Effects of Decision-Based Learning in Introductory Physics: Exploring Mediating Roles of Self-Monitoring and Cognitive Load

• In Event: LED- Effects of Decision-Based Learning in Introductory Physics: Exploring Mediating Roles of Self-Monitoring and Cognitive Load

Short Description

Decision-based learning (DBL), a novel pedagogical approach used in an introductory physics course, aims to reduce cognitive load by engaging students with a sequence of branching learning decisions. An initial hypothesis that cognitive load would mediate the relationship between DBL and self-monitoring or learning outcomes was not confirmed, however, using a path analysis mediation framework the role of self-monitoring’s relationship between DBL, cognitive load, and learning outcomes was significant.

Authors

• Presenter: Justin M Rague, Utah State University

• Contributor: Soojeong Jeong, Utah State University

• Contributor: Kaylee Litson, Utah State University

• Contributor: David Feldon, Utah State University