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Performance, Mental effort and Efficiency Of Multimedia-Based Discovery Learning in Mathematics Learning

机译：数学学习中多媒体发现学习的绩效，心理努力与效率

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Design of learning development now is much more motivated by the importance of student-centered learning. In other words, students must be active in learning. Learning activity according to [8] consists of two parts: active cognitively and active behaviorally. The combination of both will affect the emergence of meaningful learning. According to [8], the meaningful learning process will emerge when students have high activity in the cognitive, especially if supported by higher activity in the behavior. Thus, the first focus that should be the concern of teachers is how to bring the cognitive activity of the students. Whereas the importance of the cognitive activity, the curriculum of 2013 recommended models based on the student's activity, such as Problem Based Learning, Discovery Learning and Project Based Learning. However, the activity of students in the class necessarily considers its efficiency. Efficiency is based on two things, mental effort and performance. Two learners may get a same performance score but with a very different mental effort. The combination of mental effort and performance measurements can provide an estimate on the relative efficiency condition of learning. It is for that this study attempts to examine how the relative efficiency in the discovery learning model through multimedia.
机译：学习发展的设计现在更加激励学生中心学习的重要性。换句话说，学生必须积极学习。根据[8]的学习活动包括两部分：主动认知和行为活动。两者的结合将影响有意义的学习的出现。根据[8]，当学生在认知中具有高活动时，将出现有意义的学习过程，特别是如果在行为中的更高活动得到支持。因此，第一个应该是教师关注的重点是如何带来学生的认知活动。鉴于认知活动的重要性，2013年推荐模型的课程基于学生的活动，如基于问题的学习，发现学习和基于项目的学习。但是，课堂上学生的活动必然考虑其效率。效率基于两件事，心理努力和性能。两位学习者可能会获得同样的性能分数，但具有非常不同的心理努力。心理努力和性能测量的组合可以对学习的相对效率条件提供估计。这是本研究试图通过多媒体研究发现学习模型的相对效率如何。

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