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• W2765694246 abstract "Student’s Adaptive Choice of Instruction Format Jooyoung Jang (joj15@pitt.edu) Department of Psychology, 823 LRDC, 3939 O’Hara Street Pittsburgh, PA 15260 USA Christian D. Schunn (schunn@pitt.edu) Department of Psychology, 821 LRDC, 3939 O’Hara Street Pittsburgh, PA 15260 USA Abstract A spatially distributed instruction format (i.e., when information sources are presented side-by-side) has been found to be generally beneficial for learning statistics (Jang, Schunn, & Nokes, 2011). In a follow-up classroom study, we examined whether students generally selected the better format (i.e., faster problem solving with better understanding of materials; distributed format in this study) when given the choice and whether individual differences affect students’ instruction format preferences. Students were found to prefer the instruction format that matches to their ability (an adaptive choice): Students with high mental rotation and verbal learning ability preferred the spatially stacked format of instruction to a distributed format. Keywords: Cognitive load theory; split-attention effect; instruction design; individual differences. Introduction Spatial arrangement of information has been found to be important for learning, as it affects the amount of extraneous load that students may experience. According to cognitive load theory (Sweller, van Merrienboer, & Paas, 1998; van Merrienboer & Sweller, 2005), three types of cognitive load consume a single limited working memory capacity. Two of them are beneficial for learning: Intrinsic load is required for learning itself (e.g., information processing, understanding, schema construction); thus it reflects the inherent difficulty of a given task. Germane load is caused when learners actively engage in learning (e.g., filling in blanks of worked examples). In contrast, extraneous load is harmful for learning because it imposes an unnecessary load that is not related to learning (e.g., split-attention effect: learners’ attention is split across separately presented information pieces that are, in fact, meaningful when integrated). Extraneous load can be quite detrimental to learning, especially for integrative tasks (i.e., when dispersed learning components are so closely related to each other as to be meaningful only when taken together: inherently high intrinsic load). For example, the normal benefit of worked examples (i.e., studying a fully solved problem rather than actively solving one) can be wasted due to a small increase of extraneous load. It has been repeatedly found that learners no longer benefit from worked examples when the text and diagrams are presented in a separated format (Tarmizi & Sweller, 1988; Ward & Sweller, 1990). Thus, it is recommended to design instructions in an integrated format. Integrated formats are, however, impractical for complex tasks that require integration across many sources of information (Wickens & Carswell, 1995). As the volume of information to integrate increases, separated but spatially distributed format of display (i.e., when information sources are presented side-by-side) can be a practically and theoretically robust alternative (Jang & Schunn, under review; Jang, et al., 2011; Wiley, 2001). We have found that spatially distributed displays shorten problem-solving time and facilitate learning, when compared to spatially stacked displays (i.e., when information sources are sitting on top of one another with only the top source fully visible). In a series of experiments involving learning of statistics, students were provided with instructions either in a spatially distributed or a spatially stacked format (Jang, et al., 2011). Students who worked with the distributed format of instruction finished a t-test analysis significantly faster without any loss of accuracy, and scored higher on a post- test than those who had the same instruction in a stacked format. Moreover, students in the stacked format condition reported higher level of cognitive load than those in the distributed condition. Although the finding is consistent with cognitive load theory in that it shows the continuum of split-attention effect (i.e., as the degrees of separation increase, the amount of extraneous load grows along integrated displays < distributed displays < stacked displays), a more important theoretical question remains unsolved: What causes the extra cognitive load in the stacked display? A recent eye- tracking study suggested that problem solvers may shift to an information memorization strategy in stacked conditions, and this memorization time could account for the stacked display time disadvantage (Jang, Trickett, Schunn, & Trafton, under review). Participants in the stacked display condition fixated significantly longer on information pieces on each page throughout an integrative problem-solving task than those who solved the same problem using the distributed display, presumably as a micro-strategy to bypass the relatively higher information access cost in the stacked display. That is, the stacked display presumably produces a high information access cost situation because information is a page-turn away, compared to the cost of an eye/head turn away in the distributed display. Consequently, problem solvers chose to memorize information rather than" @default.
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• W2765694246 title "Student’s Adaptive Choice of Instruction Format - eScholarship" @default.
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