Abstract
The purpose of this study is to manipulate the presentation timing of declarative and procedural information in the e-instruction of Chi-square testing and to examine the effect of four different presentation formats on cognitive load and instructional efficiency. The 160 participants were randomly assigned to receive one of the following four types of e-instruction formats: declarative information given either before or during practice task crossed with procedural information given either before or during practice task. The practice task of Chi-square testing was designed to contain six learning units transformed into e-instruction materials by using Frontpage software. Each participant learned to finish a practice task and then filled out a scale of mental efforts and a test with two Chi-square testing problems, one equivalent and one variant to the practice task. The results showed that in terms of the test performance scores and instructional efficiency, the best presentation format is declarative information given before and procedural information given during the practice task. In so doing, attention split can be avoided and working memory load is reduced, so that the cognitive load is well managed.
| Original language | English |
|---|---|
| Title of host publication | 2011 International Conference on Electrical and Control Engineering, ICECE 2011 - Proceedings |
| Pages | 6893-6896 |
| Number of pages | 4 |
| DOIs | |
| Publication status | Published - 2011 Nov 16 |
| Event | 2nd Annual Conference on Electrical and Control Engineering, ICECE 2011 - Yichang, China Duration: 2011 Sep 16 → 2011 Sep 18 |
Other
| Other | 2nd Annual Conference on Electrical and Control Engineering, ICECE 2011 |
|---|---|
| Country | China |
| City | Yichang |
| Period | 11-09-16 → 11-09-18 |
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All Science Journal Classification (ASJC) codes
- Control and Systems Engineering
- Electrical and Electronic Engineering
Cite this
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The effect of the presentation formats of statistical e-instructional information on cognitive load and instructional efficiency. / Yao, Ming Hsiu; Chen, Mei Chi; Sung, Mei Mei; Hsieh, Yi Hsing.
2011 International Conference on Electrical and Control Engineering, ICECE 2011 - Proceedings. 2011. p. 6893-6896 6056791.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
TY - GEN
T1 - The effect of the presentation formats of statistical e-instructional information on cognitive load and instructional efficiency
AU - Yao, Ming Hsiu
AU - Chen, Mei Chi
AU - Sung, Mei Mei
AU - Hsieh, Yi Hsing
PY - 2011/11/16
Y1 - 2011/11/16
N2 - The purpose of this study is to manipulate the presentation timing of declarative and procedural information in the e-instruction of Chi-square testing and to examine the effect of four different presentation formats on cognitive load and instructional efficiency. The 160 participants were randomly assigned to receive one of the following four types of e-instruction formats: declarative information given either before or during practice task crossed with procedural information given either before or during practice task. The practice task of Chi-square testing was designed to contain six learning units transformed into e-instruction materials by using Frontpage software. Each participant learned to finish a practice task and then filled out a scale of mental efforts and a test with two Chi-square testing problems, one equivalent and one variant to the practice task. The results showed that in terms of the test performance scores and instructional efficiency, the best presentation format is declarative information given before and procedural information given during the practice task. In so doing, attention split can be avoided and working memory load is reduced, so that the cognitive load is well managed.
AB - The purpose of this study is to manipulate the presentation timing of declarative and procedural information in the e-instruction of Chi-square testing and to examine the effect of four different presentation formats on cognitive load and instructional efficiency. The 160 participants were randomly assigned to receive one of the following four types of e-instruction formats: declarative information given either before or during practice task crossed with procedural information given either before or during practice task. The practice task of Chi-square testing was designed to contain six learning units transformed into e-instruction materials by using Frontpage software. Each participant learned to finish a practice task and then filled out a scale of mental efforts and a test with two Chi-square testing problems, one equivalent and one variant to the practice task. The results showed that in terms of the test performance scores and instructional efficiency, the best presentation format is declarative information given before and procedural information given during the practice task. In so doing, attention split can be avoided and working memory load is reduced, so that the cognitive load is well managed.
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UR - http://www.scopus.com/inward/citedby.url?scp=80955126808&partnerID=8YFLogxK
U2 - 10.1109/ICECENG.2011.6056791
DO - 10.1109/ICECENG.2011.6056791
M3 - Conference contribution
SN - 9781424481637
SP - 6893
EP - 6896
BT - 2011 International Conference on Electrical and Control Engineering, ICECE 2011 - Proceedings
ER -