Asking questions is vital for learning, yet students seldom exhibit this behavior. Given the increasing presence of online classrooms in tertiary education, it is much needed to examine ways to encourage students to ask questions and increase their engagement. Despite the critical role of asking questions to enhance learning, little is known in research on promoting this behavior. Therefore, in this paper, we empirically tested the effect of nudging – a novel approach in education consisting of subtle interventions to change behavior – in online classrooms in tertiary education on question asking behavior, student engagement, and grades. In Experiment 1 (n = 1011), the teacher's virtual background prompted questions (prompt nudge), while in Experiment 2 (n = 449), the teacher set a goal for the students to ask one question per session (goal-setting nudge). We found a trend towards a positive effect of the prompt nudge on questions, but not on grades. Exploratory analyses revealed this was driven by students who already asked many questions. We found no effect of the goal-setting nudge on any measure, nor any effect in either experiment on student engagement. The findings demonstrate that the prompt nudge can be a possible useful and easy to implement tool to encourage questions in the online classroom.@en

Cognitive load researchers have used varying subjective techniques based on rating scales to quantify experienced cognitive load. Although it is generally assumed that subjects can introspect on their cognitive processes and have no difficulty in assigning numerical values to the imposed cognitive load, little is known about how visual characteristics of the rating scales influence the validity of the cognitive load measure. In this study we look at validity of four subjective rating scales (within groups) differing in visual appearance by participants rating perceived difficulty and invested mental effort in response to working on simple and complex weekday problems. We used two numerical scales (the nine-point Likert scale most often used in Cognitive load theory research and a Visual Analogue Scale ranging between 0–100%) and two pictorial scales (a scale consisting of emoticons ranging from a relaxed blue-colored face to a stressed red-colored face and an “embodied” scale picturing nine depicted weights from 1–9 kg). Results suggest that numerical scales better reflect cognitive processes underlying complex problem solving while pictorial scales Underlying simple problem solving. This study adds to the discussion on the challenges to quantify cognitive load through various measurement methods and whether subtleties in measurements could influence research findings.@en

Massive Open Online Courses (MOOCs) allow learning to take place anytime and anywhere with little external monitoring by teachers. Characteristically, highly diverse groups of learners enrolled in MOOCs are required to make decisions related to their own learning activities to achieve academic success. Therefore, it is considered important to support self-regulated learning (SRL) strategies and adapt to relevant human factors (e.g., gender, cognitive abilities, prior knowledge). SRL supports have been widely investigated in traditional classroom settings, but little is known about how SRL can be supported in MOOCs. Very few experimental studies have been conducted in MOOCs at present. To fill this gap, this paper presents a systematic review of studies on approaches to support SRL in multiple types of online learning environments and how they address human factors. The 35 studies reviewed show that human factors play an important role in the efficacy of SRL supports. Future studies can use learning analytics to understand learners at a fine-grained level to provide support that best fits individual learners. The objective of the paper is twofold: (a) to inform researchers, designers and teachers about the state of the art of SRL support in online learning environments and MOOCs; (b) to provide suggestions for adaptive self-regulated learning support.@en

Online learning environments demand learners to self-regulate their learning but many learners are poor at self-regulated learning (SRL). In this paper, two studies were conducted to examine the effect of two SRL supports, i.e., guiding goal setting and planning using an approach known as mental contrasting and implementation intentions (MCII) and prompting SRL using videos, on motivation in the form of task value and self-efficacy, SRL in the form of persistence, task strategies, self-evaluation, and self-satisfaction, student engagement, performance, and goal attainment. In Study 1, a two (MCII, no MCII) by two (prompt, no prompt) between-subjects controlled experiment was conducted in an online video-based learning environment. Results showed that learners who completed the MCII had more sustained task value and higher persistence than learners who did not receive the MCII. Study 2 was conducted in five Massive Open Online Courses where we compared three conditions: MCII, goal only, and control. Results showed that there were no significant differences in SRL activities, course engagement and performance, and goal attainment among the three conditions. Collectively, the results suggest that the task duration in which learners’ goals can be attained (e.g., within one short session or over multiple weeks) might influence the effectiveness of MCII.@en

We investigated the effects of active workstations on cognitive control functions in individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In a fully counterbalanced randomized control design, we examined the effects of cycling on a desk bike on phonological working memory (WM) in 18 adolescents with ADHD. Adolescents performed a phonological WM test across two separate sessions during which they either cycled or not. It was hypothesized that participants would perform better on the WM task while cycling as compared to seated-rest. Results showed that total WM performance was not affected by desk-bike cycling. Exploratory analyses suggested that cycling during more difficult trials (i.e., high WM demands) is beneficial for WM performance. More research is needed to shed light on how task difficulty moderates the potential compensatory effect of desk-bike cycling on WM performance in adolescent ADHD participants.@en

Research on embodied cognition acknowledges that cognitive processing is tightly coupled with bodily activities and the environment. An important implication for education is that learning can be enhanced when the brain, body, and environment mutually influence each other, such as when making or observing human actions, especially those involving hand gestures and manipulation of objects. In this narrative review article, we describe the evidence from six research avenues that can help explain why embodied cognition can enhance learning and instruction. Through the exploration of these six interconnected research pathways, we aim to make a significant contribution by proposing innovative directions for learning and instruction research, all rooted in the principles of embodied cognition. We establish a direct link between the six research pathways and embodied phenomena, both in the contexts of making and observing human movements. When making human movements, the research avenues explaining the learning benefits due to these movements are physical activity, generative learning, and offloaded cognition. When observing human movements, the avenues researching these phenomena are specialized processor and signaling. Lastly, the research avenue social cognition is integral to both making and observing human movements. With originality in focus, we also include research that has not been traditionally associated with embodied cognition or embodiment. This article offers comprehensive discussions, substantiated with evidence and influencing features, for each of these research avenues. We conclude by outlining the implications of these findings for instruction and charting potential directions for future investigation.@en

A Massive Open Online Course (MOOC) is a type of online learning environment that has the potential to increase students' access to education. However, the low completion rates in MOOCs suggest that student engagement and progression in the courses are problematic. Following the increasing adoption of gamification in education, it is possible that gamification can also be effectively adopted in MOOCs to enhance students' motivation and increase completion rates. Yet at present, the extent to which gamification has been examined in MOOCs is not known. Considering the myriad gamification elements that can be adopted in MOOCs (e.g., leaderboards and digital badges), this theoretical research study reviews scholarly publications examining gamification of MOOCs. The main purpose is to provide an overview of studies on gamification in MOOCs, types of research studies, theories applied, gamification elements implemented, methods of implementation, the overall impact of gamification in MOOCs, and the challenges faced by researchers and practitioners when implementing gamification in MOOCs. The results of the literature study indicate that research on gamification in MOOCs is in its early stages. While there are only a handful of empirical research studies, results of the experiments generally showed a positive relation between gamification and student motivation and engagement. It is concluded that there is a need for further studies using educational theories to account for the effects of employing gamification in MOOCs.@en