Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise
Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise
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利用认知负荷理论根据会计学生的专业水平定制教学
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发表时间：
2015
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通讯作者：
J. Sweller
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作者：
Paul J. Blayney;Slava Kalyuga;J. Sweller
认知负荷理论已被广泛用于研究人类认知结构对不同领域教学和学习的影响（Sweller, Ayres, & Kalyuga, 2011）。这种教学理论借鉴了人类认知结构主要组成部分的各种特征，主要是作为有意识信息处理器的工作记忆和作为我们知识库的长期记忆，以提高教学技术。该理论承认在处理新信息时，工作记忆的容量有限（Miller, 1956; Baddeley, 1992），以及在学习和表现的长期记忆中，可用知识结构的关键作用（De Groot, 1965; Chase & Simon, 1973）。这两个因素共同决定了工作记忆负荷的大小，工作记忆负荷本质上是认知负荷。根据学习者的先验知识水平量身定制教学程序和格式的设计是该理论基于对专业知识逆转效应的研究提出的重要建议之一（Kalyuga, 2007）。本研究表明，不同的教学方法适用于在任务领域具有不同专业水平的学习者。因此，使用各种教学方法的认知负荷后果可以优化，如果这些方法有意地针对个别学习者的专业水平进行定制（学习者定制或适应性教学）。任何类型的个性化的、适应性的、为学习者量身定制的教学都需要使用现代技术。在没有使用技术的情况下，适应性教学方法通常仅限于个人或小组面对面的教学。本研究中的实验依赖于会计行业中最广泛使用的技术——Excel电子表格。基于电子表格技术的学习环境使本研究的教学方法大规模的适应性改变成为可能。专业知识逆转效应（Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, 2007）认识到，根据一个人的专业知识水平或先验知识，教学方法和技术的有效性存在差异。这一效应为建议知识较少的学习者（如新手）在学习活动中应该提供高度的教学支持提供了理论基础。另一方面，相对较有知识的学习者（例如专家）应该得到较低水平的帮助，从而使他们能够使用他们以前开发的模式来指导解决问题的活动。大多数情况下，知识较少的学习者在有更多指导的指导下表现更好，而知识较多的学习者在有较少指导的指导下表现更好。认知负荷框架内的专业知识逆转效应的主要教学含义是，需要调整教学方法以适应不同水平的学习者专业知识（例如，Kalyuga & Sweller 2005; Kalyuga 2007）。Kalyuga和Sweller（2004; 2005）通过使用专业知识的快速测试来研究适应性教学，该测试允许他们的教学材料在实验期间随着学习者专业知识的变化而动态改变。本研究提供了强有力的证据支持适应性教学，学习者适应教学组显著优于随机分配的教学组。在整个学习过程中对学习者的专业知识进行快速评估，并根据潜在的专业知识逆转效应改变教学方法。Tobias（1989）在早期的研究中讨论了为学习者量身定制教学的必要性。Camp、Paas、Rikers和van Merrienboer（2001）也研究了不同的自适应学习任务选择方法对空中交通管制计算机培训的影响。…
Introduction Cognitive load theory has been extensively used to investigate the implications of human cognitive architecture for instruction and learning in different domains (Sweller, Ayres, & Kalyuga, 2011). This instructional theory draws on various characteristics of the major components of human cognitive architecture, primarily working memory as a conscious information processor and long-term memory as our knowledge base, to advance teaching and learning techniques. The theory recognises the limited capacity of working memory (Miller, 1956; Baddeley, 1992) when dealing with novel information as well as the critical role of available knowledge structures in long-term memory for learning and performance (De Groot, 1965; Chase & Simon, 1973). Together, these two factors determine the magnitude of working memory load which is essentially cognitive load. Tailoring the design of instructional procedures and formats to levels of learner prior knowledge is one of the essential recommendations of this theory based on research on the expertise reversal effect (Kalyuga, 2007). This research has demonstrated that different instructional methods are suitable for learners with different levels of expertise in a task domain. Therefore, the cognitive load consequences of using various instructional methods can be optimized if these methods are intentionally tailored to individual learners' levels of expertise (learner-tailored or adaptive instruction). Any type of effective practical implementation of individualized, adaptive, learner-tailored instruction today requires the use of modern technology. Without the use of technology, adaptive instruction methods have usually been limited to individual or small group face to face teaching. The experiments in this study rely on the most widely used technology in the accounting profession--the Excel spreadsheet. This study's adaptive alteration of instructional methods on a large scale basis is substantially enabled by spreadsheet technology-based learning environments. The expertise reversal effect The expertise reversal effect (Kalyuga, Ayres, Chandler, & Sweller, 2003; Kalyuga, 2007) recognises the differential effectiveness of instructional methods and techniques according to the level of a person's expertise or prior knowledge. This effect provides a theoretical basis for suggesting that less knowledgeable learners (e.g., novices) should be provided with a high degree of instructional support for their learning activities. On the other hand, relatively more knowledgeable learners (e.g., experts) should be provided with a lower level of assistance thus allowing them to use their previously developed schemas for guiding problem solving activities. Most versions of the effect occur when less knowledgeable learners perform better after instruction with more guidance while more knowledgeable learners perform better following instruction that includes less guidance. The main instructional implication of the expertise reversal effect within a cognitive load framework is the need to adapt instructional methods to varying levels of learner expertise (e.g., Kalyuga & Sweller 2005; Kalyuga 2007). Kalyuga and Sweller (2004; 2005) investigated adaptive instruction through the use of a rapid test of expertise that allowed their instructional materials to be dynamically altered as learners' expertise changed during the experimental session. This research provided strong evidence in support of adaptive instruction with the learner-adapted instruction group significantly outperforming the randomly assigned instruction group. Rapid evaluations of learner expertise were made throughout the learning session with instructional methods changed as deemed appropriate by the underlying expertise reversal effect. The need for learner-tailored instruction was discussed in earlier studies by Tobias (1989). The effects of different methods of adaptive learning task selection in computer-based training for air traffic control were also investigated by Camp, Paas, Rikers, and van Merrienboer (2001). …