NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1078165
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: EISSN-1436-4522
Interactions between Levels of Instructional Detail and Expertise When Learning with Computer Simulations
Hsu, Yuling; Gao, Yuan; Liu, Tzu-Chien; Sweller, John
Educational Technology & Society, v18 n4 p113-127 2015
Based on cognitive load theory, the effect of different levels of instructional detail and expertise in a simulation-based environment on learning about concepts of correlation was investigated. Separate versions of the learning environment were designed for the four experimental conditions which differed only with regard to the levels of written instructional detail. One hundred and forty Grade 10 (lower-expertise) and Grade 11 (higher-expertise) students participated in this experiment. In accord with the expertise reversal effect, the results supported the hypothesis that higher levels of instructional detail benefited learning for lower-expertise learners, whereas lower levels of detail facilitated learning for higher-expertise learners. It was concluded that the level of instructional guidance needed to match learners' levels of expertise.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10; Grade 11
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan