Incoming editor’s editorial

It is a great honor and privilege for me to be selected as Editor-in-Chief for Educational Psychology Review (EDPR). At the start of my 5-year tour of duty as Editor-in-Chief, the journal is in great shape. It is generally considered one of the flagship journals of educational psychology, thanks to the efforts and leadership of my predecessors, in particular Dan Robinson, Steve Benton, and Ken Kiewra, the very distinguished team of Senior Advisory Board members, the Editorial Board members, the anonymous reviewers, the contributing authors, and last but not least, the highly dedicated team at Springer: Garth Haller, Judy Jones, Charmaine Hilferty, and Mildred Alejo

Variability of worked examples and transfer of geometrical problem-solving skills : a cognitive-load approach

Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked condition, in which worked examples had to be studied. Results showed that students who studied worked examples gained most from high-variability examples, invested less time and mental effort in practice, and attained better and less effort-demanding transfer performance than students who first attempted to solve conventional problems and then studied work examples

Effects of observing and making movements on learning

Abstract presented at the 8th Cognitive Load Theory Conference, Fort Collins, Colorado, USA, June 15th - 17th, 2015

Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice

Two complementary processes may be distinguished in learning a complex cognitive skill such as computer programming. First, automation offers task-specific procedures that may directly control programming behavior, second, schema acquisition offers cognitive structures that provide analogies in new problem situations. The goal of this paper is to explore what the nature of these processes can teach us for a more effective design of practice. The authors argue that conventional training strategies in elementary programming provide little guidance to the learner and offer little opportunities for mindful abstraction, which results in suboptimal automation and schema acquisition. Practice is considered to be most beneficial to learning outcomes and transfer under strict conditions, in particular, a heavy emphasis on the use of worked examples during practice and the assignment of programming tasks that demand mindful abstraction from these examples

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.This article revisits Paas and Van Merriënboer’s (1993) measure of instructional efficiency, which can be applied by educational researchers to compare the effects of different instructional conditions on learning. This measure relied on performance and mental effort on the test, and as such gave an indication of the quality of learning outcomes. The acquisition of more (less) efficient cognitive schemata is indicated by combinations of high (low) performance and low (high) mental effort. This instructional efficiency measure has become widely adopted, but in an adapted form that incorporates mental effort invested in the learning phase instead of the test phase. This article demonstrates that the adaptation has important consequences for the construct of instructional efficiency, and for the type of conclusions that can be drawn. Examples are given to illustrate the various implications of different combinations of mental effort and performance measures in the light of more contemporary developments in educational research

Effects of cueing and collaboration on the acquisition of complex legal skills

Hummel, H. G. K., Paas, F., & Koper, R. (2006). Effects of cueing and collaboration on the Acquisition of Complex Legal Skills. British Journal of Educational Psychology, 76(3), 613-632. [Also availabe at http://hdl.handle.net/1820/482]This study examines the effects of cueing and collaboration on training outcomes and transfer pleas, and on cognitive activity during collaboration, by combining a multimedia practical with cueing and small-group collaboration with peer feedback to support the complex task of preparing a plea in court. Results reveal that both cueing and collaboration positively influence training outcomes, with participants without cueing benefiting most from additional collaboration. Transfer plea scores reveal a positive effect of collaboration but a negative effect of cueing. Analysis of discussions during small-group collaboration reveals a negative effect of cueing on the level of cognitive activity. The theoretical and practical implications for combining cueing and small-group collaboration to support the acquisition of complex skills are discussed

Application of an instructional systems design approach by teachers in higher education:individual versus team design

Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. (2003). Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teaching and Teacher Education, 19, 581-590.Curricular changes in higher vocational education have rendered teachers' instructional design activities increasingly important. Using a repertory grid technique, this paper sets out to analyse current design activities of ten teacher trainers. Their actual approach is compared with an instructional systems design (ISD) approach and related to innovative teacher roles. Teachers’ activities show an imbalance in two ID phases, that is problem analysis and evaluation. The results suggest that they attempt to translate curricular goals directly into concrete lessons and they pay relatively little attention to evaluation. In line with this finding, they underrate the two innovative teacher roles of the “diagnostician” and the “evaluator”. It is argued that imbalanced or incomplete design approaches and perceived roles may hinder innovation in education. Implications for the support of teachers’ design activities are discussed