Informal science learning: Influences of explanatory elaboration and learner control on knowledge acquisition
Roger S. Taylor, University of Pittsburgh, United States
University of Pittsburgh . Awarded
The Cognitive Load and Active Processing learning theories offer seemingly conflicting implications to educators regarding the most effective way to present instructional materials. The apparent contradiction between these bodies of research was investigated in terms of a Region of Proximal Learning (RPL) framework. The results from Experiment 1 provide evidence that the RPL can successfully unify these separate areas of research and provide more useful guidance to educators. Experiment 2 examined how the affordance of Learner Control (LC), an inherent aspect of the Web, may interact with the Region of Proximal Learning. Results from this experiment provide evidence that individuals can utilize LC to adaptively select material of appropriate difficulty for their ability level. However, this did not lead to increased learning.
Taylor, R.S. Informal science learning: Influences of explanatory elaboration and learner control on knowledge acquisition. Ph.D. thesis, University of Pittsburgh.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com
Cited ByView References & Citations Map
Jean Claude Callens, Katho, Belgium; Jan Elen, K.U.Leuven, Belgium
Global Learn 2011 (Mar 28, 2011) pp. 1346–1351
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.