Cognitive load of learner control: extraneous or germane load?
Cognitive load of learner control: extraneous or germane load?
复制标题
学习者控制的认知负荷：无关的负荷还是密切的负荷？
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
G. Clarebout
中科院分区：
文献类型：
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作者：
M. Vandewaetere;G. Clarebout
当学习者可以控制学习过程的一个或多个部分时，基于计算机的学习环境变得更加定制。学习者控制（LC）要求学习者付出额外的努力，因为除了学习之外，他们还必须监控学习。因此，LC可能会导致额外的认知负荷，甚至认知过载。本研究的核心问题是学习记忆会产生何种认知负荷，以及这种认知负荷是否与学习效果相关。在这项研究中，一半的学生可以控制任务的选择，而另一半则没有。在每种情况下，学生被分配到一个单一的治疗，与主要任务只专注于学习内容，和双重治疗，包括主要任务和次要任务。结果表明，LC并没有施加更高的认知负荷测量的次要任务分数和心理努力评级。
Computer-based learning environments become more tailored when learners can exert control over one or more parts of the learning process. Learner control (LC) demands additional efforts of learners because, in addition to learning, they also have to monitor that learning. As a consequence, LC may cause additional cognitive load and even cognitive overload. The central question in this study is what type of cognitive load is induced by LC and whether the experienced load is related to learning outcomes. For this study, half of the students had control over task selection, while the other half had not. Within each condition, students were assigned to a single treatment, with the primary task to solely focus on the learning content, and a dual treatment, comprising a primary task and a secondary task. The results indicate that LC did not impose higher cognitive load as measured by secondary task scores and mental effort ratings.
影响因子：
4.1
作者：
Engle, RW;Tuholski, SW;Conway, ARA
通讯作者：
Conway, ARA