The study produced no significant differences between any treatment groups for instructional time, final diagnostic test score, mental effort rating of the training session, or instructional efficiency (final diagnostic test score divided by mental effort rating of the training session). The author speculated that the non-significant results of the study were attributable to either an insufficient training session length or to the use of faded completion problems rather than conventional problems.Under a fading condition, the first problem-solving demand is to generate just a single step, and the demands are only gradually increaseda (Renkl et al., 2002, p. 298). Therefore, solving a whole problem early in the learning process placesanbsp;...
|Title||:||Rapid Dynamic Assessment of Expertise: A Comparison of Performance and Mental Efficiency Measures in Accordance with Cognitive Load Theory|
|Author||:||David Lloyd Johnson|
|Publisher||:||ProQuest - 2007|