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Technology-enhanced mathematics learning: a perspective from cognitive load theory

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conference contribution
posted on 31.03.2020 by Ouhao Chen, Geoff Woolcott
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.

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 Series

Volume

1320

Issue

1

Source

ISIMMED2018

Publisher

IOP Publishing

Version

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

06/05/2019

Publication date

2019-11-29

ISSN

1742-6588

eISSN

1742-6596

Language

en

Location

Yogyakarta, Indonesia

Event dates

20th November 2018 - 24th November 2018

Depositor

Dr Ouhao Chen. Deposit date: 31 March 2020

Article number

012064

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