Date of Award:
12-2022
Document Type:
Thesis
Degree Name:
Master of Science (MS)
Department:
Instructional Technology and Learning Sciences
Committee Chair(s)
David Feldon
Committee
David Feldon
Committee
Lisa Lundgren
Committee
Kristin Searle
Abstract
When the amount of information to process exceeds students’ capacity to do so, that indicates a problem in the learning environment that will hinder students’ successful learning. This study found that students use a variety of strategies to help them manage their own learning when they felt overwhelmed by the amount of information they needed to process. Further, these strategies differed from those typically expected of students when they are not overwhelmed.
Checksum
f707c4b9a2ef5da6ca6dfe86c2dad9a5
Recommended Citation
Luo, Linyu, "Identifying Self-Regulation Strategies Students Use When Cognitive Load Occurs" (2022). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 8613.
https://digitalcommons.usu.edu/etd/8613
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