Cognitive load and mental rotation : structuring orthographic projection for learning and problem solving
Pillay, Hitendra K. (1994) Cognitive load and mental rotation : structuring orthographic projection for learning and problem solving. Instructional Science, 22(2), pp. 91-113.
Administrators only | Request a copy from author
Cognitive load theory was used to generate a series of three experiments to investigate the effects of various worked example formats on learning orthographic projection. Experiments 1 and 2 investigated the benefits of presenting problems, conventional worked examples incorporating the final 2-D and 3-D representations only, and modified worked examples with several intermediate stages of rotation between the 2-D and 3-D representations. Modified worked examples proved superior to conventional worked examples without intermediate stages while conventional worked examples were, in turn, superior to problems. Experiment 3 investigated the consequences of varying the number and location of intermediate stages in the rotation trajectory and found three stages to be superior to one. A single intermediate stage was superior when nearer the 2-D than the 3-D end of the trajectory. It was concluded that (a) orthographic projection is learned best using worked examples with several intermediate stages and that (b) a linear relation between angle of rotation and problem difficulty did not hold for orthographic projection material. Cognitive load theory could be used to suggest the ideal location of the intermediate stages.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||cognitive load, learning orthographic projection|
|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 1994 Kluwer (Springer)|
|Copyright Statement:||The original publication is available at SpringerLink
|Deposited On:||05 May 2011 05:25|
|Last Modified:||25 Mar 2013 08:22|
Repository Staff Only: item control page