Analysis of Computer Algebra System tutorials using cognitive load theory.

摘要

Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet, no studies have been conducted to investigate this critical issue. This study used Cognitive Load Theory to design and compare three types of CAS tutorials, investigating the split attention and redundancy hypotheses. To test the split attention hypothesis, two groups (both using the computer during training) were compared. One group used a traditional (split-source) manual, while the other group used an integrated manual. Contrary to predictions based on Cognitive Load Theory, there were no significant differences in performance between the two groups. To test the redundancy hypothesis, two groups (both using the integrated manual) were compared. One group used the computer in conjunction with the manual, while the other used the manual alone. Results did not demonstrate the redundancy effect, as there were no significant differences in performance between groups. Qualitative data obtained from observation and post-interviews are integrated throughout and prove helpful in explaining these discrepancies. A significant interaction was found between math ability and treatment, indicating that the tutorial using the integrated manual without the computer was only beneficial to higher ability learners.