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Managing Cognitive Load During Complex Learning : = A Study on Worked Examples and Element Interactivity.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Managing Cognitive Load During Complex Learning :/
Reminder of title:	A Study on Worked Examples and Element Interactivity.
Author:	Gupta, Udita.
Description:	1 online resource (229 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369782097

Managing Cognitive Load During Complex Learning : = A Study on Worked Examples and Element Interactivity.
Gupta, Udita.

Managing Cognitive Load During Complex Learning :A Study on Worked Examples and Element Interactivity. - 1 online resource (229 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Out of the three major constituents of cognitive load theory, intrinsic is the most crucial as it relates to difficulty of learning material. Difficulty of learning material is determined by two factors: the learner's prior knowledge and interacting elements present in the task. The proposed study investigated the role of two formats of worked examples (full and worked) in mathematical problem solving taking into account the learner's prior knowledge and difficulty of the presented material. One hundred and sixty participants were recruited for the study. The participants solved algebraic systems of equations by either using full or completion worked examples approach. Participants were identified as low-prior-knowledge learners or high-prior-knowledge learners based on their performance on the prior knowledge test, using a median split method in which the top one-third and lower one-third participants were retained, with the middle one-third excluded from final analyses. Results indicated that both low- and high-prior-knowledge learners found completion worked examples to be beneficial in solving easy problems and full worked examples in solving difficult problems. This finding is contradictory to the expertise reversal effect. Significant positive correlation was found between intrinsic and germane cognitive load while a significant negative correlation was found between extraneous and germane cognitive load. Both of these significant correlations are aligned with proposals from previous research. Results of the motivation questionnaire indicated that interest was significantly positively correlated with germane load implying that interest in the instructional domain is an important determinant in effecting germane load.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369782097Subjects--Topical Terms:

555103
Educational psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Managing Cognitive Load During Complex Learning : = A Study on Worked Examples and Element Interactivity.
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100 1 $a Gupta, Udita. $3 1182674
245 1 0 $a Managing Cognitive Load During Complex Learning : $b A Study on Worked Examples and Element Interactivity.
264 0 $c 2017
300 $a 1 online resource (229 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Robert Zwiwei Zheng.
502 $a Thesis (Ph.D.) $c The University of Utah $d 2017.
504 $a Includes bibliographical references
520 $a Out of the three major constituents of cognitive load theory, intrinsic is the most crucial as it relates to difficulty of learning material. Difficulty of learning material is determined by two factors: the learner's prior knowledge and interacting elements present in the task. The proposed study investigated the role of two formats of worked examples (full and worked) in mathematical problem solving taking into account the learner's prior knowledge and difficulty of the presented material. One hundred and sixty participants were recruited for the study. The participants solved algebraic systems of equations by either using full or completion worked examples approach. Participants were identified as low-prior-knowledge learners or high-prior-knowledge learners based on their performance on the prior knowledge test, using a median split method in which the top one-third and lower one-third participants were retained, with the middle one-third excluded from final analyses. Results indicated that both low- and high-prior-knowledge learners found completion worked examples to be beneficial in solving easy problems and full worked examples in solving difficult problems. This finding is contradictory to the expertise reversal effect. Significant positive correlation was found between intrinsic and germane cognitive load while a significant negative correlation was found between extraneous and germane cognitive load. Both of these significant correlations are aligned with proposals from previous research. Results of the motivation questionnaire indicated that interest was significantly positively correlated with germane load implying that interest in the instructional domain is an important determinant in effecting germane load.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Mathematics education. $3 1148686
650 4 $a Education. $3 555912
650 4 $a Psychology. $3 555998
650 4 $a Cognitive psychology. $3 556029
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690 $a 0280
690 $a 0515
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710 2 $a The University of Utah. $b Educational Psychology. $3 1182675
773 0 $t Dissertation Abstracts International $g 78-10A(E).
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