追踪
计算机科学
光学(聚焦)
认知心理学
探索性研究
认知
光线追踪(物理)
跟踪(心理语言学)
认知建筑学
工作记忆
人工智能
作者
Fang-Tzu Hu,Paul Ginns,Janette Bobis
出处
期刊:Australian Journal of Educational and developmental psychology
日期:2014-01-01
卷期号:14: 45-49
被引量:1
摘要
Cognitive load theory seeks to generate novel instructional designs through a focus on human cognitive architecture including a limited working memory; however, the potential for enhancing learning through non-visual or non-auditory working memory channels is yet to be evaluated. This exploratory experiment tested whether explicit instructions to trace out elements of geometry worked examples with the index finger would enhance learning, as measured by error rates and problems solved. Compared to a non-tracing condition, students in the tracing condition correctly solved more practice problems, and made fewer errors on a subsequent test. Recommendations for subsequent more sensitive experiments are made.
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