The Effects of Isolated-interacting Element Instruc-tional Design on Junior High School Students’ Electricity Learning and Cognitive Load
碩士 === 佛光大學 === 學習與數位科技學系 === 99 === The purpose of this study was to, based on the cognitive load theory, examine the ef-fects of isolated-interacting instructional design on junior high school students’ learning of the electricity unit and their perception of cognitive load. The participants were...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2011
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| Online Access: | http://ndltd.ncl.edu.tw/handle/27801967460552471300 |