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Abstract Title: Effects of Peer-Interaction on Conceptual Test Performance and Cognitive Load
Abstract: Active-learning methodology such as peer instruction (PI) has been shown to be effective in facilitating students' conceptual understanding.  Cognitive load theory posits three types of cognitive load -- intrinsic, extraneous, and germane -- all of which should play a role in the learning process.  In this study, we discussed effect of PI on students' performance on DIRECT test from a cognitive load perspective.  Students took DIRECT first individually, and then as a group on the pre-test and post-test.  We asked students to complete a self-report survey individually each time they took the test to measure the three types of cognitive load.  We found that PI could improve the performance of students before and after studying the concepts. Furthermore, as the level of prior knowledge increased, PI became more effective. Although it might increase extraneous load, PI was effective mainly through significantly decreasing intrinsic load experienced by students.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B102

Author/Organizer Information

Primary Contact: Tianlong Zu
Purdue University
2491 Sycamore Ln. Apt. 9
West Lafayette, IN 47906
Phone: 7853172559
and Co-Presenter(s)
N. Sanjay Rebello, Purdue University