Using subjective measures to detect variations of intrinsic cognitive load within problems
Using subjective measures to detect variations of intrinsic cognitive load within problems
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DOI：
10.1016/j.learninstruc.2006.09.001
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发表时间：
2006-10-01
影响因子：
6.2
通讯作者：
Ayres, Paul
中科院分区：
文献类型：
--
作者：
Ayres, Paul
认知负荷理论家经常使用认知负荷的主观测量来测试教学程序的有效性。这项研究试图通过测试主观测量来检测任务中内在认知负荷的变化，从而扩大主观测量的应用范围。在两个实验中，学生们被要求完成代数问题，并为完成的每一次计算提供认知负荷的主观测量。通过保持无关和相关的认知负荷恒定，有人认为内在认知负荷(元素互动性)的变化是被测量的。结果表明，主观测量具有很高的信度，在不同问题间差异显著，与错误高度相关。证据还发现，主观测量受到学习者的专业知识和程序错误的影响。(C)2006爱思唯尔有限公司。保留所有权利。
Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete algebraic problems and provide a subjective measure of cognitive load for each computation completed. By keeping extraneous and germane cognitive load constant, it was argued that changes in intrinsic cognitive load (element interactivity) were measured. Results showed that subjective measures were highly reliable, varied significantly within problems and correlated highly with errors. Evidence was also found that the subjective measures were influenced by the expertise of the learner and procedural errors. (c) 2006 Elsevier Ltd. All rights reserved.