Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load

Autor/inn/en	Huang, Kun; Chen, Ching-Huei; Wu, Wen-Shiuan; Chen, Wei-Yu
Titel	Interactivity of Question Prompts and Feedback on Secondary Students' Science Knowledge Acquisition and Cognitive Load
Quelle	In: Educational Technology & Society, 18 (2015) 4, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Prompting; Feedback (Response); Cues; Science Instruction; Cognitive Ability; Web Based Instruction; Mechanics (Physics); Experimental Groups; Multimedia Instruction; Grade 9; Teaching Methods; Interaction; Problem Solving; Middle School Students; Schemata (Cognition); Foreign Countries; Intervention; Statistical Analysis; Pretests Posttests; Taiwan + Suchen Sie Ihr Suchwort? Benutzerführung; Stichwort; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Web Based Training; Mechanik; Multimediales Lernen; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Problemlösen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cognition; Schema; Kognition; Ausland; Statistische Analyse
Abstract	This study investigated how question prompts and feedback influenced knowledge acquisition and cognitive load when learning Newtonian mechanics within a web-based multimedia module. Participants were one hundred eighteen 9th grade students who were randomly assigned to one of four experimental conditions, forming a 2 x 2 factorial design with the presence or absence of question prompts as one factor and types of instructional feedback as the other. With regard to knowledge acquisition, the findings revealed a significant main effect of question prompts and a significant interaction between question prompts and feedback. With regard to cognitive load, the results found a significant interaction between question prompts and feedback. Students who received problem-solving question prompts and corrective feedback achieved better performance and perceived less cognitive load. Implications for designing web-based science learning are discussed. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01