Generative Learning Strategies Research Articles

Enhancing knowledge construction in emerging technologies: the role of imagination training in immersive virtual reality environments

In the rapidly evolving landscape of educational technologies, Immersive Virtual Reality (iVR) stands out as a transformative tool for teaching and learning. The learner must actively engage, particularly when visual and auditory knowledge information is presented simultaneously. Generative learning strategies support learners in processing and integrating the information provided effectively and help them select, organize, and integrate information into a coherent mental model. Yet, learners often do not use such strategies spontaneously, so pre-training of the learning strategy is recommendable. IVR provides a spatial context for learning, where an essential strategy for promoting learning is to integrate auditory knowledge information into visually perceived space. We hypothesize that this can be done effectively through imagination, i.e., learners mentally visualize auditory information. This study investigated an imaginative pre-training strategy that targets integrating visual-spatial and auditory knowledge information. In a pre-post between-subjects design, we tested the effects of imaginative strategy pre-training. Students received either a pre-training (EG = 30) or no training (CG = 30) before exploring an iVR learning environment. Against our expectations, the EG did not outperform the CG on semantic and spatial knowledge. These findings may be explained by the demands on learners to process sensory input, and focus directed attention in a spatial iVR environment, suggesting that imagination strategies need to be anchored and complemented by other selection and organization strategies. This study contributes to a critical understanding of the possibilities and limitations of iVR in education, shedding light on the learners' processes and needs.

There Are Multiple Paths to Personalized Education, and They Should Be Combined

The ubiquity of digital devices has made it feasible to assign different tasks and levels of support to different learners, also in the classroom. Ideally, this is done with the help of formative assessment software or intelligent tutoring systems. However, personalized assignment of tasks and support levels by a teacher or teaching agent has limitations and is only one path to successful personalization. Self-regulated learning and adaptable learning activities, such as generative learning strategies and differentiating tasks, are promising paths to personalization, too, and combine well with personalized assignment. Initial examples of such combinations are presented. I argue that, in order to be maximally effective, different paths to personalized education need to be combined. This combination promises to boost both immediate learning outcomes and successful learning in the long term, and it is facilitated by recent advances in artificial intelligence.

The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning

AbstractAugmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies linking perceived visual authenticity to these strategies. This study addresses these gaps by surveying learners using AR technology to study the human cardiovascular system, exploring perceived visual authenticity, learning outcomes, and satisfaction. Learners used either (1) AR with the self-explanation learning strategy, (2) AR with the drawing learning strategy, or (3) AR only. Analysis of variance and correlation was used for data analysis. Results indicated no significant differences in perceived visual authenticity and satisfaction among the learning strategy groups. However, groups employing learning strategies showed superior learning outcomes compared to the AR-only group. Crucially, the self-explanation learning strategy significantly enhanced knowledge gain compared to drawing and AR-only groups, indicating that self-explanation, together with the visual input from the AR-learning environment, fosters a more coherent mental representation. This increased learning efficacy was achieved while maintaining a consistent perception of visual authenticity and satisfaction with the learning material. These findings expand the current landscape of AR research by moving beyond media comparison studies.

The Effects of Graphic Organiser-based Reading Instruction on Reading Comprehension among Malaysian ESL Learners

This study investigated the impact of two graphic organizer (GO) instruction methods on reading comprehension in Malaysian ESL learners. The experiment involved180 Malaysian ESL students from three international schools, with one group received GO 1 instruction, another group received GO 2 instruction, and a control group received traditional instruction (NGO). Three instruments were used: a reading ability test, five practice sessions with five expository passages, and a reading comprehension test. The results of the 2-way ANOVA analysis indicated a significant interaction between GOinstruction, reading ability, and reading comprehension performance. The study found that GO instructions, specifically the concept mapping(GO 1)and KWL strategies(GO 2), were effective in enhancing reading comprehension, particularly among good readers. The KWL strategy also demonstrated benefits for improving reading comprehension,promoting active participation and critical thinking compared to the concept mapping group.This research contributes to the advancement of knowledge in ESL education by comparing the effects of the Concept Mapping strategy and the KWL strategy on reading comprehension among Malaysian ESL learners, thereby enriching the existing understanding of instructional methodologies in the field. Additionally, it diversifies generative learning strategies research by focusing on specific strategies, namely Concept Mapping and KWL, in a comparative analysis against the traditional NGO method, providing valuable insights for ESL educators to make informed decisions about instructional approaches. The study's findings have important pedagogical implications for ESL instruction.

Generative Learning Strategy is a Solution for Teaching Writing Skill

The purpose of this research was to determine the implementation of the Generative Learning strategy model as a solution for teaching text writing skills in English and to develop meaning construction, associations between stimulus and knowledge, beliefs and experiences in the new normal in the midst of the COVID-19 pandemic. This research discussedd the application of the Generative Learning Strategy Model which also aims to improve the ability to write texts for second semester students of the 2021/2022 academic year. This research was classroom action research that used 2 cycles. The research subjects consisted of 35 students, 25 female students and 10 male students. The instruments were developed by valid questionaires with significan 0,000 < 0,005 and reliability ststistic at the cronbach’s Alpha 0,782 > 0,73 so the data were realiable. For supporting these data, this reaserach also used observation sheets, interviews and documentations. This research was carried out in two cycles which included planning, action, observation and reflection. Based on the written test, there was a better improvement from pre-assessment 68.60, cycle I 72.60 increased to 79.92 cycle II. The increase obtained from testing is 4.54 points. This shows that the Generative Learning Model strategy can improve the ability to write texts.

Climate change curriculum for children – generative learning across multiple intelligences

This study developed a local climate change curriculum that incorporates generative learning strategies and emphasizes the creation of visually engaging educational content. The curriculum’s impact was assessed by examining generative learning through recall and knowledge transfer, as well as declarative knowledge across elementary students with different multiple intelligences (n = 68). The findings offer preliminary evidence of moderate learning gains. We also discuss the implications of these findings for the development of a localized climate change curriculum.

The effect of using the generative learning strategy according to the fixed exercise scheduling on learning and retention of some basic volleyball skills

The effect of using the generative learning strategy according to the fixed exercise scheduling on learning and retention of some basic volleyball skills

The Influence of Generative Learning Strategies and Group Investigation on Students' Mathematical Communication Ability

This study aims to determine students' mathematical communication skills by using generative learning strategies and Group Investigation strategies in Mathematics in class VIII of MTs Swasta Al-Washliyah 55 Serbelawan. This study uses a quantitative research approach with quasi-experimental methods while data collection is carried out using test, interview and observation techniques. The subjects in this study were students of grades VIII-A and VIII-C of MTs Swasta Al-Washliyah 55 Serbelawan. Hypothesis testing with T Test and Analysis of Variance. The results of these findings are: 1) There is an effect of generative learning strategies on students' mathematical communication skills in class VIII MTs Swasta Al-Washliyah 55 Serbelawan. Based on the results of the T test analysis, the value of t count = 21,846 and the value of t table at the level (α=0.05) = 2.052, then t count > t table; 2) There is an effect of the group investigation learning strategy on students' mathematical communication skills in class VIII MTs Swasta Al-Washliyah 55 Serbelawan. Based on the results of the t test analysis, the value of t count = 24,363 and the value of t table at the level (α=0,05 ) = 2,052, then t count > t table; 3) There is no effect of generative learning strategies and group investigation strategies on mathematical communication skills in class VIII mathematics at MTs Swasta Al-Washliyah 55 Serbelawan. Based on the results of the analysis of the F test, the value of F count = 0.018 and the value of F table at the level (α=0.05) = 4.020, then F count < F table.

Effectiveness of generative learning strategies in independent study of english using mobile technologies

The aim of the research is to determine and evaluate the practical impact of the educational concept of generative learning in independent study of the English language with the development of the most appropriate and effective educational system. The following methods were used to achieve the aim of the research: EF SET testing, correlation analysis, statistical and mathematical forecast models. Empirical component of the research and the analytical interpretation of the results indicate a positive effect in the application of generative methods of learning English. It is quantified by an improved dynamics of learning English for students of the experimental group (relative to the indicators of the control group) —2.915 times. Performance for the final test for the group which learned using typical methods was 3.06%. The relevant indicators for the group that received focal knowledge by generative learning methods were 8.92%. The results of the study indicate the practical impact of the concept of generative learning on the effectiveness of learning English, and the significant potential for other applications. It is advisable to conduct repeated empirical studies in other educational institutions and other educational subjects taking into account the established facts. The results of those studies will be the ground for developing a generalized educational standard, which will be proposed by the Ministry of Education and Culture of Ukraine for integration and implementation into approved teaching methods.

The impact of the generative learning strategy with different teaching methods to develop some mental variables and learn the skills of preparing and receiving volleyball for students

The impact of the generative learning strategy with different teaching methods to develop some mental variables and learn the skills of preparing and receiving volleyball for students

Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning‐by‐teaching hypothesis

AbstractBackgroundLearning‐by‐teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective.ObjectivesThis study seeks to clarify the learning‐by‐teaching hypothesis and to pinpoint the optimal level of social presence during learning‐by‐teaching that is most conducive to learning.MethodsIn Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person.Results and ConclusionsTeaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online. Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing.ImplicationsThis study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning‐by‐teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research.

Using Imagining Generative Learning Strategy for Developing EFL Writing Accuracy Skill among Secondary Stage Students

Using Imagining Generative Learning Strategy for Developing EFL Writing Accuracy Skill among Secondary Stage Students

USE OF GENERATIVE LEARNING STRATEGY TO IMPROVE STUDENTS' WRITING SKILL IN DESCRIPTIVE TEXT

The aim of this study is to determine whether or not there is an effect on the use of generative learning strategy to improve students’ writing skill in descriptive texts at grade eight of SMP N 6 Tondano. This study involves 30 students consisting 15 students in experimental group and 15 students in control group. This study uses a quantitative research design which is a quasi-experimental research. Data collecting is done by giving a test to write a descriptive text with pre-test and post-test, by students’ in two groups. The mean score of experimental group is 17.73 and control group was 9.6. The data are analyzed using the t-test formula, the results is 5.055. The degrees of freedom is 28 were competency interval 0.05 (95%) is 2.048 and 0,01 (99%) is 2.763. Based on the result, it can be concluded that students’ skill in writing descriptive texts using generative learning increases, but does not increase significantly because from the post-test results on experimental group there are no students’ who are able to achieve score above the KKM. So, the researchers suggest that generative learning strategy should be replaced with other learning strategy.

How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?

Well-designed instructional videos are powerful tools for helping students learn and prompting students to use generative strategies while learning from videos further bolsters their effectiveness. However, little is known about how individual differences in motivational factors, such as achievement goals, relate to how students learn within multimedia environments that include instructional videos and generative strategies. Therefore, in this study, we explored how achievement goals predicted undergraduate students’ behaviors when learning with instructional videos that required students to answer practice questions between videos, as well as how those activities predicted subsequent unit exam performance one week later. Additionally, we tested the best measurement models for modeling achievement goals between traditional confirmatory factor analysis and bifactor confirmatory factor analysis. The bifactor model fit our data best and was used for all subsequent analyses. Results indicated that stronger mastery goal endorsement predicted performance on the practice questions in the multimedia learning environment, which in turn positively predicted unit exam performance. In addition, students’ time spent watching videos positively predicted practice question performance. Taken together, this research emphasizes the availing role of adaptive motivations, like mastery goals, in learning from instructional videos that prompt the use of generative learning strategies.

The power of affective pedagogical agent and self-explanation in computer-based learning

The goal of the current study was to investigate the effects of affective pedagogical agent (PA) and student-generated explanation on learners' affective processing, visual attention, and learning outcomes during a video lesson. In a 2 (affective pedagogical agent: positive PA vs. neutral PA) × 2 (generative learning strategy: self-explanation vs. re-study) between-subjects design, participants watched an animation on synaptic transmission from a multimedia lesson that was either delivered by a positive PA or a neutral PA. After watching the video, students either generated a verbal explanation or rewatched the video. All students’ eye movements were tracked during learning and then took learning outcome tests. The results showed that: (a) students who learned with a positive PA paid more attention to relevant elements of the materials and performed better on learning outcomes than those who learned with a neutral PA; (b) self-explanation facilitated visual processing and learning outcomes; and (c) positive PA accompanying self-explanation increased intrinsic motivation and resulted in best learning performance. The findings support the use of a positive PA to design multimedia learning environments and the use of self-explanation strategy to engage students in generative processing activities. Moreover, students benefit most from positive PA and then generating an oral explanation, which demonstrates the importance of combining instructional design features and learners-generated learning activity in computer-based learning environments.

The effect of the generative learning strategy on the accuracy of performing some basic skills of some collective games

هدفت الدراسة للتعرف على تأثير إستراتجية التعلم التوليدي في دقة أداء بعض المهارات الأساسية لبعض الألعاب الجماعية والتي هي (كرة السلة ، كرة الطائرة، كرة اليد) ، واستخدمت الباحثة المنهج التجريبي بالتصميم ألعاملي ثلاثة في ثلاثة على عينة من طالبات مرحلة الصف الخامس الإعدادي من ثانوية الرافدين أختيرت بحسب تعلمهن من خلال الأختبار حيث قُسمت إلى (6) مجموعات ؛ تجريبية وضابطة لكل لعبة من الألعاب الثلاثة ، لتكون ثلاث مجموعات تجريبية تقابل كل واحدة منها مجموعة ضابطة ، وتم تحديد مهارات الدقة من كل لعبة وتحديد الاختبارات الخاصة بها ، وأعداد ثلاث منهاج تعليمية لكل لعبة منهاج خاص بها يتناول الدقة فقط إذ أحتوى كل منهاج تعليمي (4) وحدات تعليمية بزمن (45) دقيقة تعطى وحدة واحدة في الأسبوع ولمدة أربعة أسابيع ، وكانت أهم الاستنتاجات لم يكن التعلم التوليدي ذو فاعلية في زيادة دقة أداء الرمية الحرة من الثبات في كرة السلة لدى الطالبات ، بينما ساهم وبشكلٍ فاعل في زيادة دقة الإرسال بالكرة الطائرة ودقة التصويب بكرة اليد لدى الطالبات .

Facilitating learning in immersive virtual reality: Segmentation, summarizing, both or none?

AbstractIntroductionThis study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning.MethodsTo address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition).ResultsResults indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning.ConclusionThe findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer.

STRATEGI PEMBELAJARAN GENERATIF DENGAN BANTUAN TEKNIK PROBING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIKA DI SMP NEGERI 2 PANDAN NAULI

The root of the problem in this study is the fact that the communication skills of students at SMP Negeri 2 Pandan Nauli are still very low and teachers tend not to use appropriate learning strategies and according to the characteristics of students so that the expected communication skills have not been achieved. The purpose of this study was to see the effect of generative learning strategies with the help of probing techniques in improving students' communication skills and what percentage of the effects of using generative learning strategies with the help of probing techniques on mathematical communication skills. This type of research is descriptive quantitative research. The population in this study were all seventh grade students of SMP Negeri 2 Pandan Nauli. . The instrument used consisted of observation with 10 question items and a communication skill test in the form of an essay test with 10 questions. Data analysis using t-test. From the results of the study, it was found that the accepted hypothesis was Ha, namely that there was an influence of generative learning strategies with the help of probing techniques on mathematical communication skills on the subject of flat shapes in class VII-E of SMP Negeri 2 Pandan Nauli and the influence of generative learning strategies with the help of probing techniques with coefficient of determination of 70.8% means that the variation that occurs in mathematical communication skills is determined by generative learning strategies with the help of probing techniques of 70.8% and 29.2% is influenced by other things.

The Effectiveness of Using a Generative Learning Strategy to Learning the Football Dribbling Skill for Youth

Learners may obtain high scores while others obtain low scores, the reason for this is due to the failure to take into account the individual differences in learning between members of the same group through technical performance, which appear when applying the educational units, as well as their disparity in the readiness to accept and learn a certain skill, so all learners are subject to the same educational unit and the same repetitions and periods of rest, which leads to the emergence of differences in the ability to learn and performance, but learning by a generative learning strategy works to take individual differences between members of the same group and divide these groups into smaller groups according to the error in technical performance and increase the number of iterations, which helps the learner to reach the degree of automated perfection in the optimal technical performance. Because the generative learning strategy takes into account the time of work and rest between each iteration and another or between a group of iterations, and this is what made the researcher interested in studying this problem resulting from the use of old traditional strategies in learning that make it difficult to accept and learn to apply the curriculum required to learn from the learner.

Generative learning strategies do not diminish primary students\u2019 attitudes towards augmented reality

Do generative learning strategies influence the motivational and affective factors of learning with augmented reality? This article explores this highly topical new question in the field of research on educational technology and reports the results of a value-added study that compares two mobile AR learning environments with or without additional learning strategies. A total of 56 primary school students participated and learned with augmented reality (AR) learning materials either in an experimental group or a control group. The experimental group learned with AR and additional learning strategies based on generative learning theory, namely, self-explanation and self-testing. The control group learned only with AR. It was investigated whether the addition of learning strategies would lead to a reduction in positive attitudes towards AR as a learning technology. The experimental group of students showed overall positive attitudes towards AR as a learning technology at approximately the same level as the control group. However, significant differences were found for the skepticism subscale, indicating that learners who learned with both AR and learning strategies were more skeptical about AR as a learning technology than those who learned only with AR. Gender differences were also found for the accessibility subscale, with male participants considering the AR technology to be easier to access outside of the classroom too. The impact of these results on theory and practice as well as further research directions is discussed.