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Full-Text Articles in Social and Behavioral Sciences
Self-Efficacy Change Associated With A Cognitive Load-Based Intervention In An Undergraduate Biology Course, David F. Feldon, Joana Franco, Jie Chao, James Peugh, Cathy Maahs-Fladung
Self-Efficacy Change Associated With A Cognitive Load-Based Intervention In An Undergraduate Biology Course, David F. Feldon, Joana Franco, Jie Chao, James Peugh, Cathy Maahs-Fladung
Instructional Technology and Learning Sciences Faculty Publications
Cognitive load theory (CLT) holds that discovery learning and other instructional strategies imposing high levels of extraneous load on novice learners hinder learning. Such learning conditions are also associated with significant drops in persistence, a key measure of motivation. However, research within the CLT framework typically engages motivation as a necessary precursor to learning, rather than as an outcome of instruction. In this study, we examine changes in motivational beliefs as outcomes of learners' cognitive processes through a CLT lens as they engage with instruction. Using a double-blind quasi-experimental design, we manipulate the level of cognitive load imposed on participants …
Cognitive Task Analysis-Based Training: A Metaanalysisof Studies, Colby Tofel-Grehl, David F. Feldon
Cognitive Task Analysis-Based Training: A Metaanalysisof Studies, Colby Tofel-Grehl, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Cognitive task analysis (CTA) is enjoying growing popularity in both research and practice as a foundational element of instructional design. However, there exists relatively little research exploring its value as a foundation for training through controlled studies. Furthermore, highly individualized approaches to conducting CTA do not permit broadly generalizable conclusions to be drawn from the findings of individual studies. Thus, examining the magnitude of observed effects across studies from various domains and CTA practitioners is essential for assessing replicable effects. This study reports the findings from a meta-analysis that examines the overall effectiveness of CTA across practitioners and settings in …
Advancing The Practice Of Cognitive Task Analysis: A Call For Taxonomic Research, Kenneth A. Yates, David F. Feldon
Advancing The Practice Of Cognitive Task Analysis: A Call For Taxonomic Research, Kenneth A. Yates, David F. Feldon
Instructional Technology and Learning Sciences Faculty Publications
Cognitive task analysis (CTA) captures unobservable cognitive processes, decisions and judgments of expert performance. Over 100 different CTA methods are identified in prior literature. However, existing classifications typically sort techniques by process rather than outcome, application or causal mechanism. Therefore, techniques can be misapplied and comparative analysis of methods made difficult. Based on the frequency distribution of CTA methods in 1065 studies, a subsample representing 60% of the most frequently published methods was coded based on elicitation and analysis techniques. Consistency of resulting applications was assessed. Inconsistent matching of CTA methods and subsequent applications indicate CTA is currently more craft …
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Translating Expertise Into Effective Instruction: The Impacts Of Cognitive Task Analysis (Cta) On Lab Report Quality And Student Retention In The Biological Sciences, David F. Feldon, Briana Crotwell Timmerman, Krik A. Stowe, Richard Showman
Instructional Technology and Learning Sciences Faculty Publications
Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double-blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory-based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) …