数学教育
认知负荷
认知
教学设计
过程(计算)
认知策略
教学方法
计算机科学
心理学
认知风格
认知心理学
操作系统
神经科学
作者
Christopher Lange,Anna Gorbunova,Ирина Щеглова,Jamie Costley
标识
DOI:10.1080/14703297.2022.2130395
摘要
Research often examines cognitive load as it relates to direct instruction, worked examples and problem-solving combined as an integrated whole. The present study examines these strategies in isolation to see their effect on cognitive load. Using learning materials covering the basics of critical thinking to undergraduate law students (n = 160) at a Russian university, the current study isolated direct ‘example-free’ instruction, worked examples with no instructional explanations and problem-solving free from any form of instruction to examine their effects on cognitive load. Results show that students’ levels of cognitive load differ by condition. Clearly separating instructional strategies in this manner allows for the examination of how learners process information at a particular phase of instruction, and ultimately a more precise and accurate explanation of how specific instructional strategies contribute to cognitive load.
科研通智能强力驱动
Strongly Powered by AbleSci AI