000			01751nam a2200253Ia 4500
008			180926s2017 xx 000 0 und d
040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aSithole, Seedwell T. M.
245		0	_aBenefits of guided self-management of attention on learning accounting / _cSeedwell T. M. Sithole, Paul Chandler, Indra Abeysekera, Fred Paas
260			_cFebruary 2017
336			_atext
337			_aunmediated
338			_avolume
440			_n109 : 2, page 220-232 _aJournal of Educational Psychology
520			_aThis research investigated the effects of 3 instructional design formats on learning introductory accounting. In accordance with cognitive load theory, it was predicted that students who would learn with a guided self-managed instructional design format would outperform students who would learn with a conventional split-attention format or an integrated format on a recall test and a transfer test. In the guided self-management condition students were instructed to reorganize text and diagrams to reduce the need to search the solution steps within the text and match them with corresponding parts of the diagram, thereby freeing cognitive resources for learning. The results of an experiment conducted with 123 undergraduate university students confirmed the hypothesis by consistently demonstrating that students in the guided self-managed condition outperformed students in the integrated and split-attention conditions on the recall and transfer tests.
521			_aPsychology.
650			_aAccounting.
650			_aCognitive load theory.
650			_aGuided self-management.
650			_aLearning,
650			_aSplit attention.
942			_2lcc _cA
998			_c82352 _d140715
999			_c78894 _d78894