We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
Investigating Students' Answering Behaviors in a Computer-Based Mathematics Algebra Test: A Cognitive-Load Perspective.
- Authors
Wang, Jing-Fong; Wang, Tzu-Hua; Huang, Chao-Hsien
- Abstract
Computer-based testing is an emerging method to evaluate students' mathematics learning outcomes. However, algebra problems impose a high cognitive load due to requiring multiple calculation steps, which might reduce students' performance in computer-based testing. In order to understand students' cognitive load when answering algebra questions in a computer-based testing environment, three perspectives, element interactivity, practice effect, and individual differences, were investigated in this study. Seven levels of algebra exam questions were created using unary and simultaneous linear equations, and the inverse efficiency scores were employed as a measure of cognitive load in the study. Forty undergraduate and graduate students were tested. There were four findings: (1) As the element interactivity of test materials increased, the cognitive load increased rapidly. (2) The high-efficiency group had a lower cognitive load than the low-efficiency group, suggesting that the high-efficiency group had an advantage in a computer-based testing environment. (3) "Practice" has a considerable effect on reducing cognitive load, particularly in level 6 and 7 test items. (4) The low-efficiency group can reduce but not eliminate the gap with the high-efficiency group; they may require additional experience in a computer-based testing environment in order to improve reducing their cognitive load.
- Subjects
COGNITIVE load; ALGEBRA; SIMULTANEOUS equations; MATHEMATICS students; MATHEMATICS; FALSE discovery rate; COMPUTER adaptive testing
- Publication
Behavioral Sciences (2076-328X), 2022, Vol 12, Issue 8, pN.PAG
- ISSN
2076-328X
- Publication type
Article
- DOI
10.3390/bs12080293