Chen_2019_J._Phys.__Conf._Ser._1320_012064.pdf (663.13 kB)
Technology-enhanced mathematics learning: a perspective from cognitive load theory
conference contribution
posted on 2020-03-31, 14:15 authored by Ouhao Chen, Geoff WoolcottCognitive 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.
Funding
Results reported in this paper are based on the project, Bite size maths: Building mathematics capability of low SES students in regional/remote Australia, funded by the Australian Government.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Journal of Physics: Conference SeriesVolume
1320Issue
1Source
ISIMMED2018Publisher
IOP PublishingVersion
- VoR (Version of Record)
Publisher statement
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence (https://creativecommons.org/licenses/by/3.0/). Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.Acceptance date
2019-05-06Publication date
2019-11-29ISSN
1742-6588eISSN
1742-6596Publisher version
Language
- en
Location
Yogyakarta, IndonesiaEvent dates
20th November 2018 - 24th November 2018Depositor
Dr Ouhao Chen. Deposit date: 31 March 2020Article number
012064Usage metrics
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