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

• Chin-Hung Lin

  Chung Chou University of Science and Technology

• Shu-Ching Yang

  Aletheia University

• Chin-Chi Lai

  Toko University

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.

1. Chin-Hung Lin, Chung Chou University of Science and Technology
   Department of Information Management
2. Shu-Ching Yang, Aletheia University
   Department of Accounting Information
3. Chin-Chi Lai, Toko University
   Department of Foreign Languages

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