Abstract
This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the presence or absence of question prompts as one factor and types of instructional feedback as the other. With regard to knowledge acquisition, the findings revealed a significant main effect of question prompts and a significant interaction between question prompts and feedback. With regard to cognitive load, the results found a significant interaction between question prompts and feedback. Students who received problem-solving question prompts and corrective feedback achieved better performance and perceived less cognitive load. Implications for designing web-based science learning are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 159-171 |
| Number of pages | 13 |
| Journal | Educational Technology and Society |
| Volume | 18 |
| Issue number | 4 |
| Publication status | Published - 2015 Jan 1 |
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All Science Journal Classification (ASJC) codes
- Education
- Sociology and Political Science
- Engineering(all)
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Interactivity of question prompts and feedback on secondary students' science knowledge acquisition and cognitive load. / Huang, Kun; Chen, Ching-Huei; Wu, Wen Shiuan; Chen, Wei Yu.
In: Educational Technology and Society, Vol. 18, No. 4, 01.01.2015, p. 159-171.Research output: Contribution to journal › Article
TY - JOUR
T1 - Interactivity of question prompts and feedback on secondary students' science knowledge acquisition and cognitive load
AU - Huang, Kun
AU - Chen, Ching-Huei
AU - Wu, Wen Shiuan
AU - Chen, Wei Yu
PY - 2015/1/1
Y1 - 2015/1/1
N2 - This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the presence or absence of question prompts as one factor and types of instructional feedback as the other. With regard to knowledge acquisition, the findings revealed a significant main effect of question prompts and a significant interaction between question prompts and feedback. With regard to cognitive load, the results found a significant interaction between question prompts and feedback. Students who received problem-solving question prompts and corrective feedback achieved better performance and perceived less cognitive load. Implications for designing web-based science learning are discussed.
AB - This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the presence or absence of question prompts as one factor and types of instructional feedback as the other. With regard to knowledge acquisition, the findings revealed a significant main effect of question prompts and a significant interaction between question prompts and feedback. With regard to cognitive load, the results found a significant interaction between question prompts and feedback. Students who received problem-solving question prompts and corrective feedback achieved better performance and perceived less cognitive load. Implications for designing web-based science learning are discussed.
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UR - http://www.scopus.com/inward/citedby.url?scp=84948128020&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84948128020
VL - 18
SP - 159
EP - 171
JO - Educational Technology and Society
JF - Educational Technology and Society
SN - 1176-3647
IS - 4
ER -