Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generallymeasured in terms of intended outcomes. This article argues for the use of additional, more general measures to obtain a more complete impression of the effects of ICT-tools. The first study presented in this article shows why tools should not only be studied in terms of their specific intended outcomes, but also in terms of their effects on working memory, and the cognitive mechanisms needed to achieve the intended outcomes. The second study uses cognitive load measurements and stimulated recall interviews to obtain amore comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitativemeasures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.
|Number of pages||20|
|Journal||Etr&D-Educational Technology Research and Development|
|Publication status||Published - 2008|
- Cognitive load
- Stimulated recall interviews
- Complex problem solving
- Common ground