Interactions between levels of instructional detail and expertise when learning with computer simulations

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Title:	Interactions between levels of instructional detail and expertise when learning with computer simulations
Authors:	劉子鍵;Hsu, Yuling;Gao, Yuan;Liu, Tzu-Chien;Sweller, John
Contributors:	文學院學習與教學研究所
Keywords:	Active Learning;Cognition;Cognition & reasoning;Cognitive Ability;Cognitive Processes;Comprehension;Computer Simulation;Computer-generated environments;Correlation;Correlations;Difficulty Level;Direct Instruction;Discovery Learning;Education;Educational aspects;Educational Benefits;Educational Environment;Educational Experiments;Educational Psychology;Educational Technology;Expertise;Foreign Countries;Grade 10;Grade 11;Guidance;High School Students;Hypothesis Testing;Individual Differences;Influence of Technology;Inquiry;Instructional Design;Knowledge representation;Learning;Learning procedures;Learning Processes;Long Term Memory;Memory;Meta Analysis;Outcomes of Education;Prior Learning;Public Schools;Scatter plots;Short Term Memory;Simulation;Statistical Analysis;Taiwan;Teaching Methods;Technology application
Date:	2015-01-01
Issue Date:	2026-04-23 14:34:32 (UTC+8)
Publisher:	National Taiwan Normal University;Palmerston North: International Forum of Educational Technology & Society
Abstract:	摘要： 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. 出版者： Palmerston North: International Forum of Educational Technology & Society 出版日期： 2015-10-01 出處： Educational Technology & Society, 2015-10, Vol.18 (4), p.113-127 資源來源： Chinese Electronic Periodical Services (CEPS) 版權： Copyright 2015 by International Forum of Educational Technology & Society (IFETS) 版權： COPYRIGHT 2015 International Forum of Educational Technology & Society 版權： 2015. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 識別號： ISSN: 1176-3647 識別號： ISSN: 1436-4522 識別號： EISSN: 1436-4522 識別號： DOI: 10.30191/ETS.201510_18(4).0010
Appears in Collections:	[Graduate Institute of Learning and Instruction] journal & Dissertation

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