Eight-session CLT-based thermodynamics educational software¶

Element · All elements
Evidence · 3 claims (2 for, 1 mixed) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

A desktop-based, guided learning module of eight sessions covering the thermodynamics unit of General Chemistry II, developed for individual self-paced learning with exercises and feedback. "The content of educational software was arranged according to some principles of CLT, including the goal-free effect, worked example effect, completion problem effect, split-attention effect, modality effect, and redundancy effect." Texts paired with visuals were voiced, students used individual headphones, and learners controlled transitions between interfaces. The draft was reviewed by eight experts and piloted before the main study.

Design Implications¶

Context¶

Requirements¶

• Individual headphones and a computer lab are used so students are not distracted; the software is desktop-based to avoid internet interruptions.

Constraints¶

• The software was developed for a specific target audience — first-year chemistry department students taking General Chemistry II.

Target Learners¶

• first-year university chemistry students

Target Learning Goals¶

• learning thermodynamics concepts and laws at retention and transfer levels

Affordances¶

• Element Interactivity Complexity Criterion Clt

Claims¶

• The CLT-based design produced higher effective learning scores at retention and transfer, while achievement effective learning scores were nearly equal between groups [+W]
• In one study of 37 thermodynamics freshmen, a CLT-based instructional design yields higher retention and transfer scores than lecturer-designed instruction, controlling for prior knowledge and memory span [+W]
• No significant difference between groups on the thermodynamics achievement post-test or cognitive load scale after CLT-based versus lecturer-designed instruction [~W]

Related Elements¶

Examples¶

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Key Sources¶

• Kala, N., & Ayas, A. (2023). Effect of instructional design based on cognitive load theory on students' performances and the indicators of element interactivity. Journal of Turkish Science Education, 20(3), 468-489. https://doi.org/10.36681/tused.2023.027