• Publications
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The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
The knowledge required to solve algebra manipulation problems and procedures designed to hasten knowledge acquisition were studied in a series of five experiments. It was hypothesized that, as occurs
Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
A series of experiments were carried out in which algebra transformation and algebra word problems were used to investigate relations between schema acquisition and rule automation on learning and transfer, hypothesized that schema acquisition would precede rule automation and that it would have a st-like effect.
Research into Cognitive Load Theory and Instructional Design at UNSW
Cognitive load theory is an instructional theory generated by this field of research that describes learning structures in terms of an information processing system involving long term memory and working memory, which performs the intellectual tasks associated with consciousness.
Cognitive load theory as an aid for instructional design
This paper attempts to draw together several recent findings in educational psychology that have led to the development and application of cognitive load theory to the format of instruction (Chandler
Introductory programming courses in Australia and New Zealand in 2013 - trends and reasons
The results indicate a trend towards the adoption of Python for Introductory Computer Programming courses and that this language is being used in a structured approach for programming.
Trends in introductory programming courses in Australian universities: languages, environments and pedagogy
Results of this study are compared with two censuses previously conducted during 2001 and 2003, to identify trends in student numbers, programming language and environment/tool use, paradigms taught, instructor experience, text used and time spent on problem solving strategies in lectures and tutorials.
Applying cognitive load theory to the redesign of a conventional database systems course
Cognitive load theory (CLT) was used to redesign a Database Systems course for Information Technology students to address poor student performance and low satisfaction, and to provide a more relevant foundation in database design and use for subsequent studies and industry.
Mindstorms robots and the application of cognitive load theory in introductory programming
Cognitive load theory was applied to the instructional design of introductory programming workshops, and a controlled experiment was conducted investigating aspects of the interface, indicating that a truncated interface led to better learning by novice programmers as measured by test performance by participants.
Why the bottom 10% just can't do it: mental effort measures and implication for introductory programming courses
This paper reports the results of mental effort measures and comments collected as part of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months