Abstract
In computer supported teaching, the final test result was usually used to evaluate the teaching effectiveness. However, it was not easy to facilitate the students to make a significant progress in a short period. In this study besides the final test results, the cognitive load and non-test performances were also used to investigate the effectiveness of computer supported dynamic math teaching. Results indicated that though there was no significant difference in the final test results, computer supported dynamic math teaching performed significantly better in graphic related problems in non-test performances. Considering the combination results of the non-test performance and cognitive load, the computer supported dynamic math teaching method could facilitate more efficient learning.
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Zhang, L., Chan, N., Chu, Y. (2010). Cognitive Load Theory Based Effectiveness Evaluation on Dynamic Math Teaching. In: Tsang, P., Cheung, S.K.S., Lee, V.S.K., Huang, R. (eds) Hybrid Learning. ICHL 2010. Lecture Notes in Computer Science, vol 6248. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-14657-2_39
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DOI: https://doi.org/10.1007/978-3-642-14657-2_39
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