Recent years have revealed a rising demand for digital learning environments. Online learning has become more important and widespread than ever before. Effective and efficient learning environments that can function in an online setting are therefore in demand. There is great potential in digital training interventions developed in the context of example-based learning. In this presentation, I introduce examples of just such digital learning environments, such as an intervention for future teachers on strategies to tackle students’ misconceptions in physics. I also discuss recent experimental findings on how such digital training interventions foster learning processes and outcomes. Of particular interest is the impact of deep processing in the form of generating self-explanations, and the influence of interruptions.
Markus H. Hefter is a postdoc/senior researcher and lecturer at the Department of Psychology, Bielefeld University, Germany. His research interests include the deep processing of (digital) instructional material, digital training interventions, and science education. Dr. Hefter has published various research articles on digital learning in international scientific journals. He has been a guest lecturer in England, Ireland, and Denmark. At Bielefeld University, he teaches Educational Psychology in teacher education and Psychology.