Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness

Document Type

Conference Proceeding

Publication Date

10-2015

Department

Teaching & Educational Leadership

Abstract

This study examined the effect of interactive learning material on students’ cognitive load, metacognitive awareness and self-efficacy. Findings in this study showed that there was a strong and positive correlation between students’ self- efficacy after completing the online module and test scores in an online setting. Lower students’ self-efficacy was associated with higher cognitive load perception. Hence, students with little confidence in carrying out the tasks perceived the lesson as difficult.

First Page

759

Last Page

766

Publication Title

Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education

Publisher

Association for the Advancement of Computing in Education (AACE)

ISBN

9781939797209

Comments

Callaway, R., Ibrahim, M. & Teutsch, K. (2015). Assessing the Correlations Among Interactive Learning Material, Self-efficacy, Cognitive Overload, and Metacognitive Awareness. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 759-766). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE).https://www.learntechlib.org/primary/p/152090/.

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