The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving

British Journal of Educational Psychology - Tập 75 Số 1 - Trang 71-85 - 2005
Liesbeth Kester1, Paul A. Kirschner1, Jeroen J. G. van Merriënboer1
1Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands

Tóm tắt

This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split‐source format, information relating to procedural aspects of the functioning of an electrical circuit was not integrated in a circuit diagram, while information in the integrated format condition was integrated in the circuit diagram. It was hypothesized that learners in the integrated format would achieve better test results than the learners in the split‐source format. Equivalent‐test problem and transfer‐test problem performance were studied. Transfer‐test scores confirmed the hypothesis, though no differences were found on the equivalent‐test scores.

Từ khóa


Tài liệu tham khảo

10.1037/0033-295X.89.4.369

10.1037/0003-066X.51.4.355

10.3102/00346543070002181

10.1126/science.1736359

10.2190/MG7X-4J8N-CKYR-P06T

10.1207/s1532690xci0804_2

10.1111/j.2044-8279.1992.tb01017.x

10.1002/(SICI)1099-0720(199604)10:2<151::AID-ACP380>3.0.CO;2-U

10.1037/0022-0663.79.4.347

Gopher D., 1986, Handbook of perception and human performance, Vol. 2: Cognitive processes and performance

Holland J. H., 1986, Induction: Processes of inference, learning, and discovery

10.1002/(SICI)1099-0720(199908)13:4<351::AID-ACP589>3.0.CO;2-6

10.1080/69032000072809

10.1016/S0747-5632(01)00011-5

10.1037/0022-0663.84.4.444

10.1037/0022-0663.90.2.312

10.1037/0022-0663.86.3.389

10.1037/h0043158

10.1037/0022-0663.84.4.429

10.1037/0022-0663.86.1.122

10.2466/pms.1994.79.1.419

10.1037/0096-3445.117.2.182

Reigeluth C. M., 1999, Instructional design theories and models: A new paradigm of instructional theory

Reigeluth C. M., 1983, Instructional‐design theories and models: An overview of their current status, 335, 10.4324/9780203824283

Spiro R. J., 1988, Cognitive flexibility theory: Advanced knowledge acquisition in ill‐structured domains (Technical Report No. 441)

10.1207/s15516709cog1202_4

10.1207/s1532690xci1203_1

10.1037/0096-3445.119.2.176

10.1207/s1532690xci0201_3

10.1023/A:1022193728205

Tarmizi R. A., 1988, Guidance during mathematical problem solving, Journal of Education Psychology, 80, 424, 10.1037/0022-0663.80.4.424

10.2190/MJDX-9PP4-KFMT-09PM

Merriënboer J. J. G., 2003, Taking the load of a learner's mind: Instructional design for complex learning, Educational Psychologist, 38, 5, 10.1207/S15326985EP3801_2

10.1207/s1532690xci0701_1

Thông tin
Thông tin xuất bản

British Journal of Educational Psychology

Tập 75 Số 1

71-85

Thông tin tác giả