Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations

Autor/inn/en	Hsu, Yuling; Gao, Yuan; Liu, Tzu-Chien; Sweller, John
Titel	Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.113-127 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Foreign Countries; High School Students; Public Schools; Grade 10; Grade 11; Computer Simulation; Teaching Methods; Expertise; Correlation; Cognitive Processes; Difficulty Level; Educational Environment; Educational Experiments; Hypothesis Testing; Educational Benefits; Prior Learning; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; School year 11; 11. Schuljahr; Schuljahr 11; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Expert appraisal; Korrelation; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulversuch; Hypothesenprüfung; Hypothesentest; Bildungsertrag; Vorkenntnisse; Statistische Analyse
Abstract	Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions which differed only with regard to the levels of written instructional detail. One hundred and forty Grade 10 (lower-expertise) and Grade 11 (higher-expertise) students participated in this experiment. In accord with the expertise reversal effect, the results supported the hypothesis that higher levels of instructional detail benefited learning for lower-expertise learners, whereas lower levels of detail facilitated learning for higher-expertise learners. It was concluded that the level of instructional guidance needed to match learners' levels of expertise. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01