Tracing Effect in the Worked Examples-Based Learning: An Exploration of Individual Differences in Working Memory Capacity

Autor/inn/en	Yeo, Lian-Ming; Tzeng, Yuh-Tsuen
Titel	Tracing Effect in the Worked Examples-Based Learning: An Exploration of Individual Differences in Working Memory Capacity
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 10, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Demonstrations (Educational); Mathematics Instruction; Instructional Effectiveness; Geometric Concepts; Individual Differences; Short Term Memory; Recall (Psychology); Accuracy; Time on Task; Spatial Ability; Problem Solving; Difficulty Level; Test Items; Nonverbal Communication; Elementary School Students; Early Adolescents; Foreign Countries; Malaysia + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Elementare Geometrie; Individueller Unterschied; Kurzzeitgedächtnis; Abberufung; Zeitaufwand; Räumliches Vorstellungsvermögen; Problemlösen; Schwierigkeitsgrad; Test content; Testaufgabe; Non-verbal communication; Nonverbale Kommunikation; Ausland
Abstract	Previous study has shown that tracing gesture may enhance the worked example-based learning by reducing cognitive load. The present study attempted to replicate the previous results and further explored the individual differences in tracing effect in relation to the learners' working-memory capacity. Specifically, 11- to 13-year-old students varies in their working-memory capacity were asked to study worked examples on angles relationships involving parallel lines either without tracing instruction or with tracing instruction. The results showed that the tracing group outperformed the non-tracing group on a subsequent test and reported lower levels of test difficulty. In addition, the learning outcomes between the low- and high-capacity individuals in both conditions were comparable, suggesting that tracing gesture offers a simple yet effective embodied technique that may further enhances the worked example-based learning by reducing cognitive load, however, its facilitation effect was not affected by the individuals' working-memory capacity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01