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EJ965854 - The Effects of Metaphorical Interface on Germane Cognitive Load in Web-Based Instruction

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ERIC #:	EJ965854
Title:	The Effects of Metaphorical Interface on Germane Cognitive Load in Web-Based Instruction
Authors:	Cheon, Jongpil; Grant, Michael M.
Descriptors:	Instructional Development; Cues; Web Based Instruction; Computer Assisted Instruction; Prior Learning; Program Effectiveness; Internet; Cognitive Processes; Difficulty Level; Educational Theories; Instructional Design; Comparative Analysis; Instructional Effectiveness; Schemata (Cognition); Cognitive Structures; Familiarity; Figurative Language; Computer Interfaces
Source:	Educational Technology Research and Development, v60 n3 p399-420 Jun 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Date:	2012-06-00
Pages:	22
Pub Types:	Journal Articles; Reports - Research
Abstract:	The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students' mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students' prior knowledge. A metaphorical interface enhanced learners' germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development.
Abstractor:	As Provided
Reference Count:	69

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Record Type:	Journal
Level:	N/A
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1042-1629
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1007/s11423-012-9236-7

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