Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Tianlong Zu"'
Publikováno v:
Frontiers in Education, Vol 6 (2021)
Cognitive load theory (CLT) posits the classic view that cognitive load (CL) has three-components: intrinsic, extraneous and germane. Prior research has shown that subjective ratings are valid measures of different CL subtypes. To a lesser degree, ho
Externí odkaz:
https://doaj.org/article/85ed59a540a34f8995d9c35da9276c45
Publikováno v:
Physical Review Physics Education Research, Vol 15, Iss 1, p 010105 (2019)
Even though it has been shown that retrieval practice could foster deeper learning and better long-term retention in other domains such as psychology, it is rarely studied in the context of physics learning where students need to solve more complicat
Externí odkaz:
https://doaj.org/article/756bfdfea5c54b0cb97cce5b4f1e856f
Publikováno v:
Journal of Computer Assisted Learning. 38:875-891
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fb1000cda401f5a4ef5e8fd90de992c3
https://doi.org/10.1111/jcal.12654
https://doi.org/10.1111/jcal.12654
Publikováno v:
Journal of Educational Psychology. 112:1338-1352
In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merrienboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types o
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee7a6094dcf173b73ff89f6995d26831
https://doi.org/10.1037/edu0000441
https://doi.org/10.1037/edu0000441
Publikováno v:
2018 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df273166cac453aaf489ded0aa703104
https://doi.org/10.1119/perc.2018.pr.rebello
https://doi.org/10.1119/perc.2018.pr.rebello
Publikováno v:
2018 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cc3c35c9b087d0d8c286af2379032dfd
https://doi.org/10.1119/perc.2018.pr.munsell
https://doi.org/10.1119/perc.2018.pr.munsell
Publikováno v:
2017 Physics Education Research Conference Proceedings.
Cognitive load theory (CLT) provides us guiding principles in the design of learning materials. CLT differentiates three different kinds of cognitive load -- intrinsic, extraneous and germane load. Intrinsic load is related to the learning goal, extr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cf35d05d4b10cf509fa073c42bad26eb
https://doi.org/10.1119/perc.2017.pr.113
https://doi.org/10.1119/perc.2017.pr.113
Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using videos cont
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a83be6ca8f19b81259d8e7646c5a99a5
http://arxiv.org/abs/1701.04497
http://arxiv.org/abs/1701.04497
Publikováno v:
2014 Physics Education Research Conference Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c100bbbefd53d7e7a373a6de8fe63671
https://doi.org/10.1119/perc.2014.pr.066
https://doi.org/10.1119/perc.2014.pr.066