Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL.
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| Title: | Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL. |
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| Authors: | Mills, Robert J.1 (AUTHOR) bob.mills@usu.edu, Beaulieu, Tanya Y.2 (AUTHOR), Feldon, David F.3 (AUTHOR), Olsen, David H.1 (AUTHOR) |
| Source: | Decision Sciences Journal of Innovative Education. Apr2020, Vol. 18 Issue 2, p313-338. 26p. 2 Color Photographs, 1 Black and White Photograph, 10 Charts, 5 Graphs. |
| Subject Terms: | *Cognitive load, *Effective teaching, *Concept learning, *Law students, *School discipline, SQL |
| Abstract: | For some time, there has been a call for cross‐disciplinary teaching within the business disciplines. With the rise of data and analytics, there is an opportunity for cross‐disciplinary teaching by integrating technology throughout the business curriculum. However, many business professors have little experience in cross‐disciplinary teaching. We hope to rectify this by introducing an approach that uses prelecture material to prepare students for learning concepts and terms that are not core to the focal class. In a study that combines Structured Query Language (SQL) coding with an audit principle called Benford's Law, we analyze the impact of adding prelecture material about Benford's Law on student's cognitive load, knowledge gained, and instructional efficiency. Results indicate that students who received a prelecture on Benford's Law outperformed the control group in performance measures related to Benford's Law, and that the instructional efficiency on Benford's Law was also higher for the treatment group. We did not find any significant differences in cognitive load between the two groups, nor did the treatment group perform significantly better when tested on the SQL concepts. We conclude that cross‐discipline teaching is a fine balance between each discipline and communicating to students the importance of both disciplines is key. [ABSTRACT FROM AUTHOR] |
| Copyright of Decision Sciences Journal of Innovative Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 143331051 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mills%2C+Robert+J%2E%22">Mills, Robert J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bob.mills@usu.edu</i><br /><searchLink fieldCode="AR" term="%22Beaulieu%2C+Tanya+Y%2E%22">Beaulieu, Tanya Y.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Feldon%2C+David+F%2E%22">Feldon, David F.</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Olsen%2C+David+H%2E%22">Olsen, David H.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Decision+Sciences+Journal+of+Innovative+Education%22">Decision Sciences Journal of Innovative Education</searchLink>. Apr2020, Vol. 18 Issue 2, p313-338. 26p. 2 Color Photographs, 1 Black and White Photograph, 10 Charts, 5 Graphs. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+load%22">Cognitive load</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Law+students%22">Law students</searchLink><br />*<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br /><searchLink fieldCode="DE" term="%22SQL%22">SQL</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: For some time, there has been a call for cross‐disciplinary teaching within the business disciplines. With the rise of data and analytics, there is an opportunity for cross‐disciplinary teaching by integrating technology throughout the business curriculum. However, many business professors have little experience in cross‐disciplinary teaching. We hope to rectify this by introducing an approach that uses prelecture material to prepare students for learning concepts and terms that are not core to the focal class. In a study that combines Structured Query Language (SQL) coding with an audit principle called Benford's Law, we analyze the impact of adding prelecture material about Benford's Law on student's cognitive load, knowledge gained, and instructional efficiency. Results indicate that students who received a prelecture on Benford's Law outperformed the control group in performance measures related to Benford's Law, and that the instructional efficiency on Benford's Law was also higher for the treatment group. We did not find any significant differences in cognitive load between the two groups, nor did the treatment group perform significantly better when tested on the SQL concepts. We conclude that cross‐discipline teaching is a fine balance between each discipline and communicating to students the importance of both disciplines is key. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Decision Sciences Journal of Innovative Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=143331051 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/dsji.12206 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 26 StartPage: 313 Subjects: – SubjectFull: Cognitive load Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Concept learning Type: general – SubjectFull: Law students Type: general – SubjectFull: School discipline Type: general – SubjectFull: SQL Type: general Titles: – TitleFull: Implications of Prelecture Material on Cognitive Load and Instructional Effectiveness in Cross‐Disciplinary IS Education: The Nexus of Benford's Law and SQL. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mills, Robert J. – PersonEntity: Name: NameFull: Beaulieu, Tanya Y. – PersonEntity: Name: NameFull: Feldon, David F. – PersonEntity: Name: NameFull: Olsen, David H. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 15404595 Numbering: – Type: volume Value: 18 – Type: issue Value: 2 Titles: – TitleFull: Decision Sciences Journal of Innovative Education Type: main |
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