Autor: |
Costley, Jamie, Gorbunova, Anna, Courtney, Matthew, Chen, Ouhao, Lange, Christopher |
Předmět: |
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Zdroj: |
European Journal of Psychology of Education - EJPE (Springer Science & Business Media B.V.); Sep2024, Vol. 39 Issue 3, p1817-1840, 24p |
Abstrakt: |
In terms of instructional sequencing and cognitive load research, it remains unclear what effect different instructional sequences have on cognitive load and how to use problem-solving support within instructional sequences to reduce cognitive load. The current study examines how instructional sequencing and problem-solving support interact with different types of cognitive load and learner performance. University students (n = 254) were randomly assigned to one of three conditions: an explicit instruction first sequence, an unsupported problem-solving first sequence, and a supported problem-solving first sequence. Results show that intrinsic load did not differ across the three conditions, extraneous load was lowest in the explicit instruction first and supported problem-solving first conditions, germane load was highest in the supported problem-solving first condition, and performance was highest in the explicit instruction first condition. Providing insight into specific ways instructional sequencing and problem-solving support can reduce cognitive load; results suggest that either problem-solving activities need support or explicit instruction is needed before problem-solving. [ABSTRACT FROM AUTHOR] |
Databáze: |
Complementary Index |
Externí odkaz: |
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