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Abstract Title: Effects of group interactions on student cognitive load in vector tests
Abstract: Group-based work has been adopted by various educational scenarios to promote conceptual and problem-solving skills development. Many previous studies have probed different aspects of group work benefits. In the present study, we have employed Cognitive Load Theory as the lens to examine the effect of group interaction as students solve problems testing their knowledge of vectors. The theory differentiates cognitive load as three types: intrinsic, extraneous, and germane. A pre-validated cognitive load survey was facilitated to measure cognitive load in problem-solving while comparing the cognitive load in individual work with that in group work. Our results have shown that solving problems in groups lowered all three types of cognitive load when compared with solving problems individually. Furthermore, additional statistical analysis has shown that the existence of physics context in vector problems has helped mediate this effect.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session II
Poster Number: B28

Author/Organizer Information

Primary Contact: Diego Valente
University of Connecticut
2152 Hillside Road, U-3046
University of Connecticut - Dept. of Physics
Storrs, CT 06269-3046
Phone: 8604862903
and Co-Presenter(s)
Xian Wu, Department of Physics, University of Connecticut
Tianlong Zu, Department of Physics and Astronomy, Purdue University

Contributed Poster

Contributed Poster: Download the Contributed Poster