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Does Tracing Worked Examples Enhance Geometry Learning?
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Hu, Fang-Tzu; Ginns, Paul; Bobis, Janette – Australian Journal of Educational & Developmental Psychology, 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…
Descriptors: Geometry, Cognitive Processes, Difficulty Level, Short Term Memory