|
Title:
|
LEARNER INVOLVEMENT IN INSTRUCTION ON A COMPLEX COGNITIVE TASK: APPLICATION OF A COMPOSITE MEASURE OF PERFORMANCE AND MENTAL EFFORT |
|
Author(s):
|
A. Aubteen Darabi , David W. Nelson |
|
ISBN:
|
972-8924-22-4 |
|
Editors:
|
Kinshuk, Demetrios G Sampson, J. Michael Spector and Pedro Isaías |
|
Year:
|
2006 |
|
Edition:
|
Single |
|
Keywords:
|
Involvement, engagement, motivation, instructional strategies, worked examples, problem solving. |
|
Type:
|
Full Paper |
|
First Page:
|
60 |
|
Last Page:
|
66 |
|
Language:
|
English |
|
Cover:
|
|
|
Full Contents:
|
click to dowload 
|
|
Paper Abstract:
|
This study presents an application of a measure of learner involvement developed by Paas, Tuovinen, Van Merrriënboer, & Darabi (2005). To assess learner involvement in instructional conditions, these authors combined learners performance scores with their perceived mental effort invested in instruction and used it to differentiate between instructional conditions. The present study used an existing data set from an experiment to compare three computer-based instructional strategies and examine the differentiating attributes of the Paas et al. (2005) measure. The study compared learners involvement in three instructional conditions: (a) conventional problem solving, (b) product-based worked examples, (c) and process-based worked examples. As hypothesised, 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. |
|
|
|
|
|
|
