Segmentation of Worked Examples: Effects on Cognitive Load and Learning
Segmentation of Worked Examples: Effects on Cognitive Load and Learning
复制标题
工作示例的细分：对认知负荷和学习的影响
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
J. Merriënboer
中科院分区：
文献类型：
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作者：
I. Spanjers;T. Gog;J. Merriënboer
总结
研究了两种改进工作示例的方法：以分段格式（即，由空行分隔的片段）并指导学生主动地将它们分段（即，学生必须把例子分成几部分）。分段的例子被期望支持学习，因为它们显示了哪些信息元素属于一起。当学习者被指示积极分割时，也可能会鼓励他们思考哪些信息元素属于一起，但从消极的方面来看，这是一项额外的任务，可能会带来额外的认知负荷，而不会促进学习。结果表明，学生在积极的分割条件下投入更多的努力比学生在其他条件下，没有表现得更好。此外，研究分段的例子需要更少的努力，以实现平等的学习成果比研究nonsegmented的。因此，向学习者提供分段的例子提高了学习过程的效率，而指导他们积极分段则降低了这种效率。版权所有© 2011约翰威利父子有限公司.
Summary
Two ways to improve worked examples are investigated: presenting them in a segmented format (i.e., in pieces separated by blank lines) and instructing students to segment them actively (i.e., students must divide the examples in pieces). Segmented examples are expected to support learning because they show which information elements belong together. Learners might also be encouraged to think about which information elements belong together when they are instructed to actively segment, but on the negative side, this is an additional task that might impose extra cognitive load without facilitating learning. Results showed that students in the actively segmenting condition invested more effort in learning than students in the other conditions without performing better. Furthermore, studying segmented examples required less effort to achieve equal learning outcomes than studying nonsegmented ones. So, presenting learners with segmented examples improved the efficiency of the learning process, whereas instructing them to actively segment decreased this efficiency. Copyright © 2011 John Wiley & Sons, Ltd.
阅读和电影理解的细分。
DOI：
10.1037/a0015305
发表时间：
2009
期刊：
Journal of experimental psychology. General
影响因子：
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作者：
Zacks,JeffreyM;Speer,NicoleK;Reynolds,JeremyR
通讯作者：
Reynolds,JeremyR