Using Subjective Measures to Detect Variations of Intrinsic Cognitive Load within Problems

Autor/in	Ayres, Paul
Titel	Using Subjective Measures to Detect Variations of Intrinsic Cognitive Load within Problems
Quelle	In: Learning and Instruction, 16 (2006) 5, S.389-400 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2006.09.001
Schlagwörter	Cognitive Ability; Teaching Methods; Problem Solving; Computation; Algebra; Error Patterns; Difficulty Level; Student Attitudes + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Fehlertyp; Schwierigkeitsgrad; Schülerverhalten
Abstract	Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete algebraic problems and provide a subjective measure of cognitive load for each computation completed. By keeping extraneous and germane cognitive load constant, it was argued that changes in intrinsic cognitive load (element interactivity) were measured. Results showed that subjective measures were highly reliable, varied significantly within problems and correlated highly with errors. Evidence was also found that the subjective measures were influenced by the expertise of the learner and procedural errors. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10