Exploring the cognitive loads of high-school students as they learn concepts in web-based environments

Cheng Chieh Chang, Fang Ying Yang*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

26 引文 斯高帕斯(Scopus)

摘要

This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the topic of global warming, which lasted for four weeks, provided the learning context. After students worked through the curriculum, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by self-report on a 9-point Likert scale. An online test and the flow-map method were applied to assess participants' concept achievements. The results showed that curriculum components such as scientific articles, online notebooks, flash animations and the online test induced a relatively high cognitive load, and that a lower cognitive load resulted in better concept achievement. Also, students appeared to adopt different learning approaches that were corresponding to different levels of cognitive load.

原文英語
頁(從 - 到)673-680
頁數8
期刊Computers and Education
55
發行號2
DOIs
出版狀態已發佈 - 2010 九月

ASJC Scopus subject areas

  • 電腦科學(全部)
  • 教育

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