You are here:

Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia
ARTICLE

ISAIJLS Volume 32, Number 1, ISSN 0020-4277

Abstract

This paper examines one of the potential roles that software agents may have in helping students reduce working memory load while learning from discovery-based multimedia environments: providing explanatory feedback. Two studies examined the "guided feedback hypothesis" according to which, discovery learning environments that use explanatory feedback (EF) to guide novice students in the process of meaning making promote deeper learning than those that present identical materials using corrective feedback (CF) alone. In both experiments, the EF group produced higher transfer scores, rated the computer game as more helpful, and gave comparable interest and motivation ratings than the CF group. Mental load rating scales provided evidence in both experiments that EF was effective due to reductions in cognitive load. Results support the use of agent guidance in the form of EF for novice students who learn with discovery-based multimedia games.

Citation

Moreno, R. (2004). Decreasing Cognitive Load for Novice Students: Effects of Explanatory versus Corrective Feedback in Discovery-Based Multimedia. Instructional Science: An International Journal of the Learning Sciences, 32(1), 99-113. Retrieved December 6, 2019 from .

This record was imported from ERIC on December 3, 2015. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.