ERIC Number: ED470148
Record Type: Non-Journal
Publication Date: 2001-Nov
Reference Count: N/A
Selection of Learning Tasks Based on Performance and Cognitive Load Scores as a Way To Optimize the Learning Process.
Salden, Ron J. C. M.; Paas, Fred; van Merrienboer, Jeroen J. G.
To attain highly efficient instructional conditions, it is important to adapt instruction to the individual trainee. This so-called personalization of training by dynamic/automatic task selection is the focus of this paper. Recently, cognitive load measures have been proposed as a useful addition to conventional performance measures like speed and accuracy. The combination of conventional performance measures and cognitive load measures can be used to obtain information about the mental efficiency of instructional conditions. The paper argues that the dynamic/automatic selection of learning tasks on the basis of mental efficiency will have a significant influence on the optimization of the learning process. First, a review of various task selection approaches is given. A distinction is made between static and dynamic task selection approaches. In both procedures the training is based on the trainee's prior knowledge. However, the selection of a set of learning tasks can either be chosen by the teacher/trainer prior to the start of the training (static procedures) or can be adjusted during the training (dynamic procedures). It has been proposed that when teaching student complex cognitive skills, part-task training can have a higher learning efficiency and reduced training costs than whole-task training (Wightman & Lintern, 1985). The whole-task and part-task approaches are used as subcategories for static and dynamic selection, yielding four approaches. Then, a new approach using mental efficiency in a dynamic whole-task procedure is presented. (Contains 31 references.) (Author/AEF)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A