Authors:
Giuliano Orru
1
;
Federico Gobbo
2
;
Declan O'Sullivan
3
and
Luca Longo
4
Affiliations:
1
Dublin Institute of Technology, Ireland
;
2
University of Amsterdam and University of Turin, Netherlands
;
3
The University of Dublin, Trinity College and ADAPT: The Global Centre of Excellence for Digital Content and Media Innovation, Ireland
;
4
Dublin Institute of Technology and ADAPT: The Global Centre of Excellence for Digital Content and Media Innovation, Ireland
Keyword(s):
Cognitive Load Theory, Cognitive Load Measurement, Cognitivism, Social Constructivism, Trigger Questions, Concept Maps, Performance, Efficiency.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
Instructional Design
;
Learning/Teaching Methodologies and Assessment
;
Metrics and Performance Measurement
Abstract:
Social constructivism is grounded on the construction of information with a focus on collaborative learning through social interactions. However, it tends to ignore the human mental architecture, pillar of cognitivism. A characteristic of cognitivism is that instructional designs built upon it are generally explicit, contrarily to constructivism. This position paper proposes a novel learning task that is aimed at combining both the approaches through the use of trigger questions in a collaborative activity executed after a traditional delivery of instructions. To evaluate this new task, a metric of efficiency based upon a measure of mental workload and a measure of performance is proposed. The former measure is taken from Ergonomics, and two well know subjective self-reporting mental workload assessment techniques are envisioned. The latter measure is taken from an objective quantitative assessment of the performance of learners employing concept maps.