Reducing the prior‐knowledge achievement gap by using technology‐assisted guided learning in an undergraduate chemistry course

There have been many practical obstacles for teachers to implement evidence‐based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology‐Assisted Guided Learning (TAGL) approach and its web‐based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student‐centered learning in...