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Session:
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PER: Assessment, Grading and Feedback
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Paper Type:
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Contributed
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Title:
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Do We Make Students Do Too Much or Too Little? A Cognitive Load Study
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Meeting:
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2019 Summer Meeting: Provo, UT |
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Location:
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N/A |
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Date:
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Time:
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5:55PM
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Author:
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Diego Valente, University of Connecticut
8604862903, diego.valente@uconn.edu
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Co-Author(s):
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Xian Wu
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Abstract:
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Cognitive load theory is a useful theoretical framework in founded on principles of educational research. It grants us insights on how students perceive instructional interventions and assessments. Currently, one of the biggest challenges in cognitive load theory is developing a validated measurement instrument for the different aspects of cognitive load, i.e., intrinsic, extraneous and germane cognitive load, with little to no training given to students regardless of their level, major, and the content of instructional interventions. We have adopted a likert-scale survey to measure student cognitive loads in class. Two courses were included in the present study: one is a small enrollment introductory physics course specific to physics majors, and the other a traditional large enrollment engineering physics course. Statistical analysis was facilitated to reveal how this measurement instrument differentiates between three types of cognitive load. This study may shed light on further validation of this instrument.
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Footnotes:
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None
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Presentation:
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AAPT_SM19_VALENTE_v5.pdf
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