student profile: Mr Michael Tang


Thesis work

Thesis title: Montessori in the New Millennium Pointing and Tracing for Learning: A Cognitive Load Perspective

Supervisors: Michael J JACOBSON , Paul GINNS

Thesis abstract:

Cognitive Load Theory is a contemporary instructional design theory aiming to create efficient learning environment through leveraging human cognitive resources (Sweller, Ayres, & Kalyuga, 2011; Sweller, Van Merrie?nboer, & Paas, 1998). Geary’s (2008; 2011) evolutionary view of human architecture has inspired cognitive load theorists to speculate that some forms of biologically primary knowledge acquired through evolution would support learning information not acquired through evolution, the biologically secondary knowledge (Paas & Sweller, 2012). As examples of biologically primary knowledge, gestures are sensorimotor actions that have been demonstrated to assist the acquisition of biologically secondary knowledge; thus, for example, co-speech gestures have been found to not only facilitate communicative process (Alibali, Kita, & Young, 2000; Goldin-Meadow, 2003;), but also to change the nature of cognitive processing. The proposed programme of experiments aims to expand the scope of CLT by testing how pointing and tracing gestures affect students’ cognitive load and subsequent understanding of primary school level water cycle topics (also known as the hydrological cycle in some studies). In addition, the programme of experiments aims to understand the mechanism behind gesturing’s effect on learning through analysis of the information provided by the verbal protocol technique (Ericsson & Simon, 1993). 

Note: This profile is for a student at the University of Sydney. Views presented here are not necessarily those of the University.