Cognitive task analysis
Overview
- Influence: Cognitive task analysis
- Domain: Teaching Strategies
- Sub-Domain: Learning intentions
- Potential to Accelerate Student Achievement: Potential to considerably accelerate
- Influence Definition: A cluster of methods for studying and describing the reasoning, skills required, and progressions needed to master ideas; that then form the basis for teaching interventions.
Evidence
- Number of meta-analyses: 2
- Number of studies: 27
- Number of students: 0
- Number of effects: 95
- Weighted mean effect size: 1.09
- Robustness index: 2
Meta-Analyses
| Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
|---|---|---|---|---|---|---|---|---|---|
| Journal of Cognitive Engineering and Decision Making | Tofel-Grehl & Feldon | USA | Cognitive task analysis–based training: A meta-analysis of studies | 2013 | Cognitive task analysis | 20 | 0 | 56 | 0.87 |
| Dissertation | Lavery | USA | Self-regulated learning for academic success: An evaluation of instructional techniques | 2008 | Cognitive task analysis | 7 | 0 | 39 | 1.70 |
| TOTAL/AVERAGE | 27 | 0 | 95 | 1.29 | |||||