Author
Ernest T. Goetz
Other affiliations: University of Illinois at Urbana–Champaign
Bio: Ernest T. Goetz is an academic researcher from Texas A&M University. The author has contributed to research in topics: Reading (process) & Reading comprehension. The author has an hindex of 30, co-authored 68 publications receiving 4660 citations. Previous affiliations of Ernest T. Goetz include University of Illinois at Urbana–Champaign.
Papers published on a yearly basis
Papers
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TL;DR: Results suggest games show higher learning gains than simulations and virtual worlds, and for simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks.
Abstract: The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N?=?3081) in the category of games, 29 studies (N?=?2553) in the category of games, and 27 studies (N?=?2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM?=?0.77; REM?=?0.51), simulations (FEM?=?0.38; REM?=?0.41), and virtual worlds (FEM?=?0.36; REM?=?0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. A comprehensive review of virtual reality-based instruction research.Analysis of the moderation effects of design features in a virtual environment.Using an advance statistical technique of meta-analysis to study the effects.Virtual reality environment is effective for teaching in K-12 and higher education.Results can be used by instructional designers to design the virtual environments.
1,040 citations
TL;DR: This article found that high-level schemata provide the interpretative framework for comprehending discourse, and that most subjects gave each passage one distinct interpretation or another and reported being unaware of other perspectives while reading.
Abstract: Thirty physical education students and 30 music education students read a passage that could be given either a prison break or a wrestling interpretation, and another passage that could be understood in terms of an evening of card playing or a rehearsal session of a woodwind ensemble. Scores on disambiguating multiple choice tests and theme-revealing disambiguations and intrusions in free recall showed striking relationships to the subject’s background. These results indicate that high-level schemata provide the interpretative framework for comprehending discourse. The fact that most subjects gave each passage one distinct interpretation or another and reported being unaware of other perspectives while reading suggest that schemata can cause a person to see a message in a certain way, without even considering alternative interpretations.
722 citations
01 Jan 1988
TL;DR: In this article, the authors reflect current research on the cognitive strategies of autonomous learning and discuss topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving.
Abstract: This volume reflects current research on the cognitive strategies of autonomous learning. Topics such as metacognition, attribution theory, self-efficacy, direct instruction, attention, and problem solving are discussed by leading researchers in learning and study strategies. The contributors to this volume acknowledge and address the concerns of educators at the primary, secondary, and postsecondary school levels. The blend of theory and practice is an important feature of this volume.
523 citations
TL;DR: Three experiments investigated the hypothesis that, when interpreted in context, general terms are typically encoded on the basis of an instantiation, and indicated that a particular term naming the expected instantiation of a general term was a better cue for the recall of a sentence than the general term itself.
221 citations
TL;DR: Paivio et al. as mentioned in this paper showed that qualitative differences in the integration of concrete and abstract texts that are consistent with dual coding support the dual coding view of qualitative differences between abstract and concrete sentences and texts.
Abstract: sentences. In two related experiments, Wippich found integration effects that strongly favored concrete over abstract sentences in results from recognition, reconstruction, and inference tasks that tapped various aspects of text processing. His conclusions strongly support the dual coding view of qualitative differences in the integration of concrete and abstract sentences and texts. Paivio (in press) provides further explanation of and evidence for qualitative differences in the integration of concrete and abstract texts that are consistent with dual
188 citations
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01 Jan 1964
TL;DR: In this paper, the notion of a collective unconscious was introduced as a theory of remembering in social psychology, and a study of remembering as a study in Social Psychology was carried out.
Abstract: Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.
5,690 citations
Book•
01 Jan 1983
TL;DR: In this article, the authors define a set of rhetorical schemata to be discussed in what follows, and describe them as descriptions, not definitions, and the bus schema contains information that is neither nor-
Abstract: rhetorical schemata to be discussed in what follows. Finally, schemata are descriptions, not definitions. The ‘bus’ schema contains information that is nor-
4,281 citations
TL;DR: In this article, a new theory for discrete motor learning is proposed, based on the notion of the schema and uses a recall memory to produce movement and a recognition memory to evaluate response correctness.
Abstract: A number of closed-loop postulations to explain motor skills learning and performance phenomena have appeared recently, but each of these views suffers from either (a) logical problems in explaining the phenomena or (b) predictions that are not supported by the empirical evidence. After these difficulties are discussed, a new theory for discrete motor learning is proposed that seems capable of explaining the existing findings. The theory is based on the notion of the schema and uses a recall memory to produce movement and a recognition memory to evaluate response correctness. Some of the predictions are mentioned, research techniques and paradigms that can be used to test the predictions are listed, and data in support of the theory are presented.
2,970 citations