The Effect of Computer Simulations on Acquisition of Knowledge and Cognitive Load: A Gender Perspective

Autor/inn/en	Kaheru, Sam J.; Kriek, Jeanne
Titel	The Effect of Computer Simulations on Acquisition of Knowledge and Cognitive Load: A Gender Perspective
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 1, S.67-79 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2016.1150558
Schlagwörter	Cognitive Ability; Gender Differences; Scores; Pretests Posttests; Comparative Analysis; Computer Simulation; Physics; Science Instruction; Optics; Teaching Methods; Multimedia Instruction; Rural Areas; Foreign Countries; High School Students; Quasiexperimental Design; Rating Scales; Course Content; Geometric Concepts; Learning Processes; Secondary School Teachers; South Africa + Suchen Sie Ihr Suchwort? Denkfähigkeit; Geschlechterkonflikt; Computergrafik; Computersimulation; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Optik; Teaching method; Lehrmethode; Unterrichtsmethode; Multimediales Lernen; Rural area; Ländlicher Raum; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rating-Skala; Kursprogramm; Elementare Geometrie; Learning process; Lernprozess; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A study on the effect of the use of computer simulations (CS) on the acquisition of knowledge and cognitive load was undertaken with 104 Grade 11 learners in four schools in rural South Africa on the physics topic geometrical optics. Owing to the lack of resources a teacher-centred approach was followed in the use of computer simulations. The theoretical framework underpinning this study combines two theories, namely the cognitive load theory and the cognitive theory of multimedia learning. Within the non-equivalent group design, a switching replications design was used. In terms of the acquisition of knowledge, female learners, despite having low scores on the pre-tests, showed sizable and significant improvement in the post-tests when using CS. The measured cognitive load was not significantly different for the male and female learners. The cognitive load initially decreased as a result of teaching both through the use of CS and without use of CS in the first week while, with time, it increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01