Technology-enhanced mathematics learning: a perspective from cognitive load theory

Cognitive load theory is an instructional theory used to guide the design of effective instruction. The cognitive architecture that underpins cognitive load theory can be described by five principles, essential components that form the basis of many well-tested and well-known cognitive load effects. One of these documented effects, the worked example effect, indicates that showing novices worked solutions rather than asking them to generate solutions could facilitate learning by reducing levels of cognitive load. This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills

Developing a new generation MOOC (ngMOOC): a design-based implementation research project with cognitive architecture and student feedback in mind

This paper describes a design-based implementation research (DBIR) approach to the development and trialling of a new generation massive open online course (ngMOOC) situated in an instructional setting of undergraduate mathematics at a regional Australian university. This process is underscored by two important innovations: (a) a basis in a well-established human cognitive architecture in terms of cognitive load theory; and (b) point-of-contact feedback based in a well-tested online system dedicated to enhancing the learning process. Analysis of preliminary trials suggests that the DBIR approach to the ngMOOC construction and development supports theoretical standpoints that argue for an understanding of how design for optimal learning can utilise conditions, such as differing online or blended educational contexts, in order to be effective and scalable. The ngMOOC development described in this paper marks the adoption of a cognitive architecture in conjunction with feedback systems, offering the groundwork for use of adaptive systems that cater for learner expertise. This approach seems especially useful in constructing and developing online learning that is self-paced and curriculum-based

Comparing alternative sequences of examples and problem-solving tasks: the case of conceptual knowledge

In cognitive load theory, the superiority of the Example-Problem sequence over the Problem-Example sequence has become a classic paradigm. The comparative effectiveness of these sequences, however, is subject to the influence of the factors of element interactivity and prior knowledge, and studies have examined these influences focused mostly on procedural rather than conceptual knowledge. This paper takes a deeper look at the effect of types of knowledge concentrating on conceptual knowledge. An experiment is reported comparing the Problem-Example and Example-Problem sequences on two levels of element interactivity, low versus high, which were associated with two types of conceptual knowledge (general principle knowledge and knowledge of principles underlying procedures, accordingly). Since there was no difference found between these sequences for either level of element interactivity, the paper discusses conditions of effectiveness of example-based instructions for different knowledge types in the broader context of Explicit Instruction First and Problem-Solving First approaches