Browse > Article
http://dx.doi.org/10.14352/jkaie.2016.20.6.629

The Effects of Whole-task Sequencing Emphasis Manipulation on Expertise Acquisition in Web Based Complex Task  

Kim, Kyung-Jin (Hanyang University)
Kim, Kyung (Hanyang Women University)
Publication Information
Journal of The Korean Association of Information Education / v.20, no.6, 2016 , pp. 629-644 More about this Journal
Abstract
The purpose of this study was to investigate the effects of whole-task sequencing emphasis manipulation on expertise acquisition in web based complex task. To achieve the purpose, emphasis manipulation sequencing type is composed of a simple emphasis manipulation, a snowballing manipulation, and a full emphasis manipulation sequencing and participants was drawn from a pool of 93 undergraduate students sampled for the study. According to the findings, a snowballing manipulation group invested significantly lower cognitive load than a full emphasis manipulation group but did not a simple emphasis manipulation group. Based on these findings, though complex task is included of high interactivity owing to real task, learner cannot suffer cognitive overload because emphasis manipulation which can view the whole task and the part task in parallel provides meta cognition for learner. And whole-task sequencing emphasis manipulation affects to transfer. The snowballing emphasis manipulation group invested significantly higher than simple emphasis manipulation group and full emphasis manipulation group. Based on these findings, the snowballing manipulation which learner use whole-task sequencing and part-task sequencing simultaneously contribute to understandings and ability to solve problems for complex task and it will in turn, lead to expertise acquisition.
Keywords
Complex task; Whole-task sequencing; Part-task sequencing; Cognitive load; Emphasis manipulation;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
2 Clark, R. C., Ayres, P., & Sweller, J. (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research and Development, 53(3), 15-24.   DOI
3 Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning (3rd ed). San Francisco, CA: Pfeiffer.
4 Elio, R. (1986). Representation of similar well-learned cognitive procedures. Cognitive Science, 10(1), 41-73.   DOI
5 Gagne, R. M., & Merill, M. D. (1990). Integrative goals for instructional design. Educational Technology, Research & Development, 38(1), 23-30.   DOI
6 Gopher, D., Weil, M., & Siegel, D. (1989). Practice under chaining priorities: An approach to the training of complex skills. Acta Psychologica, 71, 147-177.   DOI
7 Kester, L., Kirschner, P. A., & van Merrienboer, J. J. G. (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology, 75, 71-85.   DOI
8 Kim, K. J., Kim, D. S., Kim, K. (2014). The effects of Types of Decision-Making and Collaboration Processing on Collaboration Performance, and Social Support and Collaboration Load Among Collaborators in CSCL. Korean Journal of the Learning Sciences. 8(3), 40-59.
9 Kim, S. (2004) Development of mathematics lesson plans using ICT by prospective elementary school teachers. Proceedings of PME Conference, 28(1).
10 Mayer, R. E. (1992). Thinking, problem solving, cognition(2nd ed). New York: Freeman.
11 Plass, J. L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press.
12 Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59.   DOI
13 Pass, F. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology. 84(4), 429-434.   DOI
14 Pass, F., Tuovinen, J. E., Tabbers, H., & van Gerven, P. W. M. (2003). Cognitive load measurement as a means to advance cognitive load theory. Educational Psychologist, 38(1), 63-71.   DOI
15 Ryu, J. H., Yim, J. H. (2009). An Explorary Validation for Constructs of Cognitive Load. The Journal of Educational Information and Media. 15(4), 1-27.
16 Reigelulth, C. M. (1999). Instructional-design theories and models: A new paradigm of instructional theory, Volume II. Mahwah, NJ: Lawrence Erlbaum Associates.
17 Renkl, A. (2005). The worked out example principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 229-245). New York: Cambridge University Press.
18 Rothwell, W. J., & Kazanas, H. C. (1992). Mastering the instructional design process: A systemetic approach. SF, CA: Jossey-Bass. "ch 13 evaluating instruction"
19 van Merrienboer, J. J. G. (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Educational Technology Publications, Englewood Cliffs, NJ.
20 van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.   DOI
21 Mayer, R. E. (2003). Learning and instruction. Upper Saddle River, NJ: Merrill/Prentice Hall.
22 Vygotsky, L. (1978). Interaction between learning and development. Readings on the development of children, 23(3), 34-41.
23 van Merrienboer, J. J. G., & Paas, F. G. W. C. (2003). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. Powerful learning environment: Unravelling basic components and dimensions, 3-20
24 van Merrienboer, J. J. G., Kester, L., & Paas, F. (2006). Teahing complex rather than simple tasks: Balancing intrinsic and germane load to enhance transfer of learning. Applied Cognitive Psychology, 20(3), 343-352.   DOI
25 van Merrienboer, J. J. G. (2007). Alternative models of instructional design: Holistic design approaches and complex learning, 72-81. In R. Reiser & J. De mpsey(Eds.), Trends and issues in instructional design and technology (2nd ed). Old Tappan, NJ: Merrill/Prentice Hall.
26 van Merrienboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning: A systematic approach to four-component instructional design. Mahwah, NJ: Lawrence Erlbaum Associcates.