Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia

Autor/in	Moreno, Roxana
Titel	Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
Quelle	In: Instructional Science: An International Journal of Learning and Cognition, 32 (2004) 1-2, S.99-113 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1023/B:TRUC.0000021811.66966.1d
Schlagwörter	Feedback; Memory; Multimedia Materials; Discovery Learning; Teaching Methods; Students + Suchen Sie Ihr Suchwort? Gedächtnis; Entdeckendes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Schüler; Schülerin; Studentin
Abstract	This paper examines one of the potential roles that software agents may have in helping students reduce working memory load while learning from discovery-based multimedia environments: providing explanatory feedback. Two studies examined the "guided feedback hypothesis" according to which, discovery learning environments that use explanatory feedback (EF) to guide novice students in the process of meaning making promote deeper learning than those that present identical materials using corrective feedback (CF) alone. In both experiments, the EF group produced higher transfer scores, rated the computer game as more helpful, and gave comparable interest and motivation ratings than the CF group. Mental load rating scales provided evidence in both experiments that EF was effective due to reductions in cognitive load. Results support the use of agent guidance in the form of EF for novice students who learn with discovery-based multimedia games. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10