Exploring the instructional efficiency of representation and engagement in online learning materials

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Abstract

Using two 2 x 3 in-situ experiments in an introductory programming course, we study the effect of representation and engagement on the instructional efficiency of learning materials. In the experiments, we controlled for used representation and the level of engagement and accounted for prior experience and prior cognitive effort. We observe that analogical representations with little engagement are more beneficial for those already familiar with the topic. No significant effect from engagement or prior experience was observed when students studied using traditional representations. Low cognitive effort before studying was related to studying being less cognitively demanding, regardless of the condition. No single way of presenting information seems to work better or worse universally for all participants.

Original languageEnglish
Title of host publicationUKICER 2020 - Proceedings of the 2020 Conference on United Kingdom and Ireland Computing Education Research
PublisherACM
Pages38-44
Number of pages7
ISBN (Electronic)9781450388498
DOIs
Publication statusPublished - 3 Sep 2020
MoE publication typeA4 Article in a conference publication
EventUnited Kingdom and Ireland Computing Education Research Conference - Online, Glasgow, United Kingdom
Duration: 3 Sep 20204 Sep 2020

Conference

ConferenceUnited Kingdom and Ireland Computing Education Research Conference
Abbreviated titleUKICER
CountryUnited Kingdom
CityGlasgow
Period03/09/202004/09/2020

Keywords

  • cognitive load
  • engagement taxonomy
  • instructional efficiency
  • instructional materials
  • learning programming
  • multimedia learning materials
  • prior experience

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