E-learning material designed on brain-compatible principles has a positive effect on Technical Programming 1 students' achievement and motivation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The study reports that brain-compatible e-learning material had a positive effect on student achievement and motivation to learn in Technical Programming 1. → van Niekerk 2015

Evidence¶

van Niekerk 2015¶

van Niekerk, J.F. (2015). The effectiveness of brain-compatible blended learning material in the teaching of programming logic. Nelson Mandela Metropolitan University. https://doi.org/10.1016/j.compedu.2016.09.008

q2 · i? · causal · r1

The dissertation reports a controlled experiment in which an e-learning intervention incorporating brain-compatible principles was administered, with impact "measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments". No effect sizes or test statistics are available in the supplied text, so the positive-effect finding is reported without magnitude.

"An e-learning based educational intervention which incorporated several brain-compatible learning principles was designed and administered as a controlled experiment intervention. The impact of the research experiment was measured both qualitatively using an purpose-designed instrument and quantitatively through an analysis of the formal assessments for this subject."

Discussion¶

Related Claims¶

• Anxiety and toxic stress from stereotypes, bullying, and exclusionary practices impede learning by preoccupying the brain with worry and fear — related
• Cognitive, emotional, and social skills should be taught alongside content because learning is integrated in the brain — a broader claim this one bears on
• Coherent instruction is theorized to promote achievement by supporting connected learning experiences and student motivation — related
• After three prior training sessions, implicit learning of sequences compatible in movement transitions (both Compatible and Incompatible groups) is faster than learning a completely new sequence in experiment 1. — related