Abstract
Element interactivity is a construct used by cognitive load theory researchers to explain the complexity in learning tasks. Despite advances in cognitive load research, element interactivity in science problem solving has not been vastly studied. In this book chapter, we illustrate how element interactivity gives rise to different types of cognitive load (intrinsic, extraneous, and germane) when middle school students solve a complex science problem. Analyzing learning tasks in terms of element interactivity assesses their suitability for targeted students, thus lowering the chances of cognitive overload, and therefore facilitating the cognitive processes for effective learning.
| Original language | English |
|---|---|
| Title of host publication | Progress in education |
| Editors | Roberta V. Nata |
| Place of Publication | New York, NY |
| Publisher | Nova Science |
| Chapter | 7 |
| Pages | 185-203 |
| Number of pages | 19 |
| ISBN (Electronic) | 9781536145526 |
| ISBN (Print) | 9781536145519 |
| Publication status | Published - 2019 |
Publication series
| Name | Progress in education |
|---|---|
| Volume | 55 |
| ISSN (Print) | 1535-4806 |
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Cite this
Kadir, M. S., Yeung, A. S., & Forbes, A. (2019). Element interactivity as a construct for the analysis of science problem-solving processes. In R. V. Nata (Ed.), Progress in education (pp. 185-203). (Progress in education; Vol. 55). New York, NY: Nova Science.