NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1105387
Record Type: Journal
Publication Date: 2006
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1449-9789
Subjective Cognitive Workload, Interactivity and Feedback in a Web-Based Writing Program
Emerson, Lisa; MacKay, Bruce R.
Journal of University Teaching and Learning Practice, v3 n1 Article 2 p1-14 2006
This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paperbased version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou's (2003) model. The analysis is based on two quantitative and qualitative questionnaires and subjective cognitive workload is examined using the NASATLX. Analysis showed that while students were positive about the lesson in both modes, they experienced a higher subjective cognitive workload with the web-based lesson. The paper speculates that this difference may be accounted for by different approaches to providing feedback to students, and suggests that this factor be tested by future research.
University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A