연구동향 분석
박사

초보 학습자들의 복합적 과제 학습에서 지원정보 제시 시기와 연습문제 제시 순서화의 효과

심현애 2008년

논문상세정보
    • 저자 심현애
    • 형태사항 삽도: 189 p.: 26cm
    • 일반주기 부록 : 학습자 정보 및 교수설계 경험 조사 외 수록, 국문초록 : p. ⅰ-ⅳ, Abstract : p. 183-186, 참고문헌 : p. 131-139
    • 학위논문사항 2008.8, 2008. 8, 교육공학, 한양대학교 대학원, 학위논문(박사)-, 한양대학교 교육공학과
    • 발행지 서울
    • 언어 kor
    • 출판년 2008
    • 발행사항 한양대학교 대학원
    • 주제어 학습지도
    유사주제 논문( 3)
인용/피인용
' 초보 학습자들의 복합적 과제 학습에서 지원정보 제시 시기와 연습문제 제시 순서화의 효과' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 학습지도
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
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' 초보 학습자들의 복합적 과제 학습에서 지원정보 제시 시기와 연습문제 제시 순서화의 효과' 의 참고문헌

  • 웹기반 학습에서 학습 자료 유형과 학습내용 제시시기가 인지부하, 효과성 및 효율성에 미치는 효과
    김경 김동식 웹기반 학습에서 학습자료 유형과 학습내용 제시 시기가 인지부하 효과성 및 효율성에 미치는 효과 [2004]
  • 박사
    사진 전문가 교육을 위한 이중편구조의 효과
    하동환 한양대학교 대학원 박사학위논문 [2005]
  • Working memory
  • Why some material is difficult tolearn
    Chandler Sweller Why some material is difficult to learn [1994]
  • Why goal-free problems can facilitate learning
    Ayres [1993]
  • When two sensory modes are better than one
    Chandler Sweller Tindall-Ford When two sensory modes are betterthan one [1997]
  • When less is more:Meaningful learning from visual and verbal summaries of science textbook lessons
    [1996]
  • What do students learn while solvingmathematics problems?
    Owen Sweller What do students learn while solving mathematicsproblems? [1985]
  • Variability of worked examples and transferof geometrical problem-solving skills: A cognitive-load approach
  • Using worked examples as an instructional support in the algebraclassroom
    Carroll [1994]
  • Using subjective measures to detect variations ofintrinsic cognitive load within problems
    Ayres Ayres,P. Using subjective measures to detect variations of intrinsic cognitiveload within problems [2006]
  • Using both an auditory and a visual short-term store to increase digitspan
    Fricks [1984]
  • Understanding instructions
    Understanding instructions [1996]
  • Training problem solving skills using cognitive strategies:Novice versus expert problem solvers
  • Training in transferable skills
    Annette [1989]
  • Training complex cognitive skills: A four-complexinstructional design model for technical training
  • Timing of information presentation and the acquisition of complex skills
    Kester [2003]
  • Theexpertise reversal effect
    Ayres,P. The expertise reversal effect [2003]
  • The transfer paradox:Effects of contextual interference on retention and transfer performance of acomplex cognitive skill
  • The transfer of cognitive skill
    Singley, Mark K The transfer of cognitive skill [1989]
  • The spilt-attention effect as a factor in the design ofinstruction
  • The impact of goal specificity on strategyuse and the acquisition of problem structure
  • The efficiency of instructional conditions: An approach to combine mental effort and performance measures
  • The effects ofcontextual interference on the acquisition and retention of logical rules
  • The contribution of studying examples and solvingproblems to skill acquisition
  • The Use of worked examples asa substitute for problem solving in learning algebra
    Cooper Sweller The use of worked examples as a substitute forproblem solving in learning algebra [1985]
  • The "completion strategy" inprogramming instruction: Theoretical and empirical support
    Krammer van Merri?nboer The completion strategy inprogramming instruction: Theoretical and empirical support [1990]
  • Ten steps to complex learning: Asystematic approach to four-component instructional design
  • Teachingcomplex rather than simple tasks: Balancing intrinsicand germane load to enhance transfer of learning
  • Taking theload off a learner's mind: Instructional design forcomplex learning
  • Structuring effective workedexamples
    Sweller Ward Structuring effective worked examples [1990]
  • Skill acquisition: Compilation of weak-method problemsolutions
    Ander son Skill acquisition: Compilation of weak-method problem solutions [1987]
  • Short-term retention ofindividual verbal items
    Peterson Short-term retention of individual verbal items [1959]
  • Reducing cognitive load by mixing auditory and visual presentation modes
    Low Mousavi Sweller Reducing cognitive load by mixing auditoryand visual presentation modes [1995]
  • Redirecting learners' attention during training: Effects on cognitive load transfer test performance and training efficiency
  • Problem format andpresentation sequence: Effects on learning and mental effort among US highschool students
  • Practice schedule and cognitive style interaction inlearning a maze task
  • Organizational learning : a theory of action perspective
  • Optimising worked example instruction: Different ways toincrease germane cognitive load
  • Observational learning fromanimated expert models: The relation between modality pacing andsegmentation
  • Nine ways to reduce cognitive load in multimedia learning
  • Models of competency insolving physical problems
  • Modality effects and the structure of short-term verbal memory
    Penney [1989]
  • Modality and variability as factors in training the elderly
  • Mixed methodology : combining qualitative and quantitative approaches
  • Mental representations : a dual coding approach
  • Measurement of cognitive load ininstructional research
  • Managingsplit-attention and redundancy in multimedia instruction
    Chandler Kalyuga Kalyuga, S Sweller Managing split-attention and redundancyin multimedia instruction [1999]
  • Managing spilt-attention and redundancy inmultimedia instruction
  • Long-term working memory
  • Learning to solve compare word problems: The effectof example format and generating self-explanations
  • Learning mathematics from examples and by doing
    Simon Zhu Learning mathematics from examples and by doing [1987]
  • Learning and information characteristics in the design ofpowerful learnin environments
    Kester Paas [2006]
  • Learner experienceand efficiency of instructional guidance
    Chandler Kalyuga Sweller Learner experience and efficiency ofinstructional guidance [2001]
  • Just-in-time, schematic supportive informationpresentation during cognitive skill acquisition
    Kester [2006]
  • Just-in-time informationpresentation: Improving learning a troubleshooting skill
  • Just in time presentationof different types of information in learning statistics
  • Instructional compensation for age-relatedcognitive declines: Effects of goal specificity in maze learning
  • Incorporating learner experience into the design of multimedia instruction
    Chandler Kalyuga Sweller Incorporating learner experience into thedesign of multimedia instruction [2000]
  • Implications of cognitive load theory for multimedia learning
    Sweller [2005]
  • Impact of reducing intrinsic cognitive load onlearning in a mathematical domain
    Ayres Ayres,P. Impact of reducing intrinsic cognitive load on learning in amathematical domain [2006]
  • High versus lowcontextual interference in simulation-based training of troubleshooting skills:Effects on transfer performance and invested mental effort
  • Guidance during mathematicalproblem solving
    Sweller Tarmizi Guidance during mathematical problem solving [1988]
  • Goals and learning in microworld
  • Goal specificity effects on hypothesis testing inproblem solving
  • Fostering understanding of multimedia messages through pre-training: Evidence for a two-stage theory of mental model construction
    Mayer Wetzell Fostering understanding of multimediamessages through pre-training: Evidence for a two-stage theory of mentalmodel construction [2002]
  • First principles of instruction
    Merrill [2002]
  • Explicit learning of a dynamic system with a nonsalientpatten
  • Evolution of human cognition architecture
    Sweller [2003]
  • Enhancing instructional efficiency of interactive e-learningenvironments: A cognitive load perspective
  • Effects of cognitive feedbackon performance
  • Discussion of 'emerging topics in cognitive load research: Usinglearner and Information characteristics in the design of powerful learningenvironments'
    Sweller [2006]
  • Differential effects of task complexity on contextualinterference in a drawing task
  • Development of NASA-TLX (Task Load Index):Results of experimental and theoretical research
  • Designing instructional examples to reduce intrinsic cognitive load: Molar versus modular presentation of solution procedures
  • Controlled and automatic human informationprocessing: 1 Detection, search, and attention
    Schneider Shiffrin Controlled and automatic human informationprocessing: 1 Detection [1977]
  • Contextual interference: Interaction withreflection-impulsivity
  • Context effects in learning movement information
    Shea Zimny [1983]
  • Cognitiveload and selective attention as factors in the structuring oftechnical material
    Cognitive load and selectiveattention as factors in the structuring of technical material [1990]
  • Cognitive load during problem solving: Effects on learning
    Sweller Cognitive load during problem solving: Effects on learning [1988]
  • Cognitive apprenticeship:Teaching the craft of reading
  • Assimilating complexinformation
    Chandler Pollock Sweller Assimilating complex information [2002]
  • A spilt-attention effect in multimedia learning:Evidence for dual-processing systems in working memory
  • A review of the contextual interference effectin motor skill acquisition
    Hall Magill [1990]
  • A reconsideration of cognitiveload theory