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Combining cognitive and affective support in order to promote learning
ARTICLE

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Learning and Instruction Volume 19, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

The present study investigated the impact of cognitive and affective support intervention on the learning outcomes of learners working with a simulation in economics. Cognitive support was given by statements in order to increase reflection and self-explanation in learners. Affective support was given by a goal-based scenario. Participants were 104 students of social science classes who were randomly allocated to a variant with cognitive and/or affective support as well as a basal variant without affective and cognitive support. Perceived germane cognitive load was increased by cognitive support but not by affective support. Understanding, as measured by posttest performance, was significantly increased by a combination of affective and cognitive support as compared to the basal variant without any support, while a single support intervention had no significant impact. The need for an augmented Cognitive Load Theory by the inclusion of affective factors is applied.

Citation

Huk, T. & Ludwigs, S. (2009). Combining cognitive and affective support in order to promote learning. Learning and Instruction, 19(6), 495-505. Elsevier Ltd. Retrieved August 2, 2021 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2008.09.001

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