Understanding learning difficulties-A predictive research model
Bibliographic Data
| ID | 4973140 |
|---|---|
| Authors | A H Johnstone (University of Glasgow), H El-Banna, Hamdy Abdel-Azeem M El-Banna (University of Glasgow) |
| Year | 1989 |
| Volume | 14 |
| Issue | 2 |
| Pages | 159-168 |
| Publication date | 1989-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075078912331377486 |
| OpenAlex | W2093937917 |
| Language | EN |
| Citations received | 2 |
| References cited | 2 |
This paper arises from investigations of the topics in science which students perceive to be difficult. An information processing model is described which relates student performance to the amount of information to be processed in a learning or problem-solving situation. When the student working memory capacity is exceeded, there is a sharp drop in performance, but some students (〈/i>10%) continue to operate efficiently with problems which exceed their capacity; they are probably employing chunking devices that enable them to reduce the problem demand to less than their limit of capacity. Empirical measurements give support to the model and suggest hypotheses for future research
Empirical research · Machine learning · Mathematics education · Computer Science · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Mathematics · Psychology · Visual and Cognitive Learning Processes · Artificial Intelligence
| Citations per year | 0.06 |
|---|---|
| Citation span | 1991 - 2016 (26) |
| Highly cited | No |