Exploring how primary school students self-manage cognitive load

Authors

Chloe Gordon, University of WollongongFollow
Sharon Tindall-Ford, University of WollongongFollow
Shirley Agostinho, University of WollongongFollow

RIS ID

86934

Publication Details

Gordon, C., Tindall-Ford, S. & Agostinho, S. (2013). Exploring how primary school students self-manage cognitive load. The 6th International Cognitive Load Theory Conference (pp. 3-6). France: The CLLE Research Institute.

Abstract

The purpose of this study was to investigate whether primary school students (aged between 10-12 years) can manage their own cognitive load by being guided to self-manage split attention. This new direction in CLT builds on the work of Roodenrys, Agostinho, Roodenrys, and Chandler (2012), and Agostinho, Tindall-Ford, and Roodenrys (2013), that has examined self-management of the split-attention effect in a tertiary context.