Focused learning: Control of cognitive load in instructional material for a computer algebra syst

Abstract:

Increasingly, students learn to use computer-based tools to support their coursework in science, engineering, technology, and mathematics (STEM) courses. A common educational strategy is to introduce the new tool along with new course material, having students learn the tool and the course material simultaneously. We looked at how two simultaneous learning goals affect students' learning of a computer algebra system (CAS), a tool increasingly used in STEM education. The study described involved teaching a group of students some basic CAS commands through one of two sets of instructional materials that used different contextual examples, based on either familiar or unfamiliar mathematics, which theoretically, based on pbkp_redictions of cognitive load theory, imposed different levels of cognitive load. The students' learning of the CAS concepts was tested and their workload during learning and testing was measured. We showed that the students in the familiar math case performed better on a test of CAS concepts and that they reported a lower workload when completing the test. This result was consistent with the pbkp_redictions of cognitive load theory. The results of this study point to the potential importance of managing the cognitive load of instructional material when training students in the use of advanced educational software systems. Copyright 2013 by Human Factors and Ergonomics Society, Inc.

Año de publicación:

2013

Keywords:

Fuente:

scopus