Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction
ARTICLE
Ting-Kuang Yeh, Kuan-Yun Tseng, Chung-Wen Cho, James P. Barufaldi, Mei-Shin Lin, Chun-Yen Chang
International Journal of Science Education Volume 34, Number 10, ISSN 0950-0693
Abstract
The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the "Principles of Earthquakes." Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes. (Contains 4 tables and 2 figures.)
Citation
Yeh, T.K., Tseng, K.Y., Cho, C.W., Barufaldi, J.P., Lin, M.S. & Chang, C.Y. (2012). Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction. International Journal of Science Education, 34(10), 1555-1570. Retrieved March 19, 2024 from https://www.learntechlib.org/p/71642/.
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Keywords
- Animation
- Cognitive Processes
- computers
- content analysis
- Correlation
- Difficulty Level
- Effect Size
- evaluation
- Feedback (Response)
- Foreign Countries
- Grade 10
- High School Students
- information technology
- Likert Scales
- Memory
- Multimedia Materials
- Outcomes of Education
- PRIOR LEARNING
- science education
- Seismology
- Statistical Significance
- Structured Interviews