Effects of using learners’ produced screencast as worked examples in learning
In this study, we compared the effect of learning by worked example and the cognitive load imposed by learner creating or using screencast in three conditions; studying worked examples (USER), example-problem pairs (PRUS) and problem solving (PRODUCE) in learning calculus problems. Our results showe...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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European Alliance for Innovation (EAI)
2017-11-01
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| Series: | EAI Endorsed Transactions on e-Learning |
| Subjects: | |
| Online Access: | http://eudl.eu/doi/10.4108/eai.29-11-2017.153390 |
| _version_ | 1818277072234086400 |
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| author | I. Yang B. T. Lau |
| author_facet | I. Yang B. T. Lau |
| author_sort | I. Yang |
| collection | DOAJ |
| description | In this study, we compared the effect of learning by worked example and the cognitive load imposed by learner creating or using screencast in three conditions; studying worked examples (USER), example-problem pairs (PRUS) and problem solving (PRODUCE) in learning calculus problems. Our results showed a significant difference in transferring test performance and effectiveness between PRUS and USER conditions for the difficult questions while there was no significant difference for moderate and easy questions, in the three learning conditions. Moreover, our findings also showed no significant difference in cognitive load imposed between the three learning conditions with different levels of difficulty either during learning phase or testing phase. In conclusion, combination of studying worked examples with problem solving is more superior than studying worked examples alone when learning difficult concepts through screencast. |
| first_indexed | 2024-12-12T22:55:43Z |
| format | Article |
| id | doaj.art-9d1f83b743d749fcb882530f2d410245 |
| institution | Directory Open Access Journal |
| issn | 2032-9253 |
| language | English |
| last_indexed | 2024-12-12T22:55:43Z |
| publishDate | 2017-11-01 |
| publisher | European Alliance for Innovation (EAI) |
| record_format | Article |
| series | EAI Endorsed Transactions on e-Learning |
| spelling | doaj.art-9d1f83b743d749fcb882530f2d4102452022-12-22T00:08:56ZengEuropean Alliance for Innovation (EAI)EAI Endorsed Transactions on e-Learning2032-92532017-11-0141511110.4108/eai.29-11-2017.153390Effects of using learners’ produced screencast as worked examples in learningI. Yang0B. T. Lau1Faculty of Engineering, Computing and Science, Swinburne University of Technology Sarawak Campus, MalaysiaFaculty of Engineering, Computing and Science, Swinburne University of Technology Sarawak Campus, MalaysiaIn this study, we compared the effect of learning by worked example and the cognitive load imposed by learner creating or using screencast in three conditions; studying worked examples (USER), example-problem pairs (PRUS) and problem solving (PRODUCE) in learning calculus problems. Our results showed a significant difference in transferring test performance and effectiveness between PRUS and USER conditions for the difficult questions while there was no significant difference for moderate and easy questions, in the three learning conditions. Moreover, our findings also showed no significant difference in cognitive load imposed between the three learning conditions with different levels of difficulty either during learning phase or testing phase. In conclusion, combination of studying worked examples with problem solving is more superior than studying worked examples alone when learning difficult concepts through screencast.http://eudl.eu/doi/10.4108/eai.29-11-2017.153390Cognitive loadworked examplesscreencastproblem solving |
| spellingShingle | I. Yang B. T. Lau Effects of using learners’ produced screencast as worked examples in learning EAI Endorsed Transactions on e-Learning Cognitive load worked examples screencast problem solving |
| title | Effects of using learners’ produced screencast as worked examples in learning |
| title_full | Effects of using learners’ produced screencast as worked examples in learning |
| title_fullStr | Effects of using learners’ produced screencast as worked examples in learning |
| title_full_unstemmed | Effects of using learners’ produced screencast as worked examples in learning |
| title_short | Effects of using learners’ produced screencast as worked examples in learning |
| title_sort | effects of using learners produced screencast as worked examples in learning |
| topic | Cognitive load worked examples screencast problem solving |
| url | http://eudl.eu/doi/10.4108/eai.29-11-2017.153390 |
| work_keys_str_mv | AT iyang effectsofusinglearnersproducedscreencastasworkedexamplesinlearning AT btlau effectsofusinglearnersproducedscreencastasworkedexamplesinlearning |