Bibliographic record
Abstract
Increasingly, students learn to use computer-based tools to support their coursework in science, engineering, technology, and mathematics (STEM) courses. A common educational strategy is to introduce the new tool along with new course material, having students learn the tool and the course material simultaneously. We looked at how two simultaneous learning goals affect students’ learning of a computer algebra system (CAS), a tool increasingly used in STEM education. The study described involved teaching a group of students some basic CAS commands through one of two sets of instructional materials that used different contextual examples, based on either familiar or unfamiliar mathematics, which theoretically, based on predictions of cognitive load theory, imposed different levels of cognitive load. The students’ learning of the CAS concepts was tested and their workload during learning and testing was measured. We showed that the students in the familiar math case performed better on a test of CAS concepts and that they reported a lower workload when completing the test. This result was consistent with the predictions of cognitive load theory. The results of this study point to the potential importance of managing the cognitive load of instructional material when training students in the use of advanced educational software systems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.160 | 0.064 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".