The impact of goal specificity and goal type on learning outcome and cognitive load
The impact of goal specificity and goal type on learning outcome and cognitive load
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目标特异性和目标类型对学习成果和认知负荷的影响
DOI：
10.1016/j.chb.2008.12.004
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
D. Leutner
中科院分区：
文献类型：
--
作者：
Joachim Wirth;Josef Künsting;D. Leutner
233名15岁的学生在基于计算机的学习环境中进行了实验。根据实验2×2设计，以目标特异性（非特异性目标与特异性目标）和目标类型（问题解决目标与学习目标）为因素，为他们提供不同的目标。我们重复了其他研究人员的发现，即非特定问题解决目标比特定问题解决目标导致更低的认知负荷和更好的学习。然而，对于学习目标，我们只观察到这种目标特异性对认知负荷的影响，而不是对学习结果的影响。结果表明，目标特异性影响任务和认知负荷与问题解决目标或学习目标的元素交互作用。但是，总体认知负荷的差异不足以解释学习结果的差异。此外，策略使用的差异也发挥了作用。具体的问题解决目标似乎限制了学生使用问题解决策略，而非具体的问题解决目标或学习目标允许学生使用学习策略。我们的结论是，为了促进学习，学生必须提供的目标，让他们使用的学习策略。此外，为他们提供非特定的目标可以减少认知负荷，从而使学生能够以更少的努力学习。
Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2×2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.
影响因子：
2.4
作者：
Tsang, PS;Velaquez, VL
通讯作者：
Velaquez, VL