Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations

Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations

ABSTRACT Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions...

Ausführliche Beschreibung

Bibliographische Detailangaben
Veröffentlicht in:Journal of Educational Technology & Society. - International Forum of Educational Technology & Society. - 18(2015), 4, Seite 113-127
Format: Online-Aufsatz
Veröffentlicht: 2015
Zugriff auf das übergeordnete Werk:Journal of Educational Technology & Society
Schlagworte:Cognitive load theory Expertise reversal effect Simulation-based learning environment Levels of instructional detail Expertise levels Behavioral sciences Education Mathematics Applied sciences
LEADER 01000caa a22002652 4500
001 JST103398236
003 DE-627
005 20240624121503.0
007 cr uuu---uuuuu
008 180523s2015 xx |||||o 00| ||en c
035 |a (DE-627)JST103398236 
035 |a (JST)jeductechsoci.18.4.113 
040 |a DE-627  |b ger  |c DE-627  |e rakwb 
041 |a en 
245 1 0 |a Interactions Between Levels of Instructional Detail and Expertise When Learning with Computer Simulations 
264 1 |c 2015 
336 |a Text  |b txt  |2 rdacontent 
337 |a Computermedien  |b c  |2 rdamedia 
338 |a Online-Ressource  |b cr  |2 rdacarrier 
520 |a ABSTRACT Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions which differed only with regard to the levels of written instructional detail. One hundred and forty Grade 10 (lower-expertise) and Grade 11 (higher-expertise) students participated in this experiment. In accord with the expertise reversal effect, the results supported the hypothesis that higher levels of instructional detail benefited learning for lower-expertise learners, whereas lower levels of detail facilitated learning for higher-expertise learners. It was concluded that the level of instructional guidance needed to match learners' levels of expertise. 
540 |a Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 
650 4 |a Cognitive load theory 
650 4 |a Expertise reversal effect 
650 4 |a Simulation-based learning environment 
650 4 |a Levels of instructional detail 
650 4 |a Expertise levels 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning  |x Learning procedures 
650 4 |a Education  |x Formal education  |x Educational institutions  |x Educational environment 
650 4 |a Education  |x Formal education  |x Pedagogy  |x Educational methods  |x Discovery learning 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning 
650 4 |a Education  |x Formal education  |x Academic education  |x Academic achievement  |x Academic accomplishments  |x Educational attainment  |x Prior learning 
650 4 |a Mathematics  |x Applied mathematics  |x Statistics  |x Applied statistics  |x Descriptive statistics  |x Correlations 
650 4 |a Behavioral sciences  |x Psychology  |x Applied psychology  |x Educational psychology 
650 4 |a Applied sciences  |x Computer science  |x Artificial intelligence  |x Knowledge engineering  |x Knowledge representation 
650 4 |a Mathematics  |x Pure mathematics  |x Discrete mathematics  |x Graph theory  |x Scatter plots 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Comprehension 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning  |x Learning procedures 
650 4 |a Education  |x Formal education  |x Educational institutions  |x Educational environment 
650 4 |a Education  |x Formal education  |x Pedagogy  |x Educational methods  |x Discovery learning 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning 
650 4 |a Education  |x Formal education  |x Academic education  |x Academic achievement  |x Academic accomplishments  |x Educational attainment  |x Prior learning 
650 4 |a Mathematics  |x Applied mathematics  |x Statistics  |x Applied statistics  |x Descriptive statistics  |x Correlations 
650 4 |a Behavioral sciences  |x Psychology  |x Applied psychology  |x Educational psychology 
650 4 |a Applied sciences  |x Computer science  |x Artificial intelligence  |x Knowledge engineering  |x Knowledge representation 
650 4 |a Mathematics  |x Pure mathematics  |x Discrete mathematics  |x Graph theory  |x Scatter plots 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Comprehension  |x Special Issue Articles  |x Management of cognitive load for effective use of technology 
655 4 |a research-article 
773 0 8 |i Enthalten in  |t Journal of Educational Technology & Society  |d International Forum of Educational Technology & Society  |g 18(2015), 4, Seite 113-127  |w (DE-627)32057881X  |w (DE-600)2017349-0  |x 14364522  |7 nnns 
773 1 8 |g volume:18  |g year:2015  |g number:4  |g pages:113-127 
856 4 0 |u https://www.jstor.org/stable/jeductechsoci.18.4.113  |3 Volltext 
912 |a GBV_USEFLAG_A 
912 |a SYSFLAG_A 
912 |a GBV_JST 
912 |a GBV_ILN_11 
912 |a GBV_ILN_20 
912 |a GBV_ILN_22 
912 |a GBV_ILN_23 
912 |a GBV_ILN_24 
912 |a GBV_ILN_31 
912 |a GBV_ILN_39 
912 |a GBV_ILN_40 
912 |a GBV_ILN_60 
912 |a GBV_ILN_62 
912 |a GBV_ILN_63 
912 |a GBV_ILN_65 
912 |a GBV_ILN_69 
912 |a GBV_ILN_70 
912 |a GBV_ILN_73 
912 |a GBV_ILN_74 
912 |a GBV_ILN_95 
912 |a GBV_ILN_100 
912 |a GBV_ILN_105 
912 |a GBV_ILN_110 
912 |a GBV_ILN_151 
912 |a GBV_ILN_161 
912 |a GBV_ILN_206 
912 |a GBV_ILN_213 
912 |a GBV_ILN_230 
912 |a GBV_ILN_285 
912 |a GBV_ILN_293 
912 |a GBV_ILN_370 
912 |a GBV_ILN_374 
912 |a GBV_ILN_602 
912 |a GBV_ILN_702 
912 |a GBV_ILN_2001 
912 |a GBV_ILN_2003 
912 |a GBV_ILN_2005 
912 |a GBV_ILN_2006 
912 |a GBV_ILN_2007 
912 |a GBV_ILN_2008 
912 |a GBV_ILN_2009 
912 |a GBV_ILN_2010 
912 |a GBV_ILN_2011 
912 |a GBV_ILN_2014 
912 |a GBV_ILN_2015 
912 |a GBV_ILN_2018 
912 |a GBV_ILN_2020 
912 |a GBV_ILN_2021 
912 |a GBV_ILN_2025 
912 |a GBV_ILN_2026 
912 |a GBV_ILN_2027 
912 |a GBV_ILN_2031 
912 |a GBV_ILN_2038 
912 |a GBV_ILN_2044 
912 |a GBV_ILN_2048 
912 |a GBV_ILN_2050 
912 |a GBV_ILN_2055 
912 |a GBV_ILN_2056 
912 |a GBV_ILN_2057 
912 |a GBV_ILN_2061 
912 |a GBV_ILN_2086 
912 |a GBV_ILN_2107 
912 |a GBV_ILN_2111 
912 |a GBV_ILN_2113 
912 |a GBV_ILN_2190 
912 |a GBV_ILN_2507 
912 |a GBV_ILN_2949 
912 |a GBV_ILN_2950 
912 |a GBV_ILN_4012 
912 |a GBV_ILN_4035 
912 |a GBV_ILN_4037 
912 |a GBV_ILN_4046 
912 |a GBV_ILN_4112 
912 |a GBV_ILN_4125 
912 |a GBV_ILN_4126 
912 |a GBV_ILN_4242 
912 |a GBV_ILN_4249 
912 |a GBV_ILN_4251 
912 |a GBV_ILN_4305 
912 |a GBV_ILN_4306 
912 |a GBV_ILN_4307 
912 |a GBV_ILN_4313 
912 |a GBV_ILN_4322 
912 |a GBV_ILN_4323 
912 |a GBV_ILN_4324 
912 |a GBV_ILN_4325 
912 |a GBV_ILN_4326 
912 |a GBV_ILN_4335 
912 |a GBV_ILN_4338 
912 |a GBV_ILN_4346 
912 |a GBV_ILN_4367 
912 |a GBV_ILN_4393 
912 |a GBV_ILN_4700 
951 |a AR 
952 |d 18  |j 2015  |e 4  |h 113-127