{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,9]],"date-time":"2026-01-09T13:08:01Z","timestamp":1767964081094,"version":"3.49.0"},"reference-count":0,"publisher":"Informing Science Institute","license":[{"start":{"date-parts":[[2015,1,1]],"date-time":"2015-01-01T00:00:00Z","timestamp":1420070400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["JITE:Research"],"abstract":"<jats:p>This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners\u2019 knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78); and a control group constituted two intact classes (n = 51). The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students\u2019 performance (knowledge-acquisition and transfer), the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.<\/jats:p>","DOI":"10.28945\/2281","type":"journal-article","created":{"date-parts":[[2017,10,25]],"date-time":"2017-10-25T18:03:40Z","timestamp":1508954620000},"page":"313-337","source":"Crossref","is-referenced-by-count":11,"title":["Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge"],"prefix":"10.28945","volume":"14","author":[{"given":"Mario","family":"Melo","sequence":"first","affiliation":[{"name":"Lisbon University"}]},{"given":"Guilhermina","family":"L. Miranda","sequence":"additional","affiliation":[{"name":"Lisbon University"}]}],"member":"11490","published-online":{"date-parts":[[2015]]},"container-title":["Journal of Information Technology Education: Research"],"original-title":[],"language":"en","link":[{"URL":"http:\/\/www.jite.org\/documents\/Vol14\/JITEv14ResearchP313-337Melo1752.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"http:\/\/www.jite.org\/documents\/Vol14\/JITEv14ResearchP313-337Melo1752.pdf","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"},{"URL":"http:\/\/www.jite.org\/documents\/Vol14\/JITEv14ResearchP313-337Melo1752.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2020,8,11]],"date-time":"2020-08-11T19:19:00Z","timestamp":1597173540000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.informingscience.org\/Publications\/2281"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2015]]},"references-count":0,"alternative-id":["2281"],"URL":"https:\/\/doi.org\/10.28945\/2281","relation":{},"ISSN":["1547-9714","1539-3585"],"issn-type":[{"value":"1547-9714","type":"print"},{"value":"1539-3585","type":"electronic"}],"subject":[],"published":{"date-parts":[[2015]]}}}