PERC 2019 Abstract Detail Page
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| Abstract Title: | Adapting differentiated cognitive load measurement in physics classroom |
|---|---|
| Abstract: | Cognitive Load Theory is a very influential framework in educational psychology. There have been numerous efforts recently to develop and implement a differentiated way to measure the three major independent aspects of cognitive load, namely intrinsic, extraneous, and germane cognitive load to gain insight on how students learn from educational interventions. This study adapts a validated self-reported questionnaire to measure the three aspects of cognitive load on students completing administered in-class tutorials. It verifies the feasibility of such a measurement strategy in an authentic educational context. Collected data shows the adapted questionnaire measures intrinsic and extraneous cognitive load adequately. Further polishing is needed for the items addressing germane cognitive load. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session II |
| Poster Number: | B56 |
| Contributed Paper Record: | Contributed Paper Information |
| Contributed Paper Download: | Download Contributed Paper |
Author/Organizer Information | |
| Primary Contact: |
Xian Wu University of Connecticut Department of Physics 2152 Hillside Road, Unit3046 Storrs, CT 06269 Phone: 8604864915 |
| Co-Author(s) and Co-Presenter(s) |
Diego Valente University of Connecticut |
