The effects of databases as cognitive tools in a multimedia problem-based learning environment
Year: 2005
Type: dissertation
Abstract: Computer-based cognitive tools can offer learners an intellectual partnership that \ntranscends the limitation of human cognition, such as limitations to memory, thinking, \nand problem solving. Databases, for example, can function as cognitive tools because of \ntheir organized and searchable nature. The purpose of this study is to examine the \npotential of databases to function as cognitive tools to promote cognitive skill acquisition, \nshare learners’ cognitive load, and impact learning. A total of 98 students from 6 intact \nsixth grade science classes at a suburban middle school in the southern United States \nparticipated in the study. 57.9% of the participants were Caucasian, 24% were Hispanic, \n18% were African American, and 0.01% were Asian. The six classes were assigned to \none of three treatment conditions: (a) online database, (b) paper-based database, (c) no \ndatabase. All groups completed a 3-week instructional program using the same version of \nAlien Rescue, a multimedia learning environment, which contains the same content and \ntools. Measures of task difficulty rating, instructional efficiency, transfer, and factual \nknowledge recall were administered to evaluate learners’ cognitive load, cognitive skills, \nand overall performance. \nStudents in online database groups received positive and higher instructional \nefficiency scores, which indicated a more efficient allocation of cognitive load. Online \ndatabase groups also received significantly higher scores on cognitive skill transfer test \nthan did students in both paper-based database and non-database groups. In addition, \nstudents in online database groups scored significantly higher on achievement tests than \nboth the paper-based database and non-database groups. The results support researcher’s \nhypothesis that the online database tool can reduce learners’ extraneous cognitive load \nand increase learners’ germane cognitive load; support the transfer of cognitive skills; \nand help learners perform better in a multimedia learning environment. However, future \nresearch is needed to confirm the results and to further investigate the effects of \nindividual differences on learning using database tools.
Institution: The University of Texas at Austin
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2164188081