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https://repository.isls.org//handle/1/658| Title: | Can Speaking Make Learning Easier? Verbal Rehearsal Effects on Cognitive Load, Learning Efficacy and Performance |
| Authors: | Hatten-Roberts, Toni M. Lodge, Jason M. |
| Issue Date: | Jul-2018 |
| Publisher: | International Society of the Learning Sciences, Inc. [ISLS]. |
| Citation: | Hatten-Roberts, T. M. & Lodge, J. M. (2018). Can Speaking Make Learning Easier? Verbal Rehearsal Effects on Cognitive Load, Learning Efficacy and Performance. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. |
| Abstract: | Abstract: In the study reported here, the effectiveness of verbal rehearsal as a learning strategy that could mediate extraneous load effects and increase learning was examined within the research area of Cognitive Load Theory. While the learning outcomes between the groups did not differ significantly, participants who verbally rehearsed the material found learning the new material less challenging and reported lower levels of cognitive load. Results imply verbal rehearsal may be an effective method to enhance learning. |
| URI: | https://doi.dx.org/10.22318/cscl2018.1423 https://repository.isls.org//handle/1/658 |
| Appears in Collections: | ICLS 2018 |
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