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Exploring multidimensional approaches to the efficiency of instructional conditions

Tuovinen, JE and Paas, F (2004). Exploring multidimensional approaches to the efficiency of instructional conditions. Instructional Science,32(1-2):133-152.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 51 times in Scopus Article | Citations

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Title Exploring multidimensional approaches to the efficiency of instructional conditions
Author Tuovinen, JE
Paas, F
Journal Name Instructional Science
Publication Date 2004
Volume Number 32
Issue Number 1-2
ISSN 0020-4277   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-3843145062
Start Page 133
End Page 152
Total Pages 20
Publisher Springer
HERDC Category C1 - Journal Article (DEST)
Abstract Research on Cognitive Load Theory has shown that measures of cognitive load can reveal important information about the cognitive consequences of instructional conditions that is not necessarily reflected by traditional performance-based measures. Although, the individual measures of cognitive load can be considered important to determine the power of different instructional conditions, a meaningful interpretation of a certain level of cognitive load can only be given in the context of its associated performance level, and vice versa. This was recognized by Paas and Van Merrienboer (1993) who developed a 2-dimensional computational approach to combine measures of test performance with measures of the associated mental effort in order to compare the 'mental efficiency' of instructional conditions. In this approach, high task performance associated with low effort is termed high instructional efficiency, whereas low task performance with high effort is termed low instructional efficiency. Here we explore the utility of employing multi-dimensional approaches, in particular two 2-dimensional efficiency measures and a new 3-dimensional approach, which combines the measures of learning effort, test effort and test performance. Each of these approaches with their associated insights and analyses may be useful for instructional researchers, e.g. as diagnostic instruments to identify different aspects of efficient or inefficient instructional conditions and can be implemented in a broad range of learning environments, including electronic environments, possibly enabling more effective learning-task selection.
Keywords academic performance
cognitive load theory
effort
instructional design
instructional efficiency
three-dimensional efficiency
cognitive load theory
worked examples
multimedia instruction
training efficiency
split-attention
mental effort
design
performance
redundancy
expertise
DOI http://dx.doi.org/10.1023/B:TRUC.0000021813.24669.62   (check subscription with CDU E-Gateway service for CDU Staff and Students  check subscription with CDU E-Gateway in new window)
 
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Created: Wed, 28 Nov 2007, 14:16:08 CST