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Technology-enhanced mathematics learning: A perspective from cognitive load theory
Citation
Chen, O., & Geoff, W. (2019). Technology-enhanced mathematics learning: A perspective from cognitive load theory. Journal of Physics: Conference Series, 1320(1), Article 012064. https://doi.org/10.1088/1742-6596/1320/1/012064
Author
Chen, Ouhao
•
Woolcott, Geoff
Abstract
Cognitive load theory is an instructional theory used to guide the design of effective instruction. The cognitive architecture that underpins cognitive load theory can be described by five principles, essential components that form the basis of many well-tested and well-known cognitive load effects. One of these documented effects, the worked example effect, indicates that showing novices worked solutions rather than asking them to generate solutions could facilitate learning by reducing levels of cognitive load. This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills.
Date Issued
2019
Publisher
IOP Publishing
Journal
Journal of Physics: Conference Series