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ERIC Number: EJ813148
Record Type: Journal
Publication Date: 2008-Oct
Pages: 24
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0361-476X
Selecting Learning Tasks: Effects of Adaptation and Shared Control on Learning Efficiency and Task Involvement
Corbalan, Gemma; Kester, Liesbeth; van Merrienboer, Jeroen J. G.
Contemporary Educational Psychology, v33 n4 p733-756 Oct 2008
Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity [Baddeley, A. D. (1992). Working memory. "Science, 255", 556-559]. To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner's competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2 x 2 factorial design with the factors adaptation (present or absent) and control over task-selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task-selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement. (Contains 4 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A