Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement |
| |
| Authors: | Gemma Corbalan Liesbeth Kester Jeroen JG van Merriënboer |
| |
| Institution: | aEducational Technology Expertise Center, Open University of The Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6401 DL Heerlen, The Netherlands |
| |
| Abstract: | Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity Baddeley, A. D. (1992). Working memory. Science, 255, 556–559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 × 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement. |
| |
| Keywords: | Adaptation Cognitive load Shared control Task involvement Transfer |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
