The Effects of Isolated-interacting Elements in Instructional Design on Senior High School Students’ Cognitive Load and Learning Outcomes
碩士 === 國立臺北教育大學 === 課程與教學研究所 === 102 === Based on the cognitive load theory, this study attempted to explore the effects of the type of instructional design (isolated-interacting elements and interacting elements) and the level of students’ prior knowledge (high prior knowledge and low prior knowled...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2013
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/67604965798666264858 |