they really?
    • Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review,15, 1–40. doi:10.1023/A:1021302408382.
    • (2003) Educational Psychology Review , vol.15 , pp. 1-40
    • Bong, M.1    Skaalvik, E.M.2
  • 17
    • 0037728934 scopus 로고    scopus 로고
    • Engaging in upward and downward comparisons as a determinant of relative deprivation at work: A longitudinal study
    • Buunk, B. P., Zurriaga, R., Gonzalez-Roma, V., & Subirats, M. (2003). Engaging in upward and downward comparisons as a determinant of relative deprivation at work: A longitudinal study. Journal of Vocational Behavior,62, 370–388. doi:10.1016/S0001-8791(02)00015-5.
    • (2003) Journal of Vocational Behavior , vol.62 , pp. 370-388
    • Buunk, B.P.1    Zurriaga, R.2    Gonzalez-Roma, V.3    Subirats, M.4
  • 21
    • 85085411743 scopus 로고
    • Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics
    • Resnick LB, (ed), Erlbaum, Hillsdale
    • Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 453–494). Hillsdale: Erlbaum.
    • (1989) Knowing, learning, and instruction , pp. 453-494
    • Collins, A.1    Brown, J.S.2    Newman, S.E.3
  • 22
    • 84881141597 scopus 로고    scopus 로고
    • Multivoxel patterns in fusiform face area differentiate faces by sex and race
    • Contreras, J. M., Banaji, M. R., & Mitchell, J. P. (2013). Multivoxel patterns in fusiform face area differentiate faces by sex and race. PLoS One,8, e69684. doi:10.1371/journal.pone.0069684.
    • (2013) PLoS One , vol.8 , pp. e69684
    • Contreras, J.M.1    Banaji, M.R.2    Mitchell, J.P.3
  • 23
  • 25
    • 84859977288 scopus 로고    scopus 로고
    • Overconfidence produced underachievement: Inaccurate self evaluations undermine students’ learning and retention
    • Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produced underachievement: Inaccurate self evaluations undermine students’ learning and retention. Learning and Instruction,22, 271–280. doi:10.1016/j.learninstruc.2011.08.003.
    • (2012) Learning and Instruction , vol.22 , pp. 271-280
    • Dunlosky, J.1    Rawson, K.A.2
  • 27
    • 84879595409 scopus 로고    scopus 로고
    • Learning to be creative. The effects of observational learning on students’ design products and processes
    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & Van den Bergh, H. (2013a). Learning to be creative. The effects of observational learning on students’ design products and processes. Learning and Instruction,28, 35–47. doi:10.1016/j.learninstruc.2013.05.001.
    • (2013) Learning and Instruction , vol.28 , pp. 35-47
    • Groenendijk, T.1    Janssen, T.2    Rijlaarsdam, G.3    Van den Bergh, H.4
  • 28
    • 84873147564 scopus 로고    scopus 로고
    • The effect of observational learning on students’ performance, processes, and motivation in two creative domains
    • Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H. (2013b). The effect of observational learning on students’ performance, processes, and motivation in two creative domains. The British Journal of Educational Psychology,83, 3–28. doi:10.1111/j.2044-8279.2011.02052.x.
    • (2013) The British Journal of Educational Psychology , vol.83 , pp. 3-28
    • Groenendijk, T.1    Janssen, T.2    Rijlaarsdam, G.3    van den Bergh, H.4
  • 29
    • 0002106731 scopus 로고
    • Causes, correlates, and the functional role of global self-worth: A life-span perspective
    • Sternberg RJ, Kolligian J, (eds), Yale University Press, New Haven, CT
    • Harter, S. (1990). Causes, correlates, and the functional role of global self-worth: A life-span perspective. In R. J. Sternberg & J. Kolligian (Eds.), Competence considered (pp. 67–97). New Haven, CT: Yale University Press.
    • (1990) Competence considered , pp. 67-97
    • Harter, S.1
  • 30
    • 0010898846 scopus 로고
    • Imitation and retention of film-mediated aggressive peer and adult models
    • Hicks, D. J. (1965). Imitation and retention of film-mediated aggressive peer and adult models. Journal of Personality and Social Psychology,2, 97–100. doi:10.1037/h0022075.
    • (1965) Journal of Personality and Social Psychology , vol.2 , pp. 97-100
    • Hicks, D.J.1
  • 31
    • 84907760345 scopus 로고    scopus 로고
    • Comparing the effects of worked examples and modeling examples on learning
    • Hoogerheide, V., Loyens, S. M. M., & Van Gog, T. (2014). Comparing the effects of worked examples and modeling examples on learning. Computers in Human Behavior,41, 80–91. doi:10.1016/j.chb.2014.09.013.
    • (2014) Computers in Human Behavior , vol.41 , pp. 80-91
    • Hoogerheide, V.1    Loyens, S.M.M.2    Van Gog, T.3
  • 32
    • 79957587345 scopus 로고    scopus 로고
    • Perceived competence: A common core for self-efficacy and self-concept?
    • Hughes, A., Galbraith, D., & White, D. (2011). Perceived competence: A common core for self-efficacy and self-concept? Journal of Personality Assessment,93, 278–289. doi:10.1080/00223891.2011.559390.
    • (2011) Journal of Personality Assessment , vol.93 , pp. 278-289
    • Hughes, A.1    Galbraith, D.2    White, D.3
  • 33
    • 0025395097 scopus 로고
    • Gender differences in mathematics performance: A meta-analysis
    • Hyde, J. S., Fennema, E., & Lamon, S. (1990). Gender differences in mathematics performance: A meta-analysis. Psychological Bulletin,107, 139–155. doi:10.1037//0033-2909.107.2.139.
    • (1990) Psychological Bulletin , vol.107 , pp. 139-155
    • Hyde, J.S.1    Fennema, E.2    Lamon, S.3
  • 34
    • 48249149914 scopus 로고    scopus 로고
    • Gender similarities characterize math performance
    • Hyde, J. S., Lindberg, S. M., Linn, M. C., Ellis, A., & Williams, C. (2008). Gender similarities characterize math performance. Science,321, 494–495. doi:10.1126/science.1160364.
    • (2008) Science , vol.321 , pp. 494-495
    • Hyde, J.S.1    Lindberg, S.M.2    Linn, M.C.3    Ellis, A.4    Williams, C.5
  • 35
    • 75549089681 scopus 로고    scopus 로고
    • Deliberate practice theory: Perceived relevance, effort, and inherent enjoyment of music practice: Study II
    • Hyllegard, R., & Bories, T. L. (2009). Deliberate practice theory: Perceived relevance, effort, and inherent enjoyment of music practice: Study II. Perceptual and Motor Skills,109, 431–440. doi:10.2466/PMS.109.2.431-440.
    • (2009) Perceptual and Motor Skills , vol.109 , pp. 431-440
    • Hyllegard, R.1    Bories, T.L.2
  • 36
    • 82655177971 scopus 로고    scopus 로고
    • The powerful disregard social comparison information
    • Johnson, C. S., & Lammers, J. (2012). The powerful disregard social comparison information. Journal of Experimental Social Psychology,48, 329–334. doi:10.1016/j.jesp.2011.10.010.
    • (2012) Journal of Experimental Social Psychology , vol.48 , pp. 329-334
    • Johnson, C.S.1    Lammers, J.2
  • 39
    • 77952097771 scopus 로고    scopus 로고
    • Expertise reversal effect and its instructional implications: Introduction to the special issue
    • Kalyuga, S., & Renkl, A. (2010). Expertise reversal effect and its instructional implications: Introduction to the special issue. Instructional Science,38, 209–215. doi:10.1007/s11251-009-9102-0.
    • (2010) Instructional Science , vol.38 , pp. 209-215
    • Kalyuga, S.1    Renkl, A.2
  • 40
    • 80051803622 scopus 로고    scopus 로고
    • Self-efficacy in educational settings: Recent research and emerging directions
    • Urdan TC, Karabenick SA, (eds), Emerald Group Publishing Limited, Bingley
    • Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In T. C. Urdan & S. A. Karabenick (Eds.), The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1–33). Bingley: Emerald Group Publishing Limited.
    • (2010) The decade ahead: Theoretical perspectives on motivation and achievement , pp. 1-33
    • Klassen, R.M.1    Usher, E.L.2
  • 41
    • 34250191850 scopus 로고    scopus 로고
    • Children’s responses to computer-synthesized speech in educational media: Gender consistency and gender similarity effects
    • Lee, K. M., Liao, K., & Ryu, S. (2007). Children’s responses to computer-synthesized speech in educational media: Gender consistency and gender similarity effects. Human Communication Research,33, 310–329. doi:10.1111/j.1468-2958.2007.00301.x.
    • (2007) Human Communication Research , vol.33 , pp. 310-329
    • Lee, K.M.1    Liao, K.2    Ryu, S.3
  • 43
    • 84890086189 scopus 로고    scopus 로고
    • The effects of peer-like and expert-like pedagogical agents on learners’ agent perceptions, task-related attitudes, and learning achievement
    • Liew, T., Tan, S., & Jayothisa, C. (2013). The effects of peer-like and expert-like pedagogical agents on learners’ agent perceptions, task-related attitudes, and learning achievement. Educational Technology & Society,16, 275–286.
    • (2013) Educational Technology & Society , vol.16 , pp. 275-286
    • Liew, T.1    Tan, S.2    Jayothisa, C.3
  • 44
    • 77955427206 scopus 로고    scopus 로고
    • The speaker/gender effect: Does the speaker’s gender matter when presenting auditory text in multimedia messages?
    • Linek, S. B., Gerjets, P., & Scheiter, K. (2010). The speaker/gender effect: Does the speaker’s gender matter when presenting auditory text in multimedia messages? Instructional Science,38, 503–521. doi:10.1007/s11251-009-9115-8.
    • (2010) Instructional Science , vol.38 , pp. 503-521
    • Linek, S.B.1    Gerjets, P.2    Scheiter, K.3
  • 45
    • 0031496402 scopus 로고    scopus 로고
    • Attitude toward self, social factors, and achievement in mathematics: A meta-analytic view
    • Ma, X., & Kishor, N. (1997). Attitude toward self, social factors, and achievement in mathematics: A meta-analytic view. Educational Psychology Review,9, 89–120. doi:10.1023/A:1024785812050.
    • (1997) Educational Psychology Review , vol.9 , pp. 89-120
    • Ma, X.1    Kishor, N.2
  • 46
    • 70450123179 scopus 로고    scopus 로고
    • When and how often should worked examples be given to students? New results and a summary of the current state of research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.)
    • Austin: Cognitive Science Society
    • McLaren, B. M., Lim, S., & Koedinger, K. R. (2008). When and how often should worked examples be given to students? New results and a summary of the current state of research. In B. C. Love, K. McRae, & V. M. Sloutsky (Eds.), Proceedings of the 30th annual conference of the cognitive science society (pp. 2176–2181). Austin: Cognitive Science Society.
    • (2008) Proceedings of the 30th annual conference of the cognitive science society (pp2176–2181)
    • McLaren, B.M.1    Lim, S.2    Koedinger, K.R.3
  • 47
    • 33645034463 scopus 로고    scopus 로고
    • Student‘s choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity
    • Moreno, R., & Flowerday, T. (2006). Student‘s choice of animated pedagogical agents in science learning: A test of the similarity-attraction hypothesis on gender and ethnicity. Contemporary Educational Psychology,31, 186–207. doi:10.1016/j.cedpsych.2005.05.002.
    • (2006) Contemporary Educational Psychology , vol.31 , pp. 186-207
    • Moreno, R.1    Flowerday, T.2
  • 49
    • 84875758550 scopus 로고    scopus 로고
    • Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions
    • Ozogul, G., Johnson, A. M., Atkinson, R. K., & Reisslein, M. (2013). Investigating the impact of pedagogical agent gender matching and learner choice on learning outcomes and perceptions. Computers & Education,67, 36–50. doi:10.1016/j.compedu.2013.02.006.
    • (2013) Computers & Education , vol.67 , pp. 36-50
    • Ozogul, G.1    Johnson, A.M.2    Atkinson, R.K.3    Reisslein, M.4
  • 50
    • 33846059680 scopus 로고
    • Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach
    • Paas, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive load approach. Journal of Educational Psychology,84, 429–434. doi:10.1037/0022-0663.84.4.429.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 429-434
    • Paas, F.1
  • 51
    • 84957854360 scopus 로고    scopus 로고
    • Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.)
    • Greenwich, CT: Information Age Publishing
    • Pajares, F. (2006). Self-efficacy during childhood and adolescence. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 339–367). Greenwich, CT: Information Age Publishing.
    • (2006) Self-efficacy beliefs of adolescents (pp 339–367)
    • Pajares, F.1
  • 52
    • 84892980888 scopus 로고    scopus 로고
    • Toward an instructionally oriented theory of example-based learning
    • Renkl, A. (2014). Toward an instructionally oriented theory of example-based learning. Cognitive Science,38, 1–37. doi:10.1111/cogs.12086.
    • (2014) Cognitive Science , vol.38 , pp. 1-37
    • Renkl, A.1
  • 53
    • 78751498925 scopus 로고    scopus 로고
    • The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review
    • Rhodes, M. G., & Tauber, S. K. (2011). The influence of delaying judgments of learning on metacognitive accuracy: A meta-analytic review. Psychological Bulletin,137, 131–148. doi:10.1037/a0021705.
    • (2011) Psychological Bulletin , vol.137 , pp. 131-148
    • Rhodes, M.G.1    Tauber, S.K.2
  • 54
    • 84866758038 scopus 로고    scopus 로고
    • Learning from multimedia presentations: The effects of graphical realism and voice gender
    • Rodicio, H. G. (2012). Learning from multimedia presentations: The effects of graphical realism and voice gender. Electronic Journal of Research in Educational Psychology,10, 885–906.
    • (2012) Electronic Journal of Research in Educational Psychology , vol.10 , pp. 885-906
    • Rodicio, H.G.1
  • 55
    • 51349128999 scopus 로고    scopus 로고
    • Interface agents as social models for female students: The effects of agent visual presence and appearance on female students’ attitudes and beliefs
    • Rosenberg-Kima, R. B., Baylor, A. L., Plant, E. A., & Doerr, C. E. (2008). Interface agents as social models for female students: The effects of agent visual presence and appearance on female students’ attitudes and beliefs. Computers in Human Behavior,24, 2741–2756. doi:10.1016/j.chb.2008.03.017.
    • (2008) Computers in Human Behavior , vol.24 , pp. 2741-2756
    • Rosenberg-Kima, R.B.1    Baylor, A.L.2    Plant, E.A.3    Doerr, C.E.4
  • 56
    • 85043751872 scopus 로고    scopus 로고
    • Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
    • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist,55, 68–78. doi:10.1037//0003-066x.55.1.68.
    • (2000) American Psychologist , vol.55 , pp. 68-78
    • Ryan, R.M.1    Deci, E.L.2
  • 57
    • 84952527430 scopus 로고
    • The differential investment of mental effort in learning from different sources
    • Salomon, G. (1983). The differential investment of mental effort in learning from different sources. Educational Psychologist,18, 42–50. doi:10.1080/00461528309529260.
    • (1983) Educational Psychologist , vol.18 , pp. 42-50
    • Salomon, G.1
  • 58
    • 0000078870 scopus 로고
    • Television is “easy” and print is “tough”: The differential investment of mental effort as a function of perceptions and attributions
    • Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort as a function of perceptions and attributions. Journal of Educational Psychology,76, 647–658. doi:10.1037//0022-0663.76.4.647.
    • (1984) Journal of Educational Psychology , vol.76 , pp. 647-658
    • Salomon, G.1
  • 59
    • 84948505747 scopus 로고
    • Self-efficacy perspective on achievement behavior
    • Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist,19, 48–58. doi:10.1080/00461528409529281.
    • (1984) Educational Psychologist , vol.19 , pp. 48-58
    • Schunk, D.H.1
  • 60
    • 84970693099 scopus 로고
    • Peer models and children’s behavioral change
    • Schunk, D. (1987). Peer models and children’s behavioral change. Review of Educational Research,57, 149–174.
    • (1987) Review of Educational Research , vol.57 , pp. 149-174
    • Schunk, D.1
  • 62
    • 0009960136 scopus 로고    scopus 로고
    • Social cognitive theory and self-regulated learning
    • Zimmerman BJ, Schunk DH, (eds), Erlbaum, Mahwah, NJ
    • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–151). Mahwah, NJ: Erlbaum.
    • (2001) Self-regulated learning and academic achievement: Theoretical perspectives , pp. 125-151
    • Schunk, D.H.1
  • 63
    • 0002031358 scopus 로고
    • Peer-model attributes and children’s achievement behaviors
    • Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer-model attributes and children’s achievement behaviors. Journal of Education & Psychology,79, 54–61. doi:10.1037/0022-0663.79.1.54.
    • (1987) Journal of Education & Psychology , vol.79 , pp. 54-61
    • Schunk, D.H.1    Hanson, A.R.2    Cox, P.D.3
  • 64
    • 0030362145 scopus 로고    scopus 로고
    • Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment
    • Simon, S. J., & Werner, J. M. (1996). Computer training through behavior modeling, self-paced, and instructional approaches: A field experiment. Journal of Applied Psychology,81, 648–659. doi:10.1037//0021-9010.81.6.648.
    • (1996) Journal of Applied Psychology , vol.81 , pp. 648-659
    • Simon, S.J.1    Werner, J.M.2
  • 65
    • 84862192285 scopus 로고    scopus 로고
    • Energizing project-based inquiry: middle grade students read, write, and create videos
    • Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: middle grade students read, write, and create videos. Journal of Adolescent & Adult Literacy,55, 483–493. doi:10.1002/JAAL.00058.
    • (2012) Journal of Adolescent & Adult Literacy , vol.55 , pp. 483-493
    • Spires, H.A.1    Hervey, L.G.2    Morris, G.3    Stelpflug, C.4
  • 66
    • 78649706788 scopus 로고    scopus 로고
    • On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents
    • Steffens, M. C., Jelenec, P., & Noack, P. (2010). On the leaky math pipeline: Comparing implicit math-gender stereotypes and math withdrawal in female and male children and adolescents. Journal of Educational Psychology,102, 947–963. doi:10.1037/a0019920.
    • (2010) Journal of Educational Psychology , vol.102 , pp. 947-963
    • Steffens, M.C.1    Jelenec, P.2    Noack, P.3
  • 67
    • 9744274543 scopus 로고    scopus 로고
    • Gender, the perception of aggression, and the overestimation of gender bias
    • Stewart-Williams, S. (2002). Gender, the perception of aggression, and the overestimation of gender bias. Sex Roles,46, 177–189. doi:10.1023/A:1019665803317.
    • (2002) Sex Roles , vol.46 , pp. 177-189
    • Stewart-Williams, S.1
  • 69
    • 85047689386 scopus 로고    scopus 로고
    • Accuracy of metacognitive monitoring affects learning of texts
    • Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology,95, 66–73. doi:10.1037/0022-0663.95.1.66.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 66-73
    • Thiede, K.W.1    Anderson, M.C.M.2    Therriault, D.3
  • 71
    • 79955717520 scopus 로고    scopus 로고
    • Effects of identical example-problem and problem-example pairs on learning
    • Van Gog, T. (2011). Effects of identical example-problem and problem-example pairs on learning. Computers & Education,57, 1775–1779. doi:10.1016/j.compedu.2011.03.019.
    • (2011) Computers & Education , vol.57 , pp. 1775-1779
    • Van Gog, T.1
  • 72
    • 65049087294 scopus 로고    scopus 로고
    • Attention guidance during example study via the model’s eye movements
    • Van Gog, T., Jarodzka, H., Scheiter, K., Gerjets, P., & Paas, F. (2009). Attention guidance during example study via the model’s eye movements. Computers in Human Behavior,25, 785–791. doi:10.1016/j.chb.2009.02.007.
    • (2009) Computers in Human Behavior , vol.25 , pp. 785-791
    • Van Gog, T.1    Jarodzka, H.2    Scheiter, K.3    Gerjets, P.4    Paas, F.5
  • 73
    • 41349084211 scopus 로고    scopus 로고
    • Instructional efficiency: Revisiting the original construct in educational research
    • Van Gog, T., & Paas, F. (2008). Instructional efficiency: Revisiting the original construct in educational research. Educational Psychologist,43, 16–26. doi:10.1080/00461520701756248.
    • (2008) Educational Psychologist , vol.43 , pp. 16-26
    • Van Gog, T.1    Paas, F.2
  • 74
    • 77952516370 scopus 로고    scopus 로고
    • Example-based learning: Integrating cognitive and social-cognitive research perspectives
    • Van Gog, T., & Rummel, N. (2010). Example-based learning: Integrating cognitive and social-cognitive research perspectives. Educational Psychology Review,22, 155–174. doi:10.1007/s10648-010-9134-7.
    • (2010) Educational Psychology Review , vol.22 , pp. 155-174
    • Van Gog, T.1    Rummel, N.2
  • 75
    • 84891526417 scopus 로고    scopus 로고
    • Learning from video modeling examples: Effects of seeing the human model’s face
    • Van Gog, T., Verveer, I., & Verveer, L. (2014). Learning from video modeling examples: Effects of seeing the human model’s face. Computers & Education,72, 323–327. doi:10.1016/j.compedu.2013.12.004.
    • (2014) Computers & Education , vol.72 , pp. 323-327
    • Van Gog, T.1    Verveer, I.2    Verveer, L.3
  • 76
    • 0030118444 scopus 로고    scopus 로고
    • Internalization of biopsychological values by medical students: A test of self-determination theory
    • Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychological values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology,70, 767–779. doi:10.1037/0022-3514.70.4.76.
    • (1996) Journal of Personality and Social Psychology , vol.70 , pp. 767-779
    • Williams, G.C.1    Deci, E.L.2
  • 77
    • 33947366439 scopus 로고    scopus 로고
    • Teaching suturing and knot-tying skills to medical students: A randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback
    • Xeroulis, G. J., Park, J., Moulton, C. A., Reznick, R. K., Leblanc, V., & Dubrowski, A. (2007). Teaching suturing and knot-tying skills to medical students: A randomized controlled study comparing computer-based video instruction and (concurrent and summary) expert feedback. Surgery,141, 442–449. doi:10.1016/j.surg.2006.09.012.
    • (2007) Surgery , vol.141 , pp. 442-449
    • Xeroulis, G.J.1    Park, J.2    Moulton, C.A.3    Reznick, R.K.4    Leblanc, V.5    Dubrowski, A.6
  • 78
    • 0141889712 scopus 로고    scopus 로고
    • Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model
    • Yi, M. Y., & Hwang, Y. (2003). Predicting the use of web-based information systems: Self-efficacy, enjoyment, learning goal orientation, and the technology acceptance model. International Journal of Human-Computer Studies,59, 431–449. doi:10.1016/S1071-5819(03)00114-9.
    • (2003) International Journal of Human-Computer Studies , vol.59 , pp. 431-449
    • Yi, M.Y.1    Hwang, Y.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.