共查询到20条相似文献，搜索用时 31 毫秒
1.
Marjo J. van Zundert Dominique M. A. Sluijsmans Karen D. Könings Jeroen J.G. van Merriënboer 《教育心理学》2012,32(1):127-145
In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed. 相似文献
2.
Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on domain-specific tasks. This study investigated whether scaffolding has a similar, positive effect on the learning of peer-assessment tasks. We hypothesised that: (1) domain-specific scaffolding improves domain-specific accuracy and reduces time on task and perceived mental effort, and (2) peer-assessment scaffolding improves peer-assessment accuracy and reduces time on task and perceived mental effort. Additionally, we explored whether there was an interaction between domain-specific and peer-assessment scaffolding. In a 2x2 experiment with the factors domain-specific scaffolding (present, absent) and peer-assessment scaffolding (present, absent), 236 secondary school students assessed the performance of fictitious peers in an electronic learning environment. We found that domain-specific accuracy indeed improved with domain-specific scaffolding, confirming our first hypothesis. Our tests of the second hypothesis, however, revealed surprising results: peer-assessment scaffolding significantly increased accuracy and mental effort during learning, it had no effect on peer-assessment accuracy at the test and led to reduced domain-specific accuracy, even when combined with domain-specific scaffolding. These results suggest that scaffolding students' peer assessment before they have mastered the task at hand can have disturbing effects on students’ ability to learn from the task. 相似文献
3.
According to cognitive load theory, using worked examples is an effective and efficient instructional strategy for initial cognitive skill acquisition for novice learners, as it reduces cognitive load and frees up cognitive resources to build task competence. Contrary to this, productive failure (as well as invention learning, desirable difficulties and other problem-solving-first) frameworks suggest that scaffolded problem-solving activities (a generation phase) preceding explicit instruction enhance learners’ performance. The reported experimental study investigated the effectiveness of different levels of instructional guidance provided to students during the learning phase preceding explicit instruction in standard solution procedures in enhancing students’ engagement and transfer problem-solving skills. Specifically, the study compared partially-guided or unguided attempts at generating problem solutions as opposed to comprehensive guidance, in the form of a worked example. Levels of experienced cognitive load and learner motivation were evaluated in addition to delayed post-test performance scores. There were no differences between the three groups on the transfer post-test outcomes, even though the condition with fully-guided worked examples prior to the explicit instruction expectedly reduced cognitive load relative to the conditions without such guidance. There were also differences between the conditions on some sub-dimensions of the motivation scale. In general, the findings indicate that similar overall outcomes (delayed transfer performance) could be achieved by different sequences of instructional tasks aimed at achieving different sets of specific goals. 相似文献
4.
Training for reflective expertise: A four-component instructional design model for complex cognitive skills 总被引：2，自引：0，他引：2
Jeroen J. G. van Merriënboer Otto Jelsma Fred G. W. C. Paas 《Educational technology research and development : ETR & D》1992,40(2):23-43
This article presents a four-component instructional design model for the training of complex cognitive skills. In the analysis
phase, the skill is decomposed into a set of recurrent skills that remain consistent over problem situations and a set of
nonrecurrent skills that require variable performance over situations. In the design phase, two components relate to the design
of practice; they pertain to the conditions under which practice leads either to rule automation during the performance of
recurrent skills or to schema acquisition during the performance of nonrecurrent skills. The other two components relate to
the design of information presentation; they pertain to the presentation of information that supports the performance of either
recurrent or nonrecurrent skills. The basic prediction of the model is that its application leads to “reflective expertise”
and increased performance on transfer tasks. Applications of the model that support this prediction are briefly discussed
for the training of fault management in process industry, computer programming, and statistical analysis. 相似文献
5.
Limited processing capacity constrains learning and performance in complex cognitive tasks. In traditional instruction, novices' failure to adequately learn cognitive tasks can often be attributed to the inappropriate direction of attention and the related high or excessive load that is imposed on a learner's cognitive system. An instructional design model for the training of complex cognitive tasks should provide instructional strategies that control cognitive load. We propose such a model and recommend research in which the cognitive load of instructional manipulations is systematically investigated and determined with mental-effort based measures. 相似文献
6.
7.
This study examined the relative importance of a number of cognitive factors (i.e. working memory, vocabulary knowledge, general cognitive ability and reading skills) in accounting for differences in the rate of progress made by children in the development of emergent writing skills. Sixty-seven children were assessed on tasks measuring the visuospatial, phonological and central executive components of working memory. The children's written texts were analysed according to the assessment scale for writing from the Early Years Foundation Stage Profile. The results indicate that reading performance and visuospatial memory skills are crucial to determining whether or not children aged 4–5 years are able to meet the UK government's prescribed educational standards for writing. The importance of visual skills in the acquisition of orthographic knowledge and writing conventions gained through reading is discussed in relation to current instructional strategies within schools. 相似文献
8.
9.
Anne Deiglmayr 《European Journal of Psychology of Education - EJPE》2018,33(1):185-198
Formative peer assessment is an instructional method that offers many opportunities to foster students’ learning with respect to both the domain of the core task and students’ assessment skills. The contributions to this special issue effectively address earlier calls for more research into instructional scaffolds and the implementation of dialogic features in formative peer assessment. However, open issues remain regarding the role of assessment criteria, the benefit of formative peer assessment for transferable knowledge and skills, the role of metacognitive and cognitive processes in the provision and reception of peer feedback, and the proposed benefit of more interactive forms of formative peer assessment. Addressing the latter issue in particular, a framework of three dimensions of increasing interactivity is proposed in order to guide future research. These three dimensions comprise the learner’s engagement with the core task (low interactivity), the provision and reception of peer feedback (medium interactivity), and the learner’s engagement with argumentation, tutoring, and co-construction in dialogue with peers (high interactivity). 相似文献
10.
11.
Effects of microcomputer-based laboratories and level of cognitive development on tenth-grade biology students' ability to construct and interpret line graphs was investigated. Fortysix students enrolled in general biology classes at a rural high school volunteered to participate in the study. These students were administered instruments to assess level of cognitive development and line-graphing ability. Ten students that scored between zero and three and ten students that scored between six and ten on the graphing assessment were chosen to participate in the study. The 20 students were then assigned to either experimental or conventional groups to achieve a matched design with relation to gender and line-graphing ability. Statistical analysis of the data indicated no effect due to instructional method on graph-interpretation abilities. An instructional effect was demonstrated for graph-construction tasks (p < 0.10) with the conventional group outperforming the microcomputer-based laboratory group. Effect sizes of ?1.01 and 0.48 were found for graph-construction and -interpretation skills, respectively. Effects related to cognitive development were indicated with those students classified as high cognitive development outscoring those classified as low (p < 0.10) This was true for both graph-construction and graph-interpretation tasks. No two-way interactions were found. 相似文献
12.
Jeroen J. G. van Merriënboer Dominique M. A. Sluijsmans 《Educational Psychology Review》2009,21(1):55-66
This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed
learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning
tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and
selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are
also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design
provide a solid basis for a research program on self-directed learning. 相似文献
13.
Logan Fiorella Jennifer J. Vogel-Walcutt Sae Schatz 《Educational technology research and development : ETR & D》2012,60(2):223-238
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT)
environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within
the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement
such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex
decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing
the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios,
participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their
performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and
assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality
principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills. 相似文献
14.
Efforts to enhance learning through peer interaction in an electronic forum are now commonplace. However, facilitation and moderation of such a forum by academic staff can be of limited effectiveness and very time‐consuming. The skills required by peer learners to effectively manage such distributed discourse for themselves have rarely been clearly identified. This paper compares the social, organizational and cognitive characteristics of effective peer learning interactions in face‐to‐face and online environments (with particular reference to peer tutoring and peer assessment). This leads to a specification of transferable skills for online peer learning, at the macro and micro levels, with commentary on areas needing particular attention. The implications for assessment of such online distributed discourse process skills are explored with reference to professional practice and future research. 相似文献
15.
According to cognitive load theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader cognitive load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014), by presenting an updated model of cognitive load in which the physical learning environment is considered a distinct causal factor for WM load (Choi et al. 2014), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014). 相似文献
16.
Jongpil Cheon Michael M. Grant 《Educational technology research and development : ETR & D》2012,60(3):399-420
The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students?? mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students?? prior knowledge. A metaphorical interface enhanced learners?? germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development. 相似文献
17.
Fredrick D. Pociask Gary R. Morrison 《Educational technology research and development : ETR & D》2008,56(4):379-399
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention
in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students.
The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control
group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive
and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant
results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional
materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive
load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous
cognitive load through good instructional and message design practices.
相似文献
| Gary R. Morrison (Corresponding author)Email: |
18.
Greet M.J. Fastré Marcel R. van der Klink Dominique Sluijsmans Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model. 相似文献
19.
K. Richard Young Daniel P. Morgan Terri Jo Peterson William R. Jenson 《Psychology in the schools》1988,25(2):164-174
The purpose of this study was to test the effectiveness of an instructional package designed to teach conversation skills to behaviorally disordered children. A multiple baseline design with a reversal was employed to assess the effectiveness of this package. Six children were taught in two groups of three. The teachers were taught to use the package prior to implementation to insure standardization across both groups. Data were collected in a contrived setting with a peer trained as a conversant. Observation also took place in the school cafeteria to assess generalization of the training to a naturalistic setting. Social validation data were collected from teachers and children to evaluate their impressions of the instructional package. Results indicated that the instructional package was effective in increasing conversational skills above baseline levels in all children and in both settings. 相似文献
20.
基于认知负荷理论的复杂学习整体任务设计探讨 总被引：2，自引：0，他引：2
目前的教学设计趋向于聚焦真实的学习任务,但由于这些任务的复杂性,使学习者的学习受到阻碍。文章基于认知负荷理论介绍了复杂学习任务的设计,并结合认知负荷理论具体探讨了如何通过降低认知负荷来进行复杂学习的整体任务设计。 相似文献