Components of a Financial Education Technology for Micro-entrepreneurs in Brazil. In: JSSE - Journal of Social Science Education. Jg.19 H. 3. 16.5.2019

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3.1 Components of effective pedagogy
Sweller (1988) asserts experts and novices differ in problem-solving strategies, composed of problem-solving building blocks or schema, where learning is the process of acquiring schema. Greater expertise allows learners to draw upon previous experience; greater disparity between difficulty of learning elements and a learner’s experience level decreases learning (Sweller, 1988). Content’s difficulty is relative to the learner’s expertise or experience level and affects the degree of learning achieved. There
Further research demonstrates that learning varies based on the effort needed for a learner to process the media presenting the elements. Interpreting the media can itself pose challenges whereby unintelligible materials divert learners’ attention from understanding elements and acquiring schema (Van Merriënboer & Ayres, 2005). Intelligible communication minimizes this distraction and focuses learners appropriately.
3.1.1 Dialogue education
3.2 Content utility
3.2.1 Actionable heuristics
3.2.1.1 Experiment and results
3.2.1.2 Analysis
3.2.2 Growth versus efficiency focus
3.2.2.1 Experiment and results
3.2.2.2 Analysis
3.3 Communication intelligibility
3.3.1 Video education
3.3.1.1 Experiment and results
3.3.1.2 Analysis

3.3.2 Visual storytelling

4 Virtual trainer and dialogue

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