Dynamic task selection in learning arithmetic: The role of learner control and adaptation based on a hierarchy of skills.

Autor/in	Schoppek, Wolfgang
Titel	Dynamic task selection in learning arithmetic: The role of learner control and adaptation based on a hierarchy of skills.
Quelle	In: Zeitschrift für pädagogische Psychologie, 26 (2012) 1, S. 43-55Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000059
Schlagwörter	Grundschule; Schüler; Computerunterstützter Unterricht; Mathematikunterricht; Adaptation; Kapazität; Informationsverarbeitung
Abstract	The effects of locus of instructional control in computer-assisted practice of arithmetic skills and word problem solving were investigated in a field experiment with 13 3rd grade classes. In a program-controlled condition (n = 95), the selection of practice problems was based on a hypothetical hierarchy of skills. This was expected to regulate cognitive load to a moderate level. In a condition with shared control (n = 89), subjects could select problems from a subset provided by the program. Results show that program-controlled selection of problems based on the hierarchy of skills was more successful in supporting skill development than the students' selection. In the shared control condition, students tended to select too easy problems, regardless of their level of expertise. Both conditions with computer-assisted instruction caused more progress than traditional instruction (n = 94). Ways of improving the regulation of cognitive load within a shared control approach are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2012/3