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Abstract

This 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.

Item Type:	Article
Authors/Creators:	Sithole, STM and Paul, C and Abeysekera, I and Paas, F
Keywords:	accounting, accounting education, graphs, learning, presentation formats, recall, self-management, split-attention, tables, teaching accounting, transfer
Journal or Publication Title:	Journal of Educational Psychology
Publisher:	Amer Psychological Assoc
ISSN:	0022-0663
DOI / ID Number:	10.1037/edu0000127
Copyright Information:	Copyright 2016 American Psychological Association
Item Statistics:	View statistics for this item

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