Publication:
Impact of reducing intrinsic cognitive load on learning in a mathematical domain
Impact of reducing intrinsic cognitive load on learning in a mathematical domain
dc.contributor.author | Ayres, Paul | en_US |
dc.date.accessioned | 2021-11-25T16:56:30Z | |
dc.date.available | 2021-11-25T16:56:30Z | |
dc.date.issued | 2006 | en_US |
dc.description.abstract | This paper examines the effectiveness of instructional strategies that lower cognitive load by reducing task complexity (intrinsic cognitive load). Three groups of 13-year-old students were required to learn a mathematical task under different conditions. One group (Isolated) followed a strategy that used part-tasks where the constituent elements were isolated from each other (element isolation). A second group (Integrated) received whole tasks where all elements were fully integrated, and a third group (Mixed) followed a mixed strategy progressing from part-tasks to whole-tasks. Results indicated that the part-task strategy was effective in lowering cognitive load for all students, but only benefitted learning for students with low prior knowledge. In contrast, students with a higher prior knowledge learned significantly more having studied whole tasks during instruction compared with part-tasks. The mixed-mode method proved to be ineffective for both levels of prior knowledge. | en_US |
dc.identifier.issn | 0888-4080 | en_US |
dc.identifier.uri | http://hdl.handle.net/1959.4/50536 | |
dc.language | English | |
dc.language.iso | EN | en_US |
dc.rights | CC BY-NC-ND 3.0 | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/3.0/au/ | en_US |
dc.source | Legacy MARC | en_US |
dc.title | Impact of reducing intrinsic cognitive load on learning in a mathematical domain | en_US |
dc.type | Journal Article | en |
dcterms.accessRights | metadata only access | |
dspace.entity.type | Publication | en_US |
unsw.accessRights.uri | http://purl.org/coar/access_right/c_14cb | |
unsw.identifier.doiPublisher | http://dx.doi.org/10.1002/acp.1245 | en_US |
unsw.relation.faculty | Arts Design & Architecture | |
unsw.relation.ispartofjournal | Applied Cognitive Psychology | en_US |
unsw.relation.ispartofpagefrompageto | 287-298 | en_US |
unsw.relation.ispartofvolume | 20 | en_US |
unsw.relation.originalPublicationAffiliation | Ayres, Paul, Education, Faculty of Arts & Social Sciences, UNSW | en_US |
unsw.relation.school | School of Education | * |