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Relationship between cognitive load,...

Garnica, Mary.

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Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design./
Author:	Garnica, Mary.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2788.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412479
ISBN:	9781124109763

Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design.
Garnica, Mary.

Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design. - 116 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2788.

Thesis (Ph.D.)--Capella University, 2010.

The purpose of this study was to, quantitatively, determine a correlation between cognitive load, as measured by the Cognitive Load Scale (CLS), and one indicator of plagiarism. The study required that student participants complete a final written assignment similarity score of Turnitin(TM) software. This study further determined the correlation between the task complexity, as measured by the Task Complexity Index (TCI), and one indicator of plagiarism which resulted in a final written assignment similarity score of Turnitin(TM) software among a cohort of college and university students. In this study, fifty-three student volunteers from colleges and universities completed the CLS and TCI questionnaires and a demographic survey. Following the collection of the questionnaires and the demographic survey, students submitted a course paper which was assessed by Turnitin(TM). The Similarity Index was computed. It measured the level of plagiarized material score for each participant. The results of this study indicated that (a) participants with higher cognitive load scores also tended to have higher plagiarism scores, and (b) there was no relationship between task complexity and plagiarism scores. Based on these results, there appeared to be a relationship between cognitive load and plagiarism. It is not clear, however, whether one causes the other. A more comprehensive understanding of these relationships may allow instructional designers to design courses in ways that reduce the possibility of plagiarism. It is recommended that future research include a component that utilizes aggregated data from a larger college and university community. In order to provide more validity with this type of study, it is also recommended that a quantitative study that does not include both graduate students and undergraduate students is conducted.

ISBN: 9781124109763Subjects--Topical Terms:

1669073
Education, Instructional Design.

Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design.
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020 $a 9781124109763
035 $a (UMI)AAI3412479
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100 1 $a Garnica, Mary. $3 1674330
245 1 0 $a Relationship between cognitive load, task complexity, and indicators of plagiarism: Implications for instructional design.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2788.
500 $a Adviser: Glenn Shepherd.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a The purpose of this study was to, quantitatively, determine a correlation between cognitive load, as measured by the Cognitive Load Scale (CLS), and one indicator of plagiarism. The study required that student participants complete a final written assignment similarity score of Turnitin(TM) software. This study further determined the correlation between the task complexity, as measured by the Task Complexity Index (TCI), and one indicator of plagiarism which resulted in a final written assignment similarity score of Turnitin(TM) software among a cohort of college and university students. In this study, fifty-three student volunteers from colleges and universities completed the CLS and TCI questionnaires and a demographic survey. Following the collection of the questionnaires and the demographic survey, students submitted a course paper which was assessed by Turnitin(TM). The Similarity Index was computed. It measured the level of plagiarized material score for each participant. The results of this study indicated that (a) participants with higher cognitive load scores also tended to have higher plagiarism scores, and (b) there was no relationship between task complexity and plagiarism scores. Based on these results, there appeared to be a relationship between cognitive load and plagiarism. It is not clear, however, whether one causes the other. A more comprehensive understanding of these relationships may allow instructional designers to design courses in ways that reduce the possibility of plagiarism. It is recommended that future research include a component that utilizes aggregated data from a larger college and university community. In order to provide more validity with this type of study, it is also recommended that a quantitative study that does not include both graduate students and undergraduate students is conducted.
590 $a School code: 1351.
650 4 $a Education, Instructional Design. $3 1669073
690 $a 0447
710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Shepherd, Glenn, $e advisor
790 1 0 $a Rynerson, Kim $e committee member
790 1 0 $a Moshinski, James $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412479