Presentation Order and Explanation Modes in Worked-Examples：Examining Their Effects on the Effectiveness of Area Concept Learning and Cognitive Load for Third Graders

• Main Author: 吳權展
• Other Authors: 吳慧敏
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/74475303281447114273

碩士 === 佛光大學 === 學習與數位科技學系 === 100 === This research was based on the cognitive load theory. The purpose of this research was to investigate the effects of worked examples and exercises presentation order and explanation modes on the effectiveness of area concept learning and cognitive load. This study was a 2 x 2 experimental design. The independent variables included presentation order (examples first vs. exercise first) and explanation mode (self-explanation vs. instructional explanation). The dependent variables included the effectiveness of learning (immediate posttest and delayed posttest) , cognitive load and motivation. The participants were 101 third graders from two elementary schools in Yilan County. The participants were randomly assigned to one of the four experimental conditions. The major results of this study are as follows 1. The effectiveness of learning：There was a significant difference in the immediate posttest between the two presentation orders, favoring the example-exercise order. However, presentation order did not affect the results of delayed posttests. 2. Cognitive load and motivation : There was a significant difference in the level of effort devoted between the two presentation orders. Those participants in the example-exercise presentation order devoted more effort in the learning process than those in the exercise-example presentation order. Presentation order, however, did not affect the participants’ perception of task difficulty, willingness to study, effort needed, and confidence. Explanation mode did not lead to any significant difference in any of the cognitive load and motivation measures in this study (reading willingness, task difficulty, effort needed, confidence level and effort devote).