Impact of reducing intrinsic cognitive load on learning in a mathematical domain Ayres, Paul en_US 2021-11-25T16:56:30Z 2021-11-25T16:56:30Z 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.language English
dc.language.iso EN en_US
dc.rights CC BY-NC-ND 3.0 en_US
dc.rights.uri 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.identifier.doiPublisher 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 School of Education *
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