arXiv (All)
open access
A Dosage $\times$ Precision Framework for Instructional Effectiveness: Propositions, Boundary Conditions, and an Illustrative Case from Solid-State Physics
We propose that instructional effectiveness may depend on an interaction between two design dimensions: dosage---the total duration of student-centered active learning allocated to a topic---and precision---the degree to which an intervention targets a specific, documented cognitive bottleneck with
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- Impact and learning#213677
- What Drives Learning During Practice? Contributions of Exposure, Retrieval, and Error Correction#276781
- Task-Related Interference During Educational Activities: A Meta-Analysis of Its Occurrence and Relationship with Learning#194916
- Random-effects psychophysics for studying individual differences in perception and cognition.#122882
- Random-Effects Psychophysics For Studying Individual Differences in Perception and Cognition#29875
Record · ID 1076173
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive