Cognitive Learning

A random-effects meta-analysis (N = 7,113) was conducted examining the relationships between students’ out-of-class communication (OCC) and learning outcomes. The findings revealed positive summary effects for OCC on affective learning (k = 7, N = 1478, r = 0.321, p < 0.001) and perceived cognitive learning (k = 11, N = 5635, r = 0.261, p < 0.001). Several moderators were identified, indicating the association between OCC and cognitive learning varied systematically because of the measurement instruments used to operationalize OCC and learning and because of interdisciplinary treatments of the constructs. Recommendations are made for future researchers including the need for a theoretical explanation of the OCC-learning relationship.

Education has the explicit task in society of
developing cognition. This study has explored the
cognition effects in four different aspects: The first is
the psychological implications and effects of
visualization applied to educational purposes and
successfully guiding the learner to engage in cognitive
processes essential for comprehension, the second
aspect is prototyping data structure visualization
platform, third aspect is implementation of prototype
in real time environments like a classroom, the fourth
and last impact is the feedback from students through
a survey. Our research has showed the effectiveness
of using visualization and animation techniques
during lessons to engage people’s attention towards
cognitive learning. From the survey that we have
conducted, we get to know that majority of people are
unaware of the use of education visualization platform.
All these observations motivate a critical look at
visualization to facilitate learners in cognitive learning.

The article researches technological approaches to case study in modern high school and possibilities for intensification of future lecturers' cognitive learning activities. We have demonstrated the case study effectiveness, how to activate cognitive learning activity through "dead" case. We have used methods of questionnaires, empirical data generalization; theoretical analysis, approaches to case study technological effectiveness; "dead case" project; research outcomes generalization; and prospects of further problem consideration. We have prioritized the case study for increase of cognitive research activities of Master's degree students. We have concluded that the effectiveness of cognitive learning activity based on case technology depends on problematic character of learning material, students' readiness for interactive learning, and cases typology. Using author's case, we have identified the procedure of problem consideration, characterized students' individual and class work. We have developed the algorithm of case technology consisting of six interrelated and interdependent phases such as individual, classroom work, solutions presentation and collective discussion. Technological implementation of case study activates cognitive learning activity, integrates learning methods, forms, and instruments to develop lecturer professional skills (search, analytical and synthetic, prognostic and corrective, communicative, creative, administrative). We have specified conditions of the effective use of case technology in high school such as time management; involvement of professional consultants and experts; favourable psychological atmosphere; interpersonal relations; and interactivity of communication. The conducted research has proved the integral character of case technology combining education forms and methods, diversifies learning context, appropriate content problematization, and students' cognitive learning activity. The case technology motivates future lecturers.

Shaban, A., & Westrom, M. (2002). Cognitive Learning Outcomes of an Instructional Microcomputer Game. The Educational Journal. 16(64) 11-26

Abstract

Cognitive learning outcomes (achievement: Concepts, Rules, Procedures) of an instructional micro-computer game called Mission: Algebra and the relationship between these outcomes and the intrinsic motivational effects (Challenge, Curiosity, Control, and Fantasy) of the game are examined. There was no difference between achievement and retention scores of students playing the instructional game and those learning through high-intensity worksheet sessions, but boys scored higher than girls on both tests. There was significant interaction between gender and Perceived Creativity on the concept part of the achievement test and all three parts of the retention test. Concept achievement was positively correlated with both Challenge and Control. Rule achievement was positively correlated with both Control and Fantasy. Results indicate that overall motivation can be manipulated sequentially by its factors. Motivation can be instilled and sustained by having factors overlay; appealing first to Curiosity, then to Challenge, and finally to Control.