at Google ScholarTitle data
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.
Vol. 26
(2012)
Issue 1
.
- pp. 43-55.
ISSN 1010-0652
Abstract in another language
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.
Further data
| Item Type: | Article in a journal |
|---|---|
| Refereed: | Yes |
| Institutions of the University: | Faculties > Faculty of Cultural Studies > Chair Psychology > Chair Psychology - Univ.-Prof. Dr. Carlos Kölbl Faculties Faculties > Faculty of Cultural Studies Faculties > Faculty of Cultural Studies > Chair Psychology |
| Result of work at the UBT: | Yes |
| DDC Subjects: | 100 Philosophy and psychology > 150 Psychology |
| Date Deposited: | 12 Dec 2013 09:50 |
| Last Modified: | 23 Feb 2015 08:36 |
| URI: | https://eref.uni-bayreuth.de/id/eprint/39 |