Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective
Computer-based testing is an emerging method to evaluate students’ mathematics learning outcomes. However, algebra problems impose a high cognitive load due to requiring multiple calculation steps, which might reduce students’ performance in computer-based testing. In order to understand students’ c...
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| Format: | Article |
| Language: | English |
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MDPI AG
2022-08-01
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| Series: | Behavioral Sciences |
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| Online Access: | https://www.mdpi.com/2076-328X/12/8/293 |
| _version_ | 1827618181498273792 |
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| author | Jing-Fong Wang Tzu-Hua Wang Chao-Hsien Huang |
| author_facet | Jing-Fong Wang Tzu-Hua Wang Chao-Hsien Huang |
| author_sort | Jing-Fong Wang |
| collection | DOAJ |
| description | Computer-based testing is an emerging method to evaluate students’ mathematics learning outcomes. However, algebra problems impose a high cognitive load due to requiring multiple calculation steps, which might reduce students’ performance in computer-based testing. In order to understand students’ cognitive load when answering algebra questions in a computer-based testing environment, three perspectives, element interactivity, practice effect, and individual differences, were investigated in this study. Seven levels of algebra exam questions were created using unary and simultaneous linear equations, and the inverse efficiency scores were employed as a measure of cognitive load in the study. Forty undergraduate and graduate students were tested. There were four findings: (1) As the element interactivity of test materials increased, the cognitive load increased rapidly. (2) The high-efficiency group had a lower cognitive load than the low-efficiency group, suggesting that the high-efficiency group had an advantage in a computer-based testing environment. (3) “Practice” has a considerable effect on reducing cognitive load, particularly in level 6 and 7 test items. (4) The low-efficiency group can reduce but not eliminate the gap with the high-efficiency group; they may require additional experience in a computer-based testing environment in order to improve reducing their cognitive load. |
| first_indexed | 2024-03-09T10:00:58Z |
| format | Article |
| id | doaj.art-f5adb4aafd4045f1b43c79e92b71dcad |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-09T10:00:58Z |
| publishDate | 2022-08-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-f5adb4aafd4045f1b43c79e92b71dcad2023-12-01T23:27:08ZengMDPI AGBehavioral Sciences2076-328X2022-08-0112829310.3390/bs12080293Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load PerspectiveJing-Fong Wang0Tzu-Hua Wang1Chao-Hsien Huang2Department of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, TaiwanDepartment of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, TaiwanDepartment of Education and Learning Technology, National Tsing Hua University, Hsinchu 300193, TaiwanComputer-based testing is an emerging method to evaluate students’ mathematics learning outcomes. However, algebra problems impose a high cognitive load due to requiring multiple calculation steps, which might reduce students’ performance in computer-based testing. In order to understand students’ cognitive load when answering algebra questions in a computer-based testing environment, three perspectives, element interactivity, practice effect, and individual differences, were investigated in this study. Seven levels of algebra exam questions were created using unary and simultaneous linear equations, and the inverse efficiency scores were employed as a measure of cognitive load in the study. Forty undergraduate and graduate students were tested. There were four findings: (1) As the element interactivity of test materials increased, the cognitive load increased rapidly. (2) The high-efficiency group had a lower cognitive load than the low-efficiency group, suggesting that the high-efficiency group had an advantage in a computer-based testing environment. (3) “Practice” has a considerable effect on reducing cognitive load, particularly in level 6 and 7 test items. (4) The low-efficiency group can reduce but not eliminate the gap with the high-efficiency group; they may require additional experience in a computer-based testing environment in order to improve reducing their cognitive load.https://www.mdpi.com/2076-328X/12/8/293computer-based testingcognitive loadmathematics algebra questionselement interactivitypractice effectindividual differences |
| spellingShingle | Jing-Fong Wang Tzu-Hua Wang Chao-Hsien Huang Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective Behavioral Sciences computer-based testing cognitive load mathematics algebra questions element interactivity practice effect individual differences |
| title | Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective |
| title_full | Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective |
| title_fullStr | Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective |
| title_full_unstemmed | Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective |
| title_short | Investigating Students’ Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective |
| title_sort | investigating students answering behaviors in a computer based mathematics algebra test a cognitive load perspective |
| topic | computer-based testing cognitive load mathematics algebra questions element interactivity practice effect individual differences |
| url | https://www.mdpi.com/2076-328X/12/8/293 |
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