ABSTRACT

Both sequencing content and fading instructional support are scaffolding techniques designed to make it easier for learners to process information. While sequencing content separates problems into manageable parts before problem-solving, fading of instruction gradually reduces instructional support before problem-solving. Although cognitive load research generally supports the notion that both of these techniques minimise extraneous processing, some research shows that they contribute to an increase in cognitive load under certain circumstances. This study seeks to bridge the gap in the research by examining the relationships that both techniques have with extraneous cognitive load. The results obtained through survey analysis of university students taking online courses show that sequencing content and fading instruction over the course of a semester had a negative relationship with extraneous load. These results are explained against the backdrop of conflicting research, and recommendations are presented to reduce extraneous processing within the learning environment.

摘要

排序内容和逐渐消失的教学支持都是脚手架技术，旨在使学习者更容易处理信息。虽然排序内容在解决问题之前将问题分成可管理的部分，但教学的淡化会逐渐减少解决问题之前的教学支持。尽管认知负荷研究通常支持这两种技术都可以最大限度地减少无关处理的概念，但一些研究表明它们在某些情况下会导致认知负荷的增加。本研究旨在通过检查这两种技术与外来认知负荷的关系来弥合研究中的差距。通过对参加在线课程的大学生的调查分析获得的结果表明，在一个学期的课程中排序内容和淡化教学与外来负荷呈负相关。这些结果在相互矛盾的研究背景下进行了解释，并提出了减少学习环境中无关处理的建议。