The Design, development and efficacy evaluation of a transformation geometry courseware with high-variability worked examples: a:.cognitive load perspective
Loading...
Date
2011
Authors
Cherng Meei, Jong @ Yong
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The objectives of this study were two-fold. Firstly, the developmental objective
aimed to investigate the critical elements involved in the construction of multimedia
learning materials based on a theoretical base consisting of cognitive load theory
(Sweller, 1988), cognitive theory of multimedia learning (Mayer, 2001), van Hiele
model of geometric thought and Keller's ARCS model (1987). Two versions of
courseware, one with high-variability worked examples and the other, a minimallyguided
practice version, were subsequently produced using Alessi and Trollip
instructional design and development model (200 1 ). The theoretical framework and
the instructional design and development model used were found to be appropriate
and feasible.
Secondly, the efficacy evaluation aimed to investigate the effectiveness of the
high-variability worked examples mode (n = 69) against the minimally-guided
practice mode (n = 65) using Form 2 students from two secondary schools in the
state of Penang asĀ· sample. The research design employed was the non-equivalent
control group design. The dependent variables were achievement, mental effort,
instructional efficiency and motivation towards instructional materials. The
moderator variable was the students' spatial ability.
The data analysis showed that the worked examples group outperformed the
minimally-guided practice group significantly in both the acquisition and posttest
scores. The worked examples group was also able to significantly solve a greater
number of problems correctly and at the same time, made fewer errors per problem.
The mental effort invested by the worked examples group was slightly lower than
that of minimally-guided practice group in both the acquisition and posttest phases.
This coupled with the higher achievement scores gave a significantly higher
instructional efficiency for the worked examples mode. There was however no
significant difference in students' motivation towards learning materials.
Spatial ability was not significantly correlated to the students' achievement
score. Nevertheless, the spatial ability of the students from both groups improved
significantly after learning transformation geometry using the multimedia learning
materials.
In conclusion, the study affirmed that multimedia-based instruction should be
a more pervasive phenomenon in the classroom. One of the main contributions of
this study was in bridging theory and practice by demonstrating how high-variability
worked examples could be designed, thus ensuring the learning of mathematics to be
more efficient from the perspective of cognitive load.
Description
Keywords
Efficacy evaluation , Geometry courseware , Load perspective