Cognitive load and assembly tasks : effect of instructional formats on learning assembly procedures

Pillay, Hitendra K. (1997) Cognitive load and assembly tasks : effect of instructional formats on learning assembly procedures. Educational Psychology, 17(3), pp. 285-299.

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Abstract

The study investigated the effect on learning of four different instructional formats used to teach assembly procedures. Cognitive load and spatial information processing theories were used to generate the instructional material. The first group received a physical model to study, the second an isometric drawing, the third an isometric drawing plus a model and the fourth an orthographic drawing. Forty secondary school students were presented with the four different instructional formats and subsequently tested on an assembly task. The findings indicated that there may be evidence to argue that the model format which only required encoding of an already constructed three dimensional representation, caused less extraneous cognitive load compared to the isometric and the orthographic formats. No significant difference was found between the model and the isometric-plus-model formats on all measures because 80% of the students in the isometric-plus-model format chose to use the model format only. The model format also did not differ significantly from other groups in total time taken to complete the assembly, in number of correctly assembled pieces and in time spent on studying the tasks. However, the model group had significantly more correctly completed models and required fewer extra looks than the other groups.

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ID Code: 41568
Item Type: Journal Article
Additional URLs:
Keywords: instructional formats, assembly procedures, spatial information processing theories
DOI: 10.1080/0144341970170304
ISSN: 0144-3410
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1997 Carfax Publishing Ltd
Copyright Statement: This is an electronic version of an article published in [Educational Psychology, 17(3), pp. 285-299]. [Educational Psychology] is available online at informaworld.
Deposited On: 04 May 2011 22:34
Last Modified: 25 Mar 2013 08:22

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