Instructional Efficiency: Revisiting the Original Construct in Educational Research

By Tamara van Gog, Fred Paas. 2008

471 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e101f1d3f8e5190c8bb6b8d5c597f698b00ebfbb

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning (2009, methodology): “Jong & van der Hulst, 2002; Shapiro, 1999 ) and the construction of a macro-structural”
Conceptions of Efficiency: Applications in Learning and Problem Solving (2010, background): “A number of recent studies have provided important insights about ways to measure and improve instructional efficiency ( Tuovinen & Paas, 2004 ; Gog & Paas, 2008 ), and about how different variables affect problem-solving efficiency ( Hoffman & Schraw, 2009 ; Paas, Tuovinen, van Merrienboer, & Dar”
Cognitive Load and Working Memory in Multimedia Learning: Conceptual and Measurement Issues (2019, background): “…about whether such measures are sufficiently sensitive to discriminate between the different types of cognitive load and whether the subjective perceptions of task difficulty and mental effort are related to the actual cognitive load (e.g., Ayres, 2006; Br€unken et al., 2003; van Gog & Paas, 2008).”
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load (2010, background): “For example, van Gog and Paas (2008) have discussed whether cognitive load should be measured during a learning or a test phase depending on the category of cognitive load.”
It’s All a Matter of Perspective: Viewing First-Person Video Modeling Examples Promotes Learning of an Assembly Task (2017, unknown): “We can conclude though, that the first-person perspective was more efficient, given that better test performance is reached with similar levels of effort invested in example study and test performance (van Gog & Paas, 2008).”
Getting the point: Tracing worked examples enhances learning (2015, methodology): “The design of this scale was informed in several ways by the previous attempt made by Van Loon-Hillen et al. (2012) to measure young participants’ perceived cognitive load using a 4-point illustrated self-rating scale.”
Differential effects of problem-solving demands on individual and collaborative learning outcomes. (2011, methodology): “Paas and Van Merriënboer’s (1993) computational approach (see Van Gog & Paas, 2008) was used to calculate learning efficiency as a function of instructional format.”
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings (2015, methodology): “…(Rheinberg et al. 2001) are answered on 7-point rating scales, and because these have been used for effort measures as well (see the review by Van Gog and Paas 2008), we decided to apply this shorter scale to our effort item as well to make the answer format more coherent for participants and to…”
Bridging Cognitive Load and Self-Regulated Learning Research: A complementary approach to contemporary issues in educational research (2017, methodology): “For an overview of possibilities for relating cognitive load to performance and for computing efficiency and task involvement measures, see Van Gog and Paas (2008).”
Development of an instrument for measuring different types of cognitive load (2013, methodology): “…Paas’s (1992) nine-point mental effort rating scale have been used intensively (for reviews, see Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Van Gog & Paas, 2008) and have been identified as reliable and valid estimators of overall CL (Ayres, 2006; Paas, Ayres, & Pachman, 2008; Paas,…”
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning (2012, methodology): “Whereas worked examples are primarily based on a written account of a model’s problem-solving procedure, modeling examples involve observing a model performing the task, which can take a variety of forms, not only live observation, but also watching a video inwhich the model is visible (e.g., Braaks”
Using Electroencephalography to Measure Cognitive Load (2010, methodology): “Thus, subjective rating scales do not give insight into fluctuations in instantaneous load over time, unless they are applied repeatedly within a task, which has been done with tasks of varying duration (e.g., Ayres 2006; Experiment 1 by Van Merriënboer et al. 2002).”
Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect (2011, methodology): “Paas and van Merriënboer’s (1993; see Van Gog & Paas, 2008) computational approach was used to calculate efficiency as a function of task complexity.”