Literaturnachweis - Detailanzeige
| Autor/inn/en | Duffy, Patrick L.; Enneking, Kory M.; Gampp, Tyler W.; Hakim, Khatijah Amir; Coleman, Amelia F.; Laforest, Krista V.; Paulson, Dylan M.; Paulson, Erik T.; Shepard, Justin D.; Tiettmeyer, Jessica M.; Mazzarone, Kristina M.; Grove, Nathaniel P. |
|---|---|
| Titel | Form versus Function: A Comparison of Lewis Structure Drawing Tools and the Extraneous Cognitive Load They Induce |
| Quelle | In: Journal of Chemical Education, 96 (2019) 2, S.238-247 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Grove, Nathaniel P.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0021-9584 |
| DOI | 10.1021/acs.jchemed.8b00574 |
| Schlagwörter | Science Education; Chemistry; Computer Assisted Instruction; Educational Technology; College Science; Undergraduate Study; Cognitive Processes; Difficulty Level; Short Term Memory; Homework |
| Abstract | In recent decades, technology has become a constant presence in the chemistry classroom with online homework extensively used in many programs. Although research has pointed to both increased course performance and better study habits in classes that utilize online homework, little work has explored the extraneous load that these platforms place on the learner's working memory. Cognitive load theory suggests that optimal learning occurs when sufficient capacity is available in working memory to process new information, and as such, it is important that extraneous load be minimized. This research study compared the extraneous load placed on working memory as students constructed Lewis structures under three conditions: using pen-and-paper, using "beSocratic," or using a traditional, button-driven online homework system. The results showed that the traditional online homework system induced a statistically significantly larger extraneous load than the other two drawing formats. (As Provided). |
| Anmerkungen | Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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