An Exploration of Instructional Design and Its Effectiveness of Using Cognitive Load Perspective into Electronics Experiment Course-Reference-Cited by-同舟云学术

An Exploration of Instructional Design and Its Effectiveness of Using Cognitive Load Perspective into Electronics Experiment Course

Published:2022-12 Issue: Volume: Page:
ISSN:
Container-title:2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
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Author:

Chang Pei-Hua¹,Cheng Su-Fen²,Cheng Chi-Wei³,Tang Jing-Jou⁴,Tzeng Ching-Biau¹

Affiliation:

1. Kun Shan University,Department of Electronic Engineering,Tainan City,Taiwan

2. Kaohsiung Medical University,Department of Medical Sociology and Social Work,Kaohsiung City,Taiwan

3. National Dong Hwa University,Department of Indigenpus Affairs and Development,Hualien City,Taiwan

4. Southern Taiwan University of Science and Technology,Department of Electronic Engineering,Tainan City,Taiwan

Funder

Ministry of Education

Publisher

IEEE

Link

http://xplorestaging.ieee.org/ielx7/10147906/10148184/10148366.pdf?arnumber=10148366

Reference15 articles.

1. Encountering the expertise reversal effect with a computer-based environment on electrical circuit analysis

2. Exploring the influence of mathematic problem design and metacognitive strategy instruction on the mathematic problem solving of the fifth and sixth grade students—with particular reference to the cognitive load theory;kuo,2006

3. Assimilating complex information

4. Levels of Expertise and Instructional Design

5. Cognitive Load Theory and Its Implications for Instruction;chen;(in Chinese) Educational Rev,2003

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