Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations |
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| Authors: | Bing Hiong Ngu Edwin Mit Faaizah Shahbodin and Juhani Tuovinen |
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| Institution: | (1) Learning and Teaching Centre, Tabor Adelaide, 181 Goodwood Road, Millswood, SA, 5034, Australia;(2) Faculty of Cognitive Sciences and Human Development, Universiti Malaysia Sarawak, Kota Samarahan, Sarawak, Malaysia;(3) Faculty of Science, Health and Education, University of the Sunshine Coast, Maroochydore, DC, 4558, Australia |
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| Abstract: | Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that
can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions
steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation
to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the
static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and
no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant
incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane
cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution
steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution
format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory
is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional
formats. |
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| Keywords: | Cognitive load theory Interactive solution Chemistry problem solving Computer-based format Problem structure Germane cognitive load Graphic network problem representation |
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