NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ874183
Record Type: Journal
Publication Date: 2004
Pages: 22
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-1744-2710
Analysis of Computer Algebra System Tutorials Using Cognitive Load Theory
May, Patricia
International Journal for Technology in Mathematics Education, v11 n4 p117-138 2004
Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this critical issue. This study used Cognitive Load Theory to design and compare three types of CAS tutorials, investigating the split attention and redundancy hypotheses. Contrary to predictions based on Cognitive Load Theory, there were no significant differences in performance among the three groups. Qualitative data obtained from observation and post-interviews are integrated throughout and prove helpful in explaining these discrepancies. A significant interaction was found between mathematical ability and tutorial method. (Contains 6 tables and 5 figures.)
Research Information Ltd. Grenville Court, Britwell Road, Burnham, Buckinghamshire, SL1 8DF, UK. Tel: +44-1628-600499; Fax: +44-1628-600488; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York