메뉴 건너뛰기




Volumn 14, Issue 3, 2013, Pages 247-256

Implementation and assessment of Cognitive Load Theory (CLT) based questions in an electronic homework and testing system

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84890681652     PISSN: None     EISSN: 11094028     Source Type: Journal    
DOI: 10.1039/c3rp20153h     Document Type: Article
Times cited : (16)

References (17)
  • 1
    • 84890671320 scopus 로고    scopus 로고
    • Baker F. B. 2nd edn, College Park MD
    • Baker F. B., (2001), The Basics of Item Response Theory, 2nd edn, College Park, MD, vol. 186, http://ericae.net/irt/baker.
    • (2001) The Basics of Item Response Theory , vol.186
  • 2
    • 33750686273 scopus 로고    scopus 로고
    • Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles
    • Cook M. P., (2006), Visual Representations in Science Education: The Influence of Prior Knowledge and Cognitive Load Theory on Instructional Design Principles, Sci. Educ., 90(6), 1073-1091.
    • (2006) Sci. Educ. , vol.90 , Issue.6 , pp. 1073-1091
    • Cook, M.P.1
  • 4
    • 40749152256 scopus 로고    scopus 로고
    • A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load
    • DeLeeuw K. E. and Mayer R. E., (2008), A Comparison of Three Measures of Cognitive Load: Evidence for Separable Measures of Intrinsic, Extraneous, and Germane Load, J. Educ. Psychol., 100(1), 223-234.
    • (2008) J. Educ. Psychol. , vol.100 , Issue.1 , pp. 223-234
    • Deleeuw, K.E.1    Mayer, R.E.2
  • 7
    • 4344669432 scopus 로고    scopus 로고
    • The Influence of Presentation, Organization, and Example Context on Text Learning
    • McCrudden M., Schraw G., et al., (2004), The Influence of Presentation, Organization, and Example Context on Text Learning, J. Exp. Educ., 72(4), 289-306.
    • (2004) J. Exp. Educ. , vol.72 , Issue.4 , pp. 289-306
    • McCrudden, M.1    Schraw, G.2
  • 8
    • 0037412693 scopus 로고    scopus 로고
    • Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
    • Paas F., Tuovinen J. E., et al., (2003), Cognitive Load Measurement as a Means to Advance Cognitive Load Theory, Educ. Psychol., 38(1), 63-71.
    • (2003) Educ. Psychol. , vol.38 , Issue.1 , pp. 63-71
    • Paas, F.1    Tuovinen, J.E.2
  • 9
    • 33845753820 scopus 로고    scopus 로고
    • Comparing Static Fading with Adaptive Fading to Independent Problem Solving: The Impact on the Achievement and Attitudes of High School Students Learning Electrical Circuit Analysis
    • Reisslein J., Reisslein M., et al., (2006), Comparing Static Fading with Adaptive Fading to Independent Problem Solving: The Impact on the Achievement and Attitudes of High School Students Learning Electrical Circuit Analysis, J. Eng. Educ., 95(3), 217-226.
    • (2006) J. Eng. Educ. , vol.95 , Issue.3 , pp. 217-226
    • Reisslein, J.1    Reisslein, M.2
  • 10
    • 34247200097 scopus 로고    scopus 로고
    • Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
    • Reisslein J., Sullivan H., et al., (2007), Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving, J. Eng. Educ., 96(1), 45-55.
    • (2007) J. Eng. Educ. , vol.96 , Issue.1 , pp. 45-55
    • Reisslein, J.1    Sullivan, H.2
  • 12
    • 84965454738 scopus 로고
    • Developing a Common Metric in Item Response Theory
    • Stocking M. L. and F. M. Lord, (1983), Developing a Common Metric in Item Response Theory, Appl. Psychol. Meas., 7(2), 201-210.
    • (1983) Appl. Psychol. Meas. , vol.7 , Issue.2 , pp. 201-210
    • Stocking, M.L.1    Lord, F.M.2
  • 13
    • 3843137289 scopus 로고    scopus 로고
    • Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture
    • Sweller J., (2004), Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture, Instr. Sci., 32(1/2), 9-31.
    • (2004) Instr. Sci. , vol.32 , Issue.1-2 , pp. 9-31
    • Sweller, J.1
  • 14
    • 23744475019 scopus 로고    scopus 로고
    • Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice
    • van Gog T., Ericsson K. A., et al., (2005), Instructional Design for Advanced Learners: Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice, Educ. Technol. Res. Dev., 53(3), 73-81.
    • (2005) Educ. Technol. Res. Dev. , vol.53 , Issue.3 , pp. 73-81
    • Van Gog, T.1    Ericsson, K.A.2
  • 15
    • 0037412645 scopus 로고    scopus 로고
    • Taking the Load off a Learner's Mind: Instructional Design for Complex Learning
    • van Merrienboer J. J. G., Kirschner P. A., et al., (2003), Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning, Educ. Psychol., 38(1), 5-13.
    • (2003) Educ. Psychol. , vol.38 , Issue.1 , pp. 5-13
    • Van Merrienboer, J.J.G.1    Kirschner, P.A.2
  • 16
    • 18844441224 scopus 로고    scopus 로고
    • Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
    • van Merrienboer J. J. G. and Sweller J., (2005), Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions, Educ. Psychol. Rev., 17(2), 147-177.
    • (2005) Educ. Psychol. Rev. , vol.17 , Issue.2 , pp. 147-177
    • Van Merrienboer, J.J.G.1    Sweller, J.2
  • 17
    • 33645380373 scopus 로고    scopus 로고
    • Nomenclature Made Practical: Student Discovery of the Nomenclature Rules
    • Wirtz M. C., Kaufmann J., et al., (2006), Nomenclature Made Practical: Student Discovery of the Nomenclature Rules, J. Chem. Educ., 83(4), 595.
    • (2006) J. Chem. Educ. , vol.83 , Issue.4 , pp. 595
    • Wirtz, M.C.1    Kaufmann, J.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.