Analysis of computer algebra system tutorials using cognitive load theory

摘要: Most research in the area of Computer Algebra Systems (CAS) has been designed to compare effectiveness instructional technology traditional lecture-based formats. While results are promising, also indicates evidence steep learning curve imposed by technology. Yet, no studies have conducted investigate this critical issue. This study used Cognitive Load Theory design and three types CAS tutorials, investigating split attention redundancy hypotheses. To test hypothesis, two groups (both using computer during training) were compared. One group a (split-source) manual, while other an integrated manual. Contrary predictions based on Theory, there significant differences performance between groups. manual) conjunction with manual alone. Results did not demonstrate effect, as Qualitative data obtained from observation post-interviews throughout prove helpful explaining these discrepancies. A interaction was found math ability treatment, indicating that tutorial without only beneficial higher learners.