Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21696
Title: 
Authors: 
Supervisor: 
Chen, Ouhao
Subjects: 
Cognitive load theory
Isolated-element effect
Working memory resources depletion effect
Delayed test
Immediate test
Issue Date: 
2019
Abstract: 
Cognitive load theory (CLT) predicts that working memory will be less taxed by presenting learning elements in an isolated format first and later integrating them for a complete understanding of the task, in comparison to presenting them integrated from the start. In addition, CLT has recently adopted the idea of working memory resource depletion, which means that working memory resources can be depleted by mental work and replenished by mental rest. In this experiment, we combined the isolated-elements and resource depletion effects to investigate the hypothesis that delayed testing would be superior to immediate testing on a math task for primary students. Results only revealed higher performance on the delayed test than on the immediate test.
URI: 
Issued Date: 
2019
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:Educational Research AY2017/2018

Files in This Item:
File Description SizeFormat 
YeoShuYuan-2019-DCSP.pdf
  Restricted Access
1.27 MBAdobe PDFView/Open
Show full item record

Page view(s) 10

201
checked on Jun 29, 2022

Download(s) 5

2,591
checked on Jun 29, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.