Timing of Information Presentation in Learning Statistics |
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Authors: | Liesbeth Kester Paul A Kirschner Jeroen JG van Merriënboer |
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Institution: | (1) Educational Technology Expertise Center, Open University of the Netherlands, P.O. Box 2960, 6401 DL Heerlen, The Netherlands |
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Abstract: | This study in the domain of statistics comparesfour information presentation formats in a 2 × 2factorial design: timing of supportiveinformation (before or during taskpractice) × timing of procedural information(before or during task practice).Seventy-two psychology and education students(7 male and 65 female; mean age 18.5 years,SD = 2.85) participated. Theeffectiveness of the learning material wasmeasured by test performance. The instructionalefficiency was measured by a combination ofmental effort during practice and testperformance (i.e., a high test performancecombined with a low mental effort duringpractice denotes a high instructionalefficiency). ANOVA showed a main effect fortiming of supportive information: presentationduring practice led to more efficient learning than presentationbefore practice. Moreover, an interactioneffect was found. Simultaneous presentation ofprocedural information before andsupportive information during practiceled to the most efficient learning. |
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Keywords: | Cognitive Load Theory complex skills information presentation instructional design schema acquisition working memory |
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