Technology-enhanced mathematics learning: a perspective from cognitive load theory
conference contributionposted on 2020-03-31, 14:15 authored by Ouhao ChenOuhao 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.
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.
- Mathematics Education Centre
Published inJournal of Physics: Conference Series
- VoR (Version of Record)
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