Pretraining effects on cognitive load in authentic settings when learning complex science ideas?

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dc.contributor.author Haslam, Carolyn en
dc.contributor.author Hamilton, Richard en
dc.coverage.spatial Larnaca, Cyprus en
dc.date.accessioned 2017-07-26T06:58:30Z en
dc.date.issued 2015-08-27 en
dc.identifier.citation 16th Biennial European Society for Research in Learning and Instruction (EARLI) Conference. 27 Aug 2015 en
dc.identifier.uri http://hdl.handle.net/2292/34522 en
dc.description.abstract High cognitive load is often a consequence of learning complex ideas in science. One approach to reducing cognitive load when learning complex material is ìpretrainingî which involves the presentation of the information essential for understanding the concepts in two stages: Stage 1 - present names and characteristics of the main parts or ideas to provide the learners with some prior knowledge but no understanding of the concepts; Stage 2 - present material required for full understanding of the concepts. This study assessed the impact of pretraining on the efficiency of learning of basic graphing skills and complex physics concepts within actual classrooms. 495 students participated in this study and were given either pretraining and a power-point presentation, just the power-point presentation, or the power-point presentation twice. The pretraining group reported lower subjective cognitive load scores, greater improvement from pre to posttest and greater efficiency in learning (i.e., effective use of mental effort while learning) than the other two treatments. This supports the usefulness of pretraining as a strategy to reduce cognitive load and enhance learning within authentic settings. en
dc.relation.ispartof 16th Biennial European Society for Research in Learning and Instruction (EARLI) Conference en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title Pretraining effects on cognitive load in authentic settings when learning complex science ideas? en
dc.type Conference Poster en
pubs.author-url https://web.archive.org/web/20160715083053/http://www.earli2015.org/media/EARLI2015/docs/EARLI2015_bookOfAbstracts.pdf en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.elements-id 624549 en
pubs.org-id Education and Social Work en
pubs.org-id Learning Development and Professional Practice en
pubs.record-created-at-source-date 2017-05-08 en


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