Abstract

The Cognitive Load and Active Processing learning theories offer seemingly conflicting implications to educators regarding the most effective way to present instructional materials. The apparent contradiction between these bodies of research was investigated in terms of a Region of Proximal Learning (RPL) framework. The results from Experiment 1 provide evidence that the RPL can successfully unify these separate areas of research and provide more useful guidance to educators. Experiment 2 examined how the affordance of Learner Control (LC), an inherent aspect of the Web, may interact with the Region of Proximal Learning. Results from this experiment provide evidence that individuals can utilize LC to adaptively select material of appropriate difficulty for their ability level. However, this did not lead to increased learning.

Citation

Taylor, R.S. Informal science learning: Influences of explanatory elaboration and learner control on knowledge acquisition. Ph.D. thesis, University of Pittsburgh. Retrieved August 16, 2024 from https://www.learntechlib.org/p/124795/.

This record was imported from ProQuest on October 23, 2013. [Original Record]

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Keywords

• Cognitive Psychology
• Experimental Psychology
• Technology of Education