Interactions between levels of instructional detail and expertise when learning with computer simulations

Yuling Hsu, Yuan Gao, Tzu Chien Liu, John Sweller

研究成果: 雜誌貢獻期刊論文同行評審

10 引文 斯高帕斯(Scopus)

摘要

Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions which differed only with regard to the levels of written instructional detail. One hundred and forty Grade 10 (lower-expertise) and Grade 11 (higher-expertise) students participated in this experiment. In accord with the expertise reversal effect, the results supported the hypothesis that higher levels of instructional detail benefited learning for lower-expertise learners, whereas lower levels of detail facilitated learning for higher-expertise learners. It was concluded that the level of instructional guidance needed to match learners' levels of expertise.

原文英語
頁(從 - 到)113-127
頁數15
期刊Educational Technology and Society
18
發行號4
出版狀態已發佈 - 2015

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

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