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Effects of Cognitive Load Reduction Strategies and Prior Knowledge Levels on Comprehension of Speed Simulation, Cognitive Load, and Learning Efficiency for Fifth Grade Elementary Students
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- Authors
- Issue Date
- 2007
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.16, pp. 219-235
- Description
- 2007
- Abstract
- The purpose of this study was to investigate how cognitive load
reduction strategies and learners' prior knowledge affect on
comprehension of speed simulation, cognitive load, and learning
efficiency. It was randomly sampled 77 participants among fifth grade
students of an elementary school in Seoul city, Korea. They were
divided into two groups of prior knowledge (higher and lower) by two
different treatment groups (visual worked-example simulation group,
visual-auditory worked-example simulation group). Dependent variables
were comprehension of speed simulation, cognitive load, and learning
efficiency. Results showed that visual-auditory worked-example
simulation group was more efficient on comprehension of speed
simulation than visual worked-example simulation group, regardless of
learners prior knowledge level, so that less cognitive load led to higher
level of comprehension.
- ISSN
- 1225-5335
- Language
- English
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