Abstract
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.
Original language | English |
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Pages (from-to) | 309-328 |
Number of pages | 20 |
Journal | Etr&D-Educational Technology Research and Development |
Volume | 56 |
Issue number | 3 |
DOIs | |
Publication status | Published - 2008 |
Keywords
- Cognitive load
- Stimulated recall interviews
- ICT-tools
- Complex problem solving
- Negotiation
- Common ground