Effects of Cognitive Load Reduction Strategies and Prior Knowledge Levels on Comprehension of Speed Simulation, Cognitive Load, and Learning Efficiency for Fifth Grade Elementary Students
The purpose of this study was to investigate how cognitive load reduction strategies and learners prior knowledge affect on comprehension of speed simulation, cognitive load, and learning efficiency. It was randomly sampled 77 participants among fifth grade students of an elementary school in Seoul city, Korea. They were divided into two groups of prior knowledge (higher and lower) by two different treatment groups (visual worked-example simulation group, visual-auditory worked-example simulation group). Dependent variables were comprehension of speed simulation, cognitive load, and learning efficiency. Results showed that visual-auditory worked-example simulation group was more efficient on comprehension of speed simulation than visual worked-example simulation group, regardless of learners prior knowledge level, so that less cognitive load led to higher level of comprehension.
Ⅱ. Application of Cognitive Load Theory in Instructional Design
Ⅲ. Effects of Visual Worked-Example Simulation and Visual-Auditory Worked-Example Simulation on Learning Outcomes
Ⅵ. Discussion and Conclusion