Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations
Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-cont...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Springer Netherlands
2009
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/17469/ http://ir.unimas.my/id/eprint/17469/1/Chemistry%20problem%20solving%20instruction%20%28abstract%29.pdf |
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| author | Bing, Hiong Ngu Edwin, Mit Faaizah, Shahbodin Juhani, Tuovinen |
| author_facet | Bing, Hiong Ngu Edwin, Mit Faaizah, Shahbodin Juhani, Tuovinen |
| author_sort | Bing, Hiong Ngu |
| building | UNIMAS Institutional Repository |
| collection | Online Access |
| description | Within the cognitive load theory framework, we designed and compared three
alternative instructional solution formats that can be derived from a common static
hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, staticsolution
format displayed all solutions steps, and no-solution format did not have solution
steps. When we matched instructional time across the formats, in relation to the complex
molarity problems rather than the dilution problems, differential transfer performance
existed between the static-solution or no-solution formats and the interactive-solution
format, but not between the static-solution format and no-solution format. The manner in
which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision
of solution steps may be redundant incurring extraneous cognitive load. Absence of the
solution steps may not have left sufficient cognitive capacity for germane cognitive load as
some beginning learners lacked the prior knowledge to deduce the solution steps.
Searching for solution steps presumably incurred extraneous cognitive load which interfered
with learning and hence, in the interactive-solution format, it outweighed the benefit
of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three
alternative computer-based instructional formats. |
| first_indexed | 2025-11-15T06:53:17Z |
| format | Article |
| id | unimas-17469 |
| institution | Universiti Malaysia Sarawak |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T06:53:17Z |
| publishDate | 2009 |
| publisher | Springer Netherlands |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | unimas-174692017-09-06T03:30:28Z http://ir.unimas.my/id/eprint/17469/ Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations Bing, Hiong Ngu Edwin, Mit Faaizah, Shahbodin Juhani, Tuovinen LB Theory and practice of education Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution format permitted students to search in self-controlled manner for solution steps, staticsolution format displayed all solutions steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional formats. Springer Netherlands 2009 Article PeerReviewed text en http://ir.unimas.my/id/eprint/17469/1/Chemistry%20problem%20solving%20instruction%20%28abstract%29.pdf Bing, Hiong Ngu and Edwin, Mit and Faaizah, Shahbodin and Juhani, Tuovinen (2009) Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations. Instructional Science, 37 (1). pp. 21-42. ISSN 1573-1952 https://link.springer.com/article/10.1007/s11251-008-9072-7 DOI 10.1007/s11251-008-9072-7 |
| spellingShingle | LB Theory and practice of education Bing, Hiong Ngu Edwin, Mit Faaizah, Shahbodin Juhani, Tuovinen Chemistry problem solving instruction: a comparison of three computer-based formats for learning from hierarchical network problem representations |
| title | Chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| title_full | Chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| title_fullStr | Chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| title_full_unstemmed | Chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| title_short | Chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| title_sort | chemistry problem solving instruction: a comparison
of three computer-based formats for learning from hierarchical network problem representations |
| topic | LB Theory and practice of education |
| url | http://ir.unimas.my/id/eprint/17469/ http://ir.unimas.my/id/eprint/17469/ http://ir.unimas.my/id/eprint/17469/ http://ir.unimas.my/id/eprint/17469/1/Chemistry%20problem%20solving%20instruction%20%28abstract%29.pdf |