The Experts below are selected from a list of 25518 Experts worldwide ranked by ideXlab platform
John Sweller - One of the best experts on this subject based on the ideXlab platform.
-
learning and understanding science Instructional Material
Journal of Educational Psychology, 2003Co-Authors: Robert Carlson, Paul Chandler, John SwellerAbstract:Learning and understanding of science Instructional Material was examined from a cognitive load perspective. It was suggested that instructions can be difficult to learn if multiple elements of information need to be simultaneously processed through limited working memory. Diagrams were expected to reduce cognitive load by allowing students to process information using fewer elements in working memory than an equivalent text-based format. However, if Instructional information could be processed serially, then working-memory load should be light, and both diagrammatic and text-based instructions were hypothesized to be equally effective. Two experiments using different chemistry instructions confirmed these hypotheses and so highlight the role of cognitive load factors in Instructional design. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
cognitive load theory and the format of instruction
Cognition and Instruction, 1991Co-Authors: Paul Chandler, John SwellerAbstract:Cognitive load theory suggests that effective Instructional Material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source information may generate a heavy cognitive load, because Material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology Instructional Materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The Materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout th...
Seedwell T M Sithole - One of the best experts on this subject based on the ideXlab platform.
-
enhancing students understanding of introductory accounting by integrating split attention Instructional Material
Accounting Research Journal, 2017Co-Authors: Seedwell T M SitholeAbstract:Purpose The purpose of this study is to investigate the effects of two Instructional design formats on learning outcomes in introductory accounting. Design/methodology/approach This study describes split-source Instructional designs and uses an experiment administered to two groups of students enrolled in an undergraduate introductory accounting subject. The performance scores in recall and transfer test items are used to evaluate students’ learning outcomes. Findings The study suggests that instructors can enhance students understanding of introductory accounting by integrating text and diagrams in introductory accounting. Practical implications University instructors require evidence of teaching and learning activities that enhance student learning during the study of introductory accounting. This study shows that a redesign of accounting Instructional Material improves students’ performance and learning experience. Originality/value This study addresses a gap in the literature by examining the use of integrated Instructional Materials as an alternative to the separate diagram and text when learning accounting. The study also explores the effect of reorganising learning Material on students load by analysing the mental effort reported by students. Finally, the study contributes useful findings on reorganising accounting Instructional Material aimed at enhancing the understanding of introductory accounting.
-
enhancing students understanding of introductory accounting by integrating split attention Instructional Material
Social Science Research Network, 2017Co-Authors: Seedwell T M SitholeAbstract:Purpose – The purpose of this study is to describe and investigate the effects of two Instructional design formats on learning outcomes in introductory accounting. Design/methodology/approach – This study describes split-source Instructional designs and employs an experiment administered to two groups of students enrolled in an undergraduate introductory accounting subject. The performance scores in recall and transfer test items are used to evaluate students’ learning outcomes. Findings – The study suggests that instructors can enhance students understanding of introductory accounting by integrating text and diagrams in introductory accounting. Practical implications – University instructors require evidence of teaching and learning activities that enhance student learning during the study of introductory accounting. This study shows that a redesign of accounting Instructional Material improves students performance and learning experience. Originality/value – This study addresses a gap in the literature by examining the use of integrated Instructional Materials as an alternative to the separate diagram and text when learning accounting. The study also explores the effect of reorganising learning Material on students load by analysing the mental effort reported by students. Finally, the study contributes useful findings on reorganising accounting Instructional Material aimed at enhancing the understanding of introductory accounting.
Paul Chandler - One of the best experts on this subject based on the ideXlab platform.
-
learning and understanding science Instructional Material
Journal of Educational Psychology, 2003Co-Authors: Robert Carlson, Paul Chandler, John SwellerAbstract:Learning and understanding of science Instructional Material was examined from a cognitive load perspective. It was suggested that instructions can be difficult to learn if multiple elements of information need to be simultaneously processed through limited working memory. Diagrams were expected to reduce cognitive load by allowing students to process information using fewer elements in working memory than an equivalent text-based format. However, if Instructional information could be processed serially, then working-memory load should be light, and both diagrammatic and text-based instructions were hypothesized to be equally effective. Two experiments using different chemistry instructions confirmed these hypotheses and so highlight the role of cognitive load factors in Instructional design. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
-
cognitive load theory and the format of instruction
Cognition and Instruction, 1991Co-Authors: Paul Chandler, John SwellerAbstract:Cognitive load theory suggests that effective Instructional Material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source information may generate a heavy cognitive load, because Material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology Instructional Materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The Materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout th...
Alberto Prats Galino - One of the best experts on this subject based on the ideXlab platform.
-
enhancing neuroanatomy education using computer based Instructional Material
Computers in Human Behavior, 2014Co-Authors: Pablo Ruisoto Palomera, Juan Antonio Juanes Mendez, Alberto Prats GalinoAbstract:The understanding of spatial relationships between brain structures taken from conventional sectional images is a major problem in learning anatomy. However, scientific literature has suggested that higher visuospatial abilities and computer-based Instructional 3D visualizations may facilitate learning anatomy. This paper aims (1) to develop a computer-based tool to explore neuroanatomy based on three-dimensional images and (2) to compare whether the educational value assigned by students varies according to their visuospatial ability. An anatomical and functional viewer was developed with Positron Emission Tomography images to visualize three-dimensional models of real brain structures. Students assigned a high educational value to this tool, regardless of their visuospatial skills. The discussion section analyzes the implications of this technique in neuroanatomy training.
Fred Phillips - One of the best experts on this subject based on the ideXlab platform.
-
using hypertext in Instructional Material helping students link accounting concept knowledge to case applications
Issues in Accounting Education, 2002Co-Authors: Dickie Crandall, Fred PhillipsAbstract:We studied whether Instructional Material that connects accounting concept discussions with sample case applications through hypertext links would enable students to better understand how concepts are to be applied to practical case situations. Results from a laboratory experiment indicated that students who learned from such hypertext‐enriched Instructional Material were better able to apply concepts to new accounting cases than those who learned from Instructional Material that contained identical content but lacked the concept‐case application hyperlinks. Results also indicated that the learning benefits of concept‐case application hyperlinks in Instructional Material were greater when the hyperlinks were self‐generated by the students rather than inherited from instructors, but only when students had generated appropriate links. When students generated inappropriate concept‐case application hyperlinks in the Instructional Material, the application of concepts to new cases was similar to that of other ...
-
using hypertext in Instructional Material helping students link accounting concept knowledge to case applications
Social Science Research Network, 2001Co-Authors: Dickie Crandall, Fred PhillipsAbstract:We study whether the linking facility that is enabled in hypertext can enhance students' ability to link accounting concepts to practical case situations. We expected that by linking accounting concepts to related case facts in Instructional Material, hypertext will allow students to more readily understand how accounting concepts apply to practical case situations. We predicted that this understanding would be apparent when students later attempt to apply accounting concepts to new accounting cases. To test our predictions, we conducted a laboratory experiment in which accounting students studied Instructional Materials that showed how concepts involving asset characteristics are used to determine whether expenditures are appropriately classified as assets (or expenses). The experimental design comprised three learning conditions: the student-generated condition in which the Instructional Materials required students to generate hypertext links between concepts and cases, the instructor-provided condition in which the Instructional Materials required students to explore hypertext links already inserted between concepts and cases, and the control condition in which students studied the same Instructional Materials without generating or being provided hypertext links. After spending equal amounts of time working with the concepts and cases in the Instructional Material, all participants analyzed new test cases by identifying appropriate links between specific case facts and the applicable concepts (i.e., asset characteristics). Our analyses focus on these subsequent applications of concepts to test cases. Results revealed that the application of accounting concepts to test cases was greater in the instructor-provided condition than the control condition. Results also indicated that the application of accounting concepts to test cases was greater in the student-generated condition than the instructor-provided condition, but only when students were able to generate appropriate links when learning with hypertext. When inappropriate hypertext links were generated, the application of accounting concepts to test cases in the student-generated condition was similar to that in the control condition.