Interactive Learning Tasks
Basically, a task is a piece of work to be done consisting of two elements – the question or problem and the solution. From a cognitive perspective, a task is a stimulus to which an individual responds in a certain way. Solving a task is thus an activity which requires individuals to perform a series of cognitive processes and actions in order to solve the problem and to produce an outcome representing the problem solution. A learning taskis a specifically designed task in which the series of cognitive operations and actions conducing to the production of the learning task outcome lead learners to be actively engaged in knowledge construction at various levels. First, learning task processing itself can directly contribute to knowledge construction by stimulating cognitive processes which strengthen or modify learners’ current mental representation of the particular subject...
- Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 9, pp. 89–132). New York: Academic Press.Google Scholar
- Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. J. G. van Merrienboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125–144). Mahwah: Lawrence Erlbaum.Google Scholar
- Proske, A., Körndle, H., & Narciss, S. (2004). The exercise format editor: A multimedia tool for the design of multiple learning tasks. In H. Niegemann, D. Leutner, & R. Brünken (Eds.), Instructional design for multimedia learning (pp. 149–164). Münster: Waxmann.Google Scholar
- van Merriënboer, J. J. G., & Dijkstra, S. (1997). The four-component instructional design model for training complex cognitive skills. In R. D. Tennyson, N. Seel, S. Dijkstra, & F. Schott (Eds.), Instructional design: International perspectives (Vol. 1, pp. 427–445). Hillsdale: Lawrence Erlbaum.Google Scholar