文章基本信息

标题：Subjective Cognitive Workload, Interactivity and Feedback in a Web-based Writing Program
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作者：Lisa Emerson ; Bruce R. MacKay :
期刊名称：Journal of University Teaching and Learning Practice
印刷版ISSN：1449-9789
出版年度：2006
卷号：3
期号：1
页码：1-14
出版社：University of Wollongong
摘要：This investigation compares and analyses the experiences and subjective cognitive workload of students undertaking a lesson on an aspect of micro-level writing skills in a web-based and paper-based version. Both versions of the lesson were based on the principles of interactive learning, specifically on a modified version of Chou's (2003) model. The analysis is based on two quantitative and qualitative questionnaires and subjective cognitive workload is examined using the NASA-TLX. Analysis showed that while students were positive about the lesson in both modes, they experienced a higher subjective cognitive workload with the web-based lesson. The paper speculates that this difference may be accounted for by different approaches to providing feedback to students, and suggests that this factor be tested by future research.