Understanding depends on the degree of interaction among elements of information¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1998 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across five experiments, results including cognitive-load measures indicated that understanding depends on the degree of interaction among the elements of the instructed material. → Marcus 1998

Evidence¶

Marcus 1998¶

Marcus, N. (1998). Understanding Instructions. PhD thesis, University of New South Wales. https://hdl.handle.net/1959.4/70247

q2 · i? · causal · r?

Summary of the thesis's five-experiment programme (resistor problems in Experiments 1-4; angle construction tasks in Experiment 5), reported in the abstract with cognitive-load measures. The thesis reports that "Results, including measures of cognitive load, suggested that understanding depends on the degree of interaction among elements of information."

"Results, including measures of cognitive load, suggested that understanding depends on the degree of interaction among elements of information."

Discussion¶

Related Claims¶

• Incorporating interacting elements into a diagrammatic schema reduces cognitive load and enhances understanding — related
• Cognitive Overload Degrades Learning — related
• The worked example effect is explained by reduced element interactivity relative to problem solving, and reverses with expertise — related
• Split-attention and redundancy effects occur for high element interactivity material but disappear for low element interactivity material — related