Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance

Toni Hatten-Roberts, Jason M. Lodge

Research output: Other contribution to conferencePoster

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.
Original languageEnglish
Pages1423-1424
Number of pages2
Publication statusPublished - 2018
Event13th International Conference of the Learning Sciences : ICLS 2018 - University College London, London, United Kingdom
Duration: 23 Jun 201827 Jun 2018
http://ccl.northwestern.edu/2018/ICLS2018Volume3_proceedings.pdf

Conference

Conference13th International Conference of the Learning Sciences
Abbreviated titleRethinking Learning in the Digital Age: Making the Learning Sciences Count
CountryUnited Kingdom
CityLondon
Period23/06/1827/06/18
Internet address

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    Hatten-Roberts, T., & Lodge, J. M. (2018). Can speaking make learning easier? Verbal rehearsal effects on cognitive load, learning efficacy and performance. 1423-1424. Poster session presented at 13th International Conference of the Learning Sciences , London, United Kingdom. http://ccl.northwestern.edu/2018/ICLS2018Volume3_proceedings.pdf