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Title: Selecting Learning Tasks: Effects of Adaptation and Shared Control on efficiency and task involvement
Authors: Corbalan, Gemma
Kester, Liesbeth
Van Merriënboer, Jeroen
Keywords: Adaptive task selection
Cognitive load
Learner control
Issue Date: Oct-2008
Publisher: Elsevier
Citation: doi:10.1016/j.cedpsych.2008.02.003
Abstract: Complex skill acquisition by performing authentic learning tasks is constrained by limited working memory capacity (Baddeley, 1992). To prevent cognitive overload, task difficulty and support of each newly selected learning task can be adapted to the learner’s competence level and perceived task load, either by some external agent, the learner herself, or both. Health sciences students (N = 55) participated in a study using a 2x2 factorial design with the factors adaptation (present or absent) and control over task selection (program control or shared control). As hypothesized, adaptation led to more efficient learning; that is, higher learning outcomes combined with less effort invested in performing the learning tasks. Shared control over task selection led to higher task involvement, that is, higher learning outcomes combined with more effort directly invested in learning. Adaptation also produced greater task involvement.
Description: Corbalan, G., Kester, L., & Van Merriënboer, J.J.G. (2008). Selecting learning tasks: Effects of adaptation and shared control on efficiency and task involvement. Contemporary Educational Psychology, 33(4), 733-756.
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