Support as a mediator of the impact of cognitive load on students’ e-portfolio learning outcomes

Chin-Hung Lin1, Shu-Ching Yang2, Chin-Chi Lai3
1Department of Information Management, Chung Chou University of Science and Technology, Taiwan
2Department of Accounting Information, Aletheia University, Taiwan
3Department of Foreign Languages, Toko University, Taiwan
Cite this article:  Lin, C.-H., Yang, S.-C., & Lai, C.-C. (2013). Support as a mediator of the impact of cognitive load on students’ e-portfolio learning outcomes. Social Behavior and Personality: An international journal, 41(1), 17-30.

Volume 41 Issue 1 | e2417 | Published: February 2013 | DOI: https://doi.org/10.2224/sbp.2013.41.1.17

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In this study we analyzed the role that support plays in undergraduate students’ learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.

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