On the one hand, a large part of embodied learning research is concerned with instructional settings involving learners' entire body (e.g. Johnson-Glenberg, Birchfield, Tolentino, & Koziupa, 2014; Lindgren, Tscholl, Wang, & Johnson, 2016).
There was agreement across groups concerning preferred learning, instructional styles, and module content.
Given that such productions occupy a significant portion of the software market, the need is felt for instructions concerning the design and evaluation of instructional softwares.
Some of the most common instructional activities concerning phylogenetic trees are construction exercises, in which students build phylogenetic trees from provided or self-generated data.
Increased instructional efforts concerning the clinical treatment of tobacco dependence are critical for achieving a nationwide reduction in tobacco use prevalence.
Construction tasks are some of the most common instructional activities concerning phylogenetic trees, but the impact of these exercises on student learning is uncertain (Halverson 2011; Eddy et al. 2013).
This problem is present not only in instructional pictures concerning the curricular topics (e.g., science, technology, engineering and mathematics: STEM), but also in those depicting extracurricular tasks (e.g., human movement tasks).
The lecture content consisted of instructional skills concerning PE.
Recently, investigations concerning student/instructor perceptions of instructional multimedia have been published [ 21, 22].
