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ERIC Number: EJ1041668
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1446-5442
Does Tracing Worked Examples Enhance Geometry Learning?
Hu, Fang-Tzu; Ginns, Paul; Bobis, Janette
Australian Journal of Educational & Developmental Psychology, v14 p45-49 2014
Cognitive load theory seeks to generate novel instructional designs through a focus on human cognitive architecture including a limited working memory; however, the potential for enhancing learning through non-visual or non-auditory working memory channels is yet to be evaluated. This exploratory experiment tested whether explicit instructions to trace out elements of geometry worked examples with the index finger would enhance learning, as measured by error rates and problems solved. Compared to a non-tracing condition, students in the tracing condition correctly solved more practice problems, and made fewer errors on a subsequent test. Recommendations for subsequent more sensitive experiments are made.
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia