Olivia Chen
Biographic Data
| ID | 301683 |
|---|---|
| NAME | Olivia Chen |
| GIVEN NAMES | Olivia |
| FAMILY NAME | Chen |
| SIGNATURE | CHEN O |
| AFFILIATIONS | University of Leeds |
| ORCID | 0000-0001-9645-1946 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The Relationship Between Cognitive Offloading and the Transient Information Effect
Within the Cognitive Load Theory framework, the transient information effect suggests that learning with transient information before learners can adequately process the information reduces performance, compared to learning information presented in a non-transient way. Cognitive offloading is a process whereby people externalise internal information onto the environment, making the information more accessible and so less transient, supporting tas…
Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives
Research has advocated for the use of incorrect worked examples targeting specific conceptual barriers to enhance learning. From the perspective of cognitive load theory, we examined the relationship between instructional efficiency (correct and incorrect worked examples [CICWEs] vs. worked examples [WEs] vs. problem-solving [PS]), levels of expertise (low vs. high), and belief in achievement best (realistic vs. optimal) in learning linear equati…
Why is secondary mathematics difficult to learn? Perspectives from in-service teachers and cognitive load theory
Background Secondary mathematics learning presents significant difficulties for many students, yet the sources of this complexity remain inadequately understood. Objective: This study investigates complexity sources in secondary mathematics by examining the relationship between in-service teachers’ perspectives and cognitive load theory’s concept of element interactivity. Methods: Semi-structured interviews were conducted with experienced seconda…
Problem-solving support and instructional sequence: Impact on cognitive load and student performance
The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective
The interleaving effect indicates that students learn better from multiple areas that are interleaved rather than blocked. Two experiments tested the hypothesis that the effect is because interleaving facilitates comparisons between areas and is a variation of the variability effect that increases intrinsic cognitive load. Experiment 1 used an interleaved design with two obviously different topics and found no interleaving effect. Experiment 2 us…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Integrating cognitive load theory with other theories, within and beyond educational psychology
Background and AimsThe long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretic…
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching
BackgroundResearch regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners' delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support.AimsThe purpose of the study was to investigate the interactivity of teaching by comparing peer t…
Mental Health in the Time of Covid-19: Structural Violence, the Mindful Body, and Teen Advocacy
This essay describes a film that was produced for a community-engaged research project in a Spring 2020 Medical Anthropology course. The authors collaborated with the Society for the Prevention of Teen Suicide (SPTS) to make a video on how to practice mental well-being during the COVID-19 pandemic. The film can be viewed at https://commons.princeton.edu/ant240-s20/program-for-community-engaged-scholarship-proces-projects/educating-teens-to-preven…
Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences
BackgroundThe worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Integrating cognitive load theory with other theories, within and beyond educational psychology
Background and AimsThe long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretic…
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching
BackgroundResearch regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners' delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support.AimsThe purpose of the study was to investigate the interactivity of teaching by comparing peer t…
Mental Health in the Time of Covid-19: Structural Violence, the Mindful Body, and Teen Advocacy
This essay describes a film that was produced for a community-engaged research project in a Spring 2020 Medical Anthropology course. The authors collaborated with the Society for the Prevention of Teen Suicide (SPTS) to make a video on how to practice mental well-being during the COVID-19 pandemic. The film can be viewed at https://commons.princeton.edu/ant240-s20/program-for-community-engaged-scholarship-proces-projects/educating-teens-to-preven…
Element interactivity as a factor influencing the effectiveness of worked example-problem solving and problem solving-worked example sequences
BackgroundThe worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity…
The benefits of teaching on comprehension, motivation, and perceived difficulty: Empirical evidence of teaching expectancy and the interactivity of teaching
BackgroundResearch regarding teaching expectancy has been mostly conducted in research laboratories with college students. These studies provide insufficient evidence regarding its effect on learners' delayed comprehension. Moreover, the relative superiority of teaching a peer face to face compared to teaching an imagined peer lacks empirical support.AimsThe purpose of the study was to investigate the interactivity of teaching by comparing peer t…
Mental Health in the Time of Covid-19: Structural Violence, the Mindful Body, and Teen Advocacy
This essay describes a film that was produced for a community-engaged research project in a Spring 2020 Medical Anthropology course. The authors collaborated with the Society for the Prevention of Teen Suicide (SPTS) to make a video on how to practice mental well-being during the COVID-19 pandemic. The film can be viewed at https://commons.princeton.edu/ant240-s20/program-for-community-engaged-scholarship-proces-projects/educating-teens-to-preven…
The Relationship between Interleaving and Variability Effects: A Cognitive Load Theory Perspective
The interleaving effect indicates that students learn better from multiple areas that are interleaved rather than blocked. Two experiments tested the hypothesis that the effect is because interleaving facilitates comparisons between areas and is a variation of the variability effect that increases intrinsic cognitive load. Experiment 1 used an interleaved design with two obviously different topics and found no interleaving effect. Experiment 2 us…
Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both…
Integrating cognitive load theory with other theories, within and beyond educational psychology
Background and AimsThe long-standing aim of cognitive load theory (CLT) has been to generate instructional design principles that show teachers how to instruct students effectively, based on knowledge of the intricacies of human cognitive architecture. Historically, the focus of CLT has been on identifying cognitive processes related to learning and instruction. However, the theory has become more multidisciplinary over time, drawing on theoretic…
Problem-solving support and instructional sequence: Impact on cognitive load and student performance
Can Correct and Incorrect Worked Examples Supersede Worked Examples and Problem-Solving on Learning Linear Equations? An Examination from Cognitive Load and Motivation Perspectives
Research has advocated for the use of incorrect worked examples targeting specific conceptual barriers to enhance learning. From the perspective of cognitive load theory, we examined the relationship between instructional efficiency (correct and incorrect worked examples [CICWEs] vs. worked examples [WEs] vs. problem-solving [PS]), levels of expertise (low vs. high), and belief in achievement best (realistic vs. optimal) in learning linear equati…
Why is secondary mathematics difficult to learn? Perspectives from in-service teachers and cognitive load theory
Background Secondary mathematics learning presents significant difficulties for many students, yet the sources of this complexity remain inadequately understood. Objective: This study investigates complexity sources in secondary mathematics by examining the relationship between in-service teachers’ perspectives and cognitive load theory’s concept of element interactivity. Methods: Semi-structured interviews were conducted with experienced seconda…
The Relationship Between Cognitive Offloading and the Transient Information Effect
Within the Cognitive Load Theory framework, the transient information effect suggests that learning with transient information before learners can adequately process the information reduces performance, compared to learning information presented in a non-transient way. Cognitive offloading is a process whereby people externalise internal information onto the environment, making the information more accessible and so less transient, supporting tas…
Cognition (7 works) · Psychology (7 works) · Computer Science (6 works) · Cognitive Load (5 works) · Mathematics education (5 works) · Visual and Cognitive Learning Processes (5 works) · Innovative Teaching and Learning Methods (4 works) · Interactivity (3 works) · Artificial Intelligence (2 works) · Cognitive and developmental aspects of mathematical skills (2 works)