Files and links (2)
Published (Version of record)CC BY V3.0, Open Access
Published (Version of record)CC BY V3.0, Open
Conference proceeding
Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory
Journal of physics. Conference series, Vol.1320(1), p.12064
2nd International Seminar on Innovation in Mathematics and Mathematics Education, 2 (Yogyakarta, Indonesia, 20/11/2018 - 24/11/2018)
01/10/2019
Metrics
1 File views/ downloads
18 Record Views
Abstract
Cognitive load theory is an instructional theory used to guide the design of effective instruction. The cognitive architecture that underpins cognitive load theory can be described by five principles, essential components that form the basis of many well-tested and well-known cognitive load effects. One of these documented effects, the worked example effect, indicates that showing novices worked solutions rather than asking them to generate solutions could facilitate learning by reducing levels of cognitive load. This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills.
Details
- Title
- Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory
- Creators
- Ouhao Chen - National Institute of Education, Nanyang Technological UniversityGeoff Woolcott - Southern Cross University
- Publication Details
- Journal of physics. Conference series, Vol.1320(1), p.12064
- Conference
- 2nd International Seminar on Innovation in Mathematics and Mathematics Education, 2 (Yogyakarta, Indonesia, 20/11/2018 - 24/11/2018)
- Publisher
- IOP Publishing
- Number of pages
- 8
- Identifiers
- 991012927059802368
- Academic Unit
- Faculty of Education; School of Education
- Language
- English
- Resource Type
- Conference proceeding