PERC 2024 Abstract Detail Page
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| Abstract Title: | Comparing cognitive load and engagement across game-based, inquiry-based, and design-based labs in physics |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Cognitive Load Theory (CLT) explores the working memory capacity when learning and applying new information. CLT is measured through three types of cognitive load: Intrinsic, Germane, and Extraneous, which could vary based on the instructional approach. In the present study, the three cognitive load types along with the level of engagement were compared across three different instructional conditions in the physics laboratory: Inquiry-based, Design-based, and Game-based labs. Data from the cognitive load and engagement survey were collected across multiple labs in a thermodynamics unit in a physical science course for elementary education majors. The inquiry-based labs imposed higher levels of intrinsic and extraneous cognitive load compared to design-based and game-based labs. Design-based labs showed the lowest levels of germane cognitive load and engagement. In contrast, game-based labs were found to have the highest levels of engagement and germane cognitive load and a low extraneous cognitive load. These results suggest that educational games could be beneficial for novice physics learners. |
| Session Time: | Poster Session 1 |
| Poster Number: | A43 |
Author/Organizer Information | |
| Primary Contact: |
Razan A Hamed Purdue University West Lafayette, IN 47907 Phone: 5406552985 |
| Co-Author(s) and Co-Presenter(s) |
N. Sanjay Rebello Department of Physics and Astronomy, Purdue University, West Lafayette, IN, 47907, U.S.A. Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, 47907 U.S.A. |
