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1.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):17-29
To deepen our understanding of those aspects of problems that cause the most difficulty for solvers, this study integrated eye‐tracking with handwriting devices to investigate problem solvers' online processes while solving geometry problems. We are interested in whether the difference between successful and unsuccessful solvers can be identified by employing eye‐tracking and handwriting. Sixty‐two high school students were required to complete a series of geometry problems using pen tablets. Responses, including eye movement measures, wrote/drew trace, perceived cognitive load and questionnaires concerning the source of difficulties, were collected. The results suggested that the technique could enhance methods to diagnose difficulties by differentiating between successful and unsuccessful solvers. We considered mental rotation could be a primary obstacle in the integrating stage of diagram comprehension. The technique can be extensively applied in various instructional scenarios. Educational implications for problem solving are discussed. 相似文献
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Alexander Skulmowski 《Mind, Brain, and Education》2023,17(1):20-28
Cognitive load measurement is a methodological issue of high importance in all learning settings involving a high perceptual richness, such as virtual and augmented reality. As a result of the growing number of cognitive load measurement methods and surveys, it can be difficult to choose the optimal measurement instrument for learning tasks in perceptually rich environments. Current research suggests that survey-based methods do not necessarily have to be less valid than physiological measures. Furthermore, in several studies, single-item measures of cognitive load have shown a high negative correspondence with learning outcomes. A trend toward a more fine-grained analysis of different components of cognitive load can be observed, but the ability to detect cognitive load depends on selecting an appropriate survey for the specific task. Based on this narrative overview on current developments in cognitive load measurement, recommendations for deciding on a cognitive load measurement method are given. 相似文献
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Yujing Ni Qiong LiXiaoqing Li Zhong-Hua Zhang 《International Journal of Educational Research》2011,50(2):100-116
This study investigated curriculum influences on student mathematics achievement by following two groups of students from fifth to sixth grade that were taught either the reformed curriculum or the conventional curriculum. Analyses with three-level modeling were conducted to examine learning outcomes of the students who were assessed three times over a period of 18 months. Achievement was measured with regard to computation, routine problem solving, and complex problem solving. Affective aspects included self-reported interest in learning mathematics, classroom participation, views of the nature of mathematics, and views of learning mathematics. The results showed overall improved performance among all the students over the time on computation, routine problem solving, and complex problem solving but not on the affective measures. There were differentiated patterns of performance between the groups. On the initial assessment, the reform group performed better than the non-reform group on calculation, complex problem solving, and indicated higher interest in learning mathematics. The two groups did not differ on the other achievement and affective measures at the first time of assessment. There was no significant difference in growth rate between the groups on the cognitive and affective measures except that the non-reform group progressed at a faster pace on calculation. Therefore, the non-reform group outperformed the reform group on computation at the third (last) assessment. These results are discussed with respect to the possible influence of the curriculum on student learning. 相似文献
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This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are combined with other measures of cognitive load, and how results from subjective measures have been related to learning and achievement. The findings show that most of the reviewed studies did not include any clear conceptualization or measurement of working memory, used only general subjective measures containing one or very few items, and did not report findings consistent with the hypothesized relationship between cognitive load and multimedia learning. The findings are discussed in relation to the broader goal of improving research on cognitive load in the context of multimedia learning. 相似文献
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Wolfgang Schnotz Justus Böckheler Harriet Grzondziel 《European Journal of Psychology of Education - EJPE》1999,14(2):245-265
Computer-based multimedia learning environments make it possible to present interactive animated pictures, which can be manipulated for active exploratory learning and which allow the dynamic behavior of complex subject matter to be displayed. Due to the large range of possibilities for exploratory interaction, such learning environments seem well suited for co-operative learning in which different learners analyse the presented subject matter from different perspectives. This paper first describes a theoretical framework for learning from texts and pictures together with an analysis of possible effects of animation and interactivity on knowledge acquisition. It then presents two empirical studies in which knowledge acquisition from interactive animated pictures was compared with knowledge acquisition from static pictures under the conditions of individual learning (Study I) and of cooperative learning (Study II). In Study I, learning with interactive animated pictures resulted in a superior encoding of detail information, but did not facilitate performance of mental simulation tasks. In Study II, learning with interactive animated pictures resulted both in inferior encoding of detail information and poorer results in mental simulations. These findings and the analysis of discourse protocols of subjects’ co-operation suggest that exploratory learning with interactive animated pictures is associated with extraneous cognitive load and that this load can be further increased by the co-ordination demands of co-operative learning. Although animated pictures may provide external support for mental simulations, they do not appear to be generally beneficial for learning, because they can prevent individuals from performing relevant cognitive processes. 相似文献
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Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video. 相似文献
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Robert R. Whelan 《Educational Research Review》2007,2(1):1-12
This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how current measures of cognitive load cannot accurately show the distinction between different types of cognitive load in different learning conditions, and existing approaches to cognitive load assessment are limited in terms of their precision and methodology. A literature review discusses the conceptual framework of Sweller's [Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295-312; Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press] cognitive load theory, and describes various approaches to load measurement and their limitations. The paper then describes how the core components of cognitive load - intrinsic, extraneous, and germane load - may be observable using neuroimaging techniques, and argues for the exploration of new links between education research and neuroscience. 相似文献
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Deniz Eseryel Dirk Ifenthaler Xun Ge 《Educational technology research and development : ETR & D》2013,61(3):443-463
The important but little understood problem that motivated this study was the lack of research on valid assessment methods to determine progress in higher-order learning in situations involving complex and ill-structured problems. Without a valid assessment method, little progress can occur in instructional design research with regard to designing effective learning environments to facilitate acquisition of expertise in complex, ill-structured knowledge domains. In this paper, we first present a method based on causal representations for assessing progress of learning in complex, ill-structured problem solving and discuss its theoretical framework. Then, we present an experimental study investigating its validity against adapted protocol analysis. This study explored the impact of a massively multiplayer online educational game, which was designed to support an interdisciplinary STEM education on ninth-grade students’ complex, ill-structured problem solving skill acquisition. We identify conceptual similarities and differences between the two methods, present our comparative study and its results, and then discuss implications for diagnostics and applications. We conclude by determining how the two approaches could be used in conjunction for further research on complex and ill-structured problem solving. 相似文献
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基于社会性和探究社区理论框架,通过多元回归分析、结构方程模型等数据分析方法,本文探索了社会性、临场感与在线学习满意度之间的关系机制。研究发现,在线教学的社会性能够促进学生的教学临场感、社会临场感和认知临场感,而这三大临场感又能够显著提升学生的在线学习满意度;社会性与在线学习满意度之间存在链式中介效应,即社会性能通过促进教学临场感,进而促进学生的社会临场感,而社会临场感又能够促进学生的认知临场感,最终促进学生的在线学习满意度。研究结果有助于理解社会性学习环境对在线教学效果的影响机制,有助于广大教师开展更高质量的在线教学活动。 相似文献
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Herman Witkin's research in differentiation theory proposed a conceptual framework describing the cognitive style known as field dependence‐independence. The operational measures of this construct are restructuring skills and interpersonal competencies, and were originally conceived to be fixed in an individual. A recent reconceptual‐isation, however, suggested that there may be some malleability in learning strategies that flow from cognitive style. Learners predisposed to field dependence might gain access to restructuring skills brought to problem‐solving situations by field independents. This study undertook to examine the effects and practicability of restructuring training as a means of addressing individual learner differences. Field independent subjects significantly out‐scored field‐dependent subjects on all three test tasks in the control group. Experimental group field independents did not significantly outscore experimental field dependents. Training enhanced field dependent subject performance on two dependent measures tasks. There was interaction across treatment and field dependence on all three dependent measures. 相似文献
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Yiping Lou 《Distance Education》2004,25(1):49-66
Online courses have been criticized for their focus on knowledge acquisition rather than on how to solve authentic complex problems, a skill that is increasingly being recognized as critical to meeting the challenges in the real world. The purpose of this study was to explore whether between‐group collaboration in project‐based online courses can promote student learning of complex problem solving. Eleven graduate students in an educational technology class participated in this study. Each group of three to four members designed and developed a 2‐week online mini‐course that was later implemented with classmates across groups. During the semester, students were encouraged to visit other group areas, discuss challenges, and share strategies in the online course environment. The results indicate that between‐group collaboration was effective in improving group processes, group project performance, individual student achievement, and confidence in complex problem solving in designing online courses. 相似文献
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Pavlo Antonenko Fred Paas Roland Grabner Tamara van Gog 《Educational Psychology Review》2010,22(4):425-438
Application of physiological methods, in particular electroencephalography (EEG), offers new and promising approaches to educational
psychology research. EEG is identified as a physiological index that can serve as an online, continuous measure of cognitive
load detecting subtle fluctuations in instantaneous load, which can help explain effects of instructional interventions when
measures of overall cognitive load fail to reflect such differences in cognitive processing. This paper presents a review
of seminal literature on the use of continuous EEG to measure cognitive load and describes two case studies on learning from
hypertext and multimedia that employed EEG methodology to collect and analyze cognitive load data. 相似文献
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人们在日常生活中需要不断地解决各种问题,正如波普尔所说"全部的生活就是问题解决"。问题解决,尤其是复杂问题的解决,已成为认知科学和学习研究中关注的焦点。复杂问题的解决是一个动态的复杂过程,需要综合运用多种认知和非认知成分。先前的研究已经提出了解决复杂问题的多种模型,给人们解决复杂问题提供了可依靠的支架。而案例知识作为一种典型性、叙事性、情境性、实践性、个人性、整体性的经验知识在问题解决中得到了广泛应用,已成为支持复杂问题解决的有效形式,具体表现为:支持问题境脉的阐释、支持问题的多视角认识、支持解决方案的生成、支持解决方案的确定以及支持对问题解决结果的评价。它正作为一种支持人们解决问题的资源,在现实中发挥越来越大的作用。 相似文献
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Geralien A Holsbrink-Engels 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(1):53-67
The most widely practised instructional method for the development of interpersonal skills is role-play. Role-play is supposed to be a complex learning environment for novices to develop interpersonal skills. The learning environment is complex because of two factors. Firstly, the cognitive load is high during social-communicative problem solving because the execution of all steps has to be taken immediately in a goal-directed dialogue. Moreover, social-communicative problem solving is acted out in a play. A computer learning environment for initial training in dealing with social-communicative problems is suggested to simplify and facilitate learning. A learning environment with computer-based role-plays has been piloted and evaluated. Two experiments have been examined the effect of the learning environment on interpersonal skill development. The results are described. The main conclusion is that the learning environment is considered as having the potential to assist in realizing effective gradual lead- into interpersonal skill development and instruction for novices. 相似文献
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Wolfgang Schnotz Thorsten Rasch 《Educational technology research and development : ETR & D》2005,53(3):47-58
New technologies allow the display of text, static visuals, and animations. Although animations are inherently attractive,
they are not always beneficial for learning. Problems may arise especially when animations modify the learner's cognitive
load in an unintended way. In two learning experiments with 40 and 26 university students, the effects of animated pictures
on knowledge acquisition were investigated. Some pictures displayed visual simulations of changes over time, whereas other
pictures could be manipulated by learners to represent different states in time. Results showed that manipulation pictures
had an enabling function for individuals with high learning prerequisites, whereas simulation pictures had a facilitating
function for individuals with low learning prerequisites. However, the facilitating function was not beneficial for learning,
because learners were prevented from performing relevant cognitive processes on their own. A careful analysis of the interrelation
between different kinds of cognitive load and the process of learning is therefore required. 相似文献
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Intelligent design: student perceptions of teaching and learning in large social work classes 总被引：2，自引：1，他引：1
Nicole Therese Moulding 《高等教育研究与发展》2010,29(2):151-165
Research into the effects of large classes demonstrates that students are disadvantaged in terms of higher order learning because interactions between teachers and students occur at lower cognitive levels. This has significance for social work education, with its emphasis on the development of critical thinking and problem solving, both higher order cognitive skills. This paper reports on quantitative and qualitative research that explored social work students’ perceptions of different teaching and learning strategies in a large mental health course designed with reference to principles of student‐centred learning and constructive alignment. Findings revealed that well‐integrated design, relevance to the real world and teacher enthusiasm were seen as most useful by students, rather than particular learning strategies per se. Higher satisfaction ratings and grades were also associated with this student‐centred course compared with an earlier traditional lecture‐style course. The paper concludes that design based on the interplay between diverse learning activities, including lecture input, strengthened the student‐centred orientation of learning and recommends further research that compares learning outcomes associated with these contrasting approaches to professional education. 相似文献
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本文介绍了作者对过去30年在线学习研究的研究进展。研究如何设计在线教学是将学习科学应用于教育的一个案例。在线教学设计研究有助于发展学习科学(如认知负荷理论、多媒体学习的认知理论,以及学习的元认知、动机和情感的综合),教学科学(如有研究证据的教学设计原理不断发展)和评估科学(如多侧面的迁移测试,同时辅以保持测试和自我调查报告,学习过程中的日志文件数据,以及学习认知过程中的认知神经科学测量等)。文中反复提到的观点:学习有赖于运用教学方法,而不是单凭教学媒体就能够奏效的,在线教学设计研究应该关注数字化学习环境的特性;教学实践应建立在严谨、系统的研究基础上,包括旨在确定在线教学中有效成分的增值实验;在线学习研究应确定教学技术最有效的边界条件;在线学习研究应该起到检验和发展学习理论的作用。 相似文献
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Lisa Lobry de Bruyn 《Distance Education》2004,25(1):67-81
More units of study are being offered flexibly, using distance education and online facilities, as a consequence of recent educational developments in higher education, with learner expectations of being able to study when they like and where they like, as well as increasing class enrolments and more students studying remotely or part‐time. However, the quality of the learning experience and the efficacy of placing learning activities that require student interaction and discourse in an online environment have been questioned. The concerns raised by educators regarding placing learning activities online are often about the types of learning environments that are being created and the tools available to support student communication in a virtual learning environment. Asynchronous computer‐mediated communication is one means of allowing students to communicate independently of time and place, and to communicate questions, opinions and queries when transferring interactive learning activities to an online environment. The use of threaded, online discussions that allow asynchronous communication has been criticised for not producing the perceived benefits for learners and educators. This paper assesses the use of asynchronous computer‐mediated communication and the degree of convergence and level of social presence as indicators of developing highly responsive and interactive learning environments in the context of an inquiry‐based learning activity, using a case study approach with problem solving and self‐directed research. 相似文献