Cognitive load measurements and stimulated recall interviews for studying the effects of information and communications technology.

P.J. Beers, H.P.A. Boshuizen, P.A. Kirschner, W. Gijselaers, J. Westendorp

Research output: Contribution to journalArticleAcademicpeer-review

22 Citations (Scopus)

Abstract

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured 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 a more comprehensive view of the effects of learning tools. Results suggest that traditional outcome measures need to be complemented with quantitative and qualitative measures of cognitive processes to substantiate conclusions about intended effects of ICT-tools.
Original languageEnglish
Pages (from-to)309-328
JournalEducational Technology Research and Development
Volume56
Issue number3
DOIs
Publication statusPublished - 2008

Keywords

  • knowledge construction
  • design
  • argumentation

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