Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort

Autor/inn/en	Darabi, A. Aubteen; Nelson, David W.; Paas, Fred
Titel	Learner Involvement in Instruction on a Complex Cognitive Task: Application of a Composite Measure of Performance and Mental Effort
Quelle	In: Journal of Research on Technology in Education, 40 (2007) 1, S.39-48 (10 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
Schlagwörter	Learner Engagement; Educational Strategies; Problem Solving; Instructional Effectiveness; Educational Technology; Instructional Design; Computer Assisted Instruction; Computer Simulation; Teaching Methods; Measures (Individuals); Student Motivation; Engineering Education; College Students; Experiments; Learning Processes + Suchen Sie Ihr Suchwort? Lehrstrategie; Problemlösen; Unterrichtserfolg; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Schulische Motivation; Ingenieurausbildung; Collegestudent; Erprobung; Learning process; Lernprozess
Abstract	This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, van Merrienboer, and Darabi (2005). These authors combined learners' performance scores with their perceived mental effort invested in instruction and used it to assess learner involvement in instructional conditions. The present study examines the differentiating attributes of the Paas et al. learner involvement measure by using data collected in an experiment that investigated the effectiveness of three computer-based instructional strategies: (a) conventional problem solving, (b) product-oriented worked examples, and (c) process-oriented worked examples. As hypothesized, learners using worked example strategies showed higher involvement scores than those in conventional problem solving. However, no differences in learner involvement were found between the two worked-example strategies. The implications of these findings for designing instructional strategies and suggestions for further research are discussed. (Contains 2 figures and 1 table.) (As Provided).
Anmerkungen	International Society for Technology in Education. 480 Charnelton Street, Eugene, OR 97401-2626. Tel: 800-336-5191; Tel: 541-302-3777; Fax: 541-302-3778; e-mail: iste@iste.org; Web site: http://www.iste.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10