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Schoppek, Wolfgang:
Dynamic task selection in learning arithmetic: The role of learner control and adaptation based on a hierarchy of skills.
In: Zeitschrift für pädagogische Psychologie.
Bd. 26
(2012)
Heft 1
.
- S. 43-55.
ISSN 1010-0652
Abstract
The effects of locus of instructional control in computer-assisted practice of arithmetic skills and word problem solving were investigated in a field experiment with 13 third grade classes. In a program-controlled condition (n = 95), the selection of practice problems was based on a hypothetical hierarchy of skills. This was expected to regulate cognitive load to a moderate level. In a condition with shared control (n = 89), subjects could select problems from a subset provided by the program. Results show that program-controlled selection of problems based on the hierarchy of skills was more successful in supporting skill development than the students' selection. In the shared control condition, students tended to select too easy problems, regardless of their level of expertise. Both conditions with computer assisted instruction caused more progress than traditional instruction (n = 94). Ways of improving the regulation of cognitive load within a shared control approach are discussed.
Weitere Angaben
| Publikationsform: | Artikel in einer Zeitschrift |
|---|---|
| Begutachteter Beitrag: | Ja |
| Institutionen der Universität: | Fakultäten > Kulturwissenschaftliche Fakultät > Lehrstuhl Psychologie > Lehrstuhl Psychologie - Univ.-Prof. Dr. Carlos Kölbl Fakultäten Fakultäten > Kulturwissenschaftliche Fakultät Fakultäten > Kulturwissenschaftliche Fakultät > Lehrstuhl Psychologie |
| Titel an der UBT entstanden: | Ja |
| Themengebiete aus DDC: | 100 Philosophie und Psychologie > 150 Psychologie |
| Eingestellt am: | 12 Dec 2013 09:50 |
| Letzte Änderung: | 23 Feb 2015 08:36 |
| URI: | https://eref.uni-bayreuth.de/id/eprint/39 |