Marie-Christin Krebs
@mariechristinkrebs.bsky.social
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PostDoc @ Justus-Liebig-Universität Gießen | Research on Learning and Instruction
reposted by
Marie-Christin Krebs
Alexander Eitel
6 months ago
Ammar Merhbi’s blog highlights classroom applications of the FoRe‑Squares model and its practical core.
ammaramerhbi.substack.com/p/the-two-es...
@cschoene.bsky.social
@aeitel.bsky.social
@mariechristinkrebs.bsky.social
#EdTech
#InstructionalDesign
#EduSky
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“The Two Essentials of Effective EdTech: Focus and Reward (The FoRe‑Squares model)
Reflections on Focus, Motivation, and the Promise of Simpler, Smarter EdTech
https://ammaramerhbi.substack.com/p/the-two-essentials-of-effective-edtech
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reposted by
Marie-Christin Krebs
Alexander Eitel
6 months ago
The first public feedback to our FoRe-Squares Model comes from Richard Mayer, who connects our work to the Cognitive Theory of Multimedia Learning
link.springer.com/article/10.1...
#EduSky
#EdPsych
#InstructionalDesign
#EdTech
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How Instructional Features Affect Learning Processes Leading to Learning Outcomes - Educational Psychology Review
This paper is a commentary on Eitel, Krebs, and Schöne (2025), examining how the FoRe-Squares model of technology-augmented learning shares commonalities with and offers extensions of the Cognitive Th...
https://link.springer.com/article/10.1007/s10648-025-10058-8
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reposted by
Marie-Christin Krebs
Alexander Eitel
6 months ago
Excited to share that our FoRe‑Squares model of technology‑augmented instruction (Eitel, Krebs, & Schöne, 2025) was published last month!
link.springer.com/article/10.1...
cschoene.bsky.social
#EdPsych
#EdTech
#InstructionalDesign
#FoReSquaresModel
#FocusSupport
#Reward
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Introducing the FoRe-Squares Model: Focus Support and Reward as Key Predictors of Effective Technology-Augmented Instruction - Educational Psychology Review
Given the many opportunities for technology use in education nowadays (e.g., Large language models, explainer videos, digital quizzing), teachers should know and rely on evidence-based answers to ques...
https://link.springer.com/article/10.1007/s10648-025-10045-z
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