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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/1676

Title: Information presentation and troubleshooting in electrical circuits
Authors: Kester, Liesbeth
Kirschner, Paul A.
Van Merriënboer, Jeroen
Keywords: Information presentation
Cognitive load
Issue Date: 2004
Publisher: Taylor and Francis
Abstract: While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive information is presented before practicing a skill and procedural information is presented during practice. Four information presentation formats were compared in a factorial design with the factors timing of supportive information (before or during task practice) and timing of procedural information (before or during task practice). Eighty-eight third year high school students (37 male, 51 female; mean age = 14 years, SD = 0.52) participated in the experiment. Information searching behaviour and transfer test performance were studied. The information searching behaviour confirms the hypothesis. Findings on the transfer test are less clear due to a bottom effect.
Description: Kester, L., Kirschner, P.A., & Van Merriënboer, J.J.G. (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26, 239-256.
URI: http://hdl.handle.net/1820/1676
Appears in Collections:1. LC: Publications and Preprints

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