No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load
... Cognitive load is defined as the traffic experienced during the process of transferring data taken from units to long-term memory from short term memory (Paas et al., 2003). Paying attention to the principles of cognitive load guidelines can fulfill the required conditions for effective teaching (Bruning et al., 2014;Clark et al., 2006). Enriching materials with visual, audio, and textual elements is among factors that alleviate cognitive load (Mayer & Anderson, 1991). ...
... Enriching materials with visual, audio, and textual elements is among factors that alleviate cognitive load (Mayer & Anderson, 1991). However, the learning process might be vulnerable to specific combinations of modalities, and therefore the modality principle should not be violated to reduce the possibility of excessive cognitive load (Clark et al., 2006). ...
... Delivering the pieces of information in different presentation modalities (text, narration, etc.) is another challenge for the cognitive load. Overloading one channel via a single modality might result in a modality effect (Sweller, 2020), and the modalities should be used in a complementary manner to avoid ineffective learning (Clark et al., 2006). On the other hand, recent research provides different perspectives on the effects of modalities. ...
Incidental learning is a type of informal learning occurring consciously with unintentional acts. Within the scope of this study, informal learning on a digital learning platform was examined in the context of cognitive load. The current study investigated the changes in incidental learning within two different scenarios: extraneous irrelevant content (V1) vs. extraneous relevant content (V2) represented in various modalities. Data were collected in a mixed manner using eye-tracker and electroencephalogram devices. Both incidental and actual learning scores of V2 group were higher than the V1 group. For the incidental learning context, visual modality was superior to other modalities, but the dynamic visuals were perceived as disturbing in comparison to static ones. The V1 group had higher number of errors during task engagement. The eye fixation patterns of both groups were similar to each other. Fixation durations on the dynamic visual extraneous content area were recorded the longest among all extraneous content. The V2 group reported higher mental effort. The efficiency metric calculations yielded contradictory findings depending on the cognitive load values obtained from self-ratings vs. cognitive load index (CLI).
... In the case of the specific course discussed in this paper, we intentionally did not change the text properties and the instructional context, trying to adhere to the authenticity of the historical texts. Therefore, we focused on finding ways to reduce the load of the working memory, as overloaded working memory impedes reading and learning (e.g., [7]), or, more generally, to decrease the cognitive load (CL) experienced by PMTs while managing with the texts. CL refers to the state of memory storage and processing of information while coping with a particular task [8,9] and is considered an indicator of the degree of difficulty learners experience while engaging in a task [10]. ...
... Relating to the reading of texts and CL, research shows that high working memory readers are more successful in adjusting their processing to their general reading goals [1], while overloaded working memory impedes reading and learning [7]. As mentioned in the Introduction, this led us to search for appropriate ways to reduce the CL of our PMTs while reading the historical mathematics text. ...
In this study, we examined aspects relating to the impact of integrating question-asking activities and providing answers to these questions while reading historical mathematical texts on prospective mathematics teachers’ self-reported cognitive load. The research design of the study was quasi-experimental. The study participants included two groups of 20 students each (experimental and control). The experimental group was instructed to ask questions while coping with the texts, whereas the control group received no special instructions. The experimental group participants were asked to think aloud while coping with the texts and audio record themselves. These records were transcribed into written protocols. Both groups had to respond to a self-esteem index questionnaire in which they had to report the level of difficulty they experienced during their attempts to cope with the texts, as an indicator of their sense of cognitive load. This process was repeated at three time points, relating to three different texts. The data were analyzed using quantitative and qualitative methods. Two main observations were obtained: (1) A significant difference was found between the control and the experimental groups regarding the decrease in cognitive load along the time points. Because the only difference between the control and experimental groups was the activity of question-asking, it might be concluded that question-asking affects the reduction in cognitive load. (2) Question-asking supports the assimilation of new information up to a specific limit, depending on the gap between existing knowledge and new information.
... The Cognitive Load Theory, developed and put forth by Sweller (1994), is one of the most recent theories which attempts to explain how the human brain works and how to manipulate instructional materials to facilitate learners' language learning. According to this theory, some types of loads can be placed on our working memory, and this overloading impedes learning (Clark et al., 2005). It focuses on the cognitive demands placed on the student, which are taken into account in terms of working memory. ...
... This theory suggests that our working memory is subject to certain types of overloads that can impede learning. It is called Cognitive Load Theory (CLT) (Clark et al., 2005). ...
... The Cognitive Load Theory, developed and put forth by Sweller (1994), is one of the most recent theories which attempts to explain how the human brain works and how to manipulate instructional materials to facilitate learners' language learning. According to this theory, some types of loads can be placed on our working memory, and this overloading impedes learning (Clark et al., 2005). It focuses on the cognitive demands placed on the student, which are taken into account in terms of working memory. ...
... This theory suggests that our working memory is subject to certain types of overloads that can impede learning. It is called Cognitive Load Theory (CLT) (Clark et al., 2005). ...
... CLT distinguishes three types of loads: extraneous, intrinsic, and germane. An extraneous, or irrelevant, load interferes with the learning task at hand (Clark, Nguyen, and Sweller 2011). This could, for instance, be a conversation in the background while an operator is focusing on an assembly task or just work instructions that feature too much text. ...
... Principles, their explanations, and related guidelines to handle various types of cognitive load (Clark, Nguyen, and Sweller 2011;Li et al. 2018). ...
Cognitive assistance systems help people with learning disabilities to increase their skills and consequently their employment opportunities in the regular labour market. Research on advanced work instructions has encouraged training disabled workers in cognitively demanding production tasks, especially manual assembly. However, studies lack evidence on the effect of repetition or work cycle alongside the form of instruction and type of disability. This paper addresses this gap and reports on an experiment conducted at a sheltered workplace. Four forms of instruction (paper-based, anima-tions, projection, adaptive projection) were tested to assist operators with three types of disability (illiterate, psychosocial, cognitive) with a manual assembly task. The results show that projection enhances the first assembly cycle. Challenging operators by filtering the content of the instruction with increased experience leads to greater independence and a better understanding of their tasks. However, adaptive instructions can form a barrier for those operators who are most dependent on mentor support. The form of instruction should thus be considered carefully for each operator as their adaptation to changes and cognitive assistance systems varies. The results are discussed in light of the Industry 5.0 human-centric and socially sustainable production agenda with managerial and research implications and future research priorities.
... The present study explores the effect of question asking (QA) by prospective middle and high school mathematics teachers (PMTs) on the cognitive load created while engaging with mathematical texts, as reported by them. Cognitive load refers to the state of memory storage and processing of information while coping with a particular task (Sweller, 1988), where overloaded working memory impedes reading and learning (e.g., Clark, Nguyen, & Sweller, 2005). The created cognitive load indicates the difficulties learners experience while engaging in a task, and can be measured directly using learner self-reports (Paas, Tuovinen, Tabbers, & Van Gerven, 2003;Paas, Van Merriënboer, & Adam, 1994). ...
... The self-esteem index is commonly used in questionnaires that contain measurement scales, which are relatively sensitive to small changes in cognitive load and are valid, reliable, and non-invasive (Paas et al., 2003). Considering both readings of texts and cognitive load, research indicates that readers with high working memory are more successful in adjusting their processing to their general reading goals (Bohn-Gettler & Kendeou, 2014), while overloaded working memory impedes reading and learning (Clark et al., 2005). Thus, in designing the learning environment, one of our primary goals was to find a way to reduce the PMTs' cognitive load to support the process of independent reading of the texts and understanding the mathematical contents. ...
PHILOSOPHICAL GAMES IN PRIMARY EDUCATION: AN INTERDISCIPLINARY APPROACH Philosophical games provide an innovative transformative structure in the learning process for all levels
of formal education. The motivation is to provide elementary school teachers with an innovative
methodology for Game-based-Learning of Philosophy/in Philosophy teaching. A combination and
attentive collaboration of Philosophy, Art and games/ Game-based Learning provides new tools in
approaching and solving the problems that education faces today. Since Game-based Learning constitutes
a strong trend in technologically enhanced learning, is the, where/with the employment of gaming
elements both in learning content and learning pathways, the proposed methodology leads to a series of
novel applications about teaching philosophy that enable young agents to cultivate hypothetic-deductive
and critical thinking with a positive attitude towards others and developing feelings of constructive
antagonism. The teaching scenario proposed aims at cultivating hypothetic – deductive and critical
thought/moreover, enhances the linguistic ability in the vocabulary of ancient Greek philosophy as well.
The scenario is part of a game suite entitled “Entering the Socratic school” and targets 10–12-year-old
children. It is easy to implement on any digital platform with open-source tools used by almost every
teacher. The game elements rely on the structure of the learning content rather than on the digital tools
themselves. The methodology consists in designing a concept map and defining the game narrative, the
game levels and transitions between levels, the mechanics to be used, such as polls, badges, and
leaderboards. Online activities include digital games such as quizzes and crossword puzzles, student
generated comic stories, and a digital guide. They are complemented by physical activities involving
movement and dialogue using fishbowl techniques and Socratic circles. The proposed teaching scenario
will be implemented in the classroom in the following academic year and our work team applies
interdisciplinary approaches inspired by at least three different fields of expertise.
Keywords: Socratic games, gamified learning, philosophy, art, Moodle.
p-ISSN: 2184-044X e-ISSN: 2184-1489 ISBN: 978-989-53614-3-4 © 2022
... Although Miller (2014) noted, "the distinction among the three types of cognitive load can be fuzzy, and cognitive load is difficult to measure with precision" (p. 83), the general principles of managing cognitive load in a pedagogically sound way by reducing distractions could include adding labels on diagrams and separating technology skills from content (Clark et al., 2006;Mayer, 2009). Thus, I investigated how faculty members made design decisions that considered learner capacity and managing cognitive load in their blended courses. ...
... For example, higher education institutions might focus on individualized learning, require universal design for learning, or support sustainable design. If no specified requirement is mandated, educator-designers might choose to design to manage cognitive load (Clark et al., 2006;Sithole, 2019), design for learning (Sims, 2014), and design for significant learning (Fink, 2013), as opposed to design for general instruction (Hoffman, 2014). Although no single master blended-learning design framework exists (Halverson & Graham, 2019), ample affordances and characteristics of successful blended-learning designs abound and continue to be investigated and updated (Pelletier et al., 2022;Ustun & Tracey, 2021;Venkateswari, 2022). ...
Blended learning has been growing and evolving in higher education since the early 2000s. Despite extensive quantitative research examining blended course use and exploration of how students experience blended-courses, more situated, local research about faculty members’ experiences was needed. The purpose of this qualitative study was to develop a deeper understanding of faculty members’ experiences during the decision-making process in designing blended courses they teach. The conceptual framework was grounded in Engeström’s activity theory to allow an exploration of individual agency within a specific community setting. Faculty members’ decision-making experiences and perceptions were explored using an interpretive description methodology. A diverse group of 12 faculty members was purposefully selected from a single public college in Ontario, Canada to participate in semistructured individual interviews. The data were collected and analyzed using a two-cycle coding plan that revealed three key themes and two subthemes. The five findings showed (a) a common understanding that blended courses include a dominant face-to-face and passive online part, (b) design decisions occur on a student-self and value-cost continuum, (c) course ownership is central to agency, (d) the myth of experience exists, and (e) a major disruption causes reassessment of decision-making influencers. As a result of this exploration, positive social change is possible in that institutions may recognize that faculty members need more time and quality professional development to design and teach rich blended courses for learning, while faculty members may gain understanding of how to enhance learner engagement and success through blended-course design.
... Learning efficiency is an index to measure the accuracy of performance and learning time speed (Clark, Nguyen, and Sweller 2005). Performance improvement refers to the result of interaction between learner and study plans, which improves the accuracy and speed of learner (Clark, Nguyen, and Sweller 2005). ...
... Learning efficiency is an index to measure the accuracy of performance and learning time speed (Clark, Nguyen, and Sweller 2005). Performance improvement refers to the result of interaction between learner and study plans, which improves the accuracy and speed of learner (Clark, Nguyen, and Sweller 2005). The SCALE-UP research Project, according to Beichner and Saul (2003), explored the studio-style classroom setting and how its characteristics facilitate cooperation between classes in the learning environment. ...
In 2020, the COVID-19 pandemic has had a huge impact on the education system in Malaysia, especially at higher education level. A number of public or private universities have carried out online learning classes due to the Covid-19 pandemic and avoid the spread of the virus among university students. Face to-face learning can not be implemented because the learning efficiency in class management decreased. Thus, this study discussed the integration of wireless sensors within the classroom, focusing on improvement of ventilation system and learning efficiency in classroom design. As a result, the goals of this research are to identify the types of wireless sensors that can be used to improve the ventilation system in classroom design, to identify the mechanisms of wireless sensors that can be used to improve the ventilation system in classroom design, and to propose design guidelines for using wireless sensors to improve the ventilation system and learning efficiency in classroom design. Reviews on related topics such as wireless sensor technology and smart classroom will be made via online searching articles and journals. Acquisition of primary data and secondary data will be done via case study of smart classroom from relevant articles and journals.
... A tal proposito, bisogna chiedersi quali siano i fattori che connotano un'azione didattica efficace, quali modelli e raccomandazioni si traggono dall'Instructional Design (Merrill, 2002), dalla Cognitive Load Theory (Chandler & Sweller, 1991;Clark et al., 2006;Sweller, 1994) e dalla Teacher Effectiveness (Koedel et al., 2015;Rosenshine, 2002). Le evidenze raccolte su vasta scala consentono di capitalizzare una mole di conoscenze relativamente ad ogni approccio e, indipendentemente dal contesto e dalla situazione specifica, ne consegue un rapporto sinergico tra esse, sintetizzabile in una serie di indicazioni utili da trasferire nella pratica d'aula. ...
... In tal modo, viene favorita la ristrutturazione della matrice cognitiva con l'aggiunta e il consolidamento delle nuove informazioni (Rosenshine, 2012). Quanto sostenuto dalla Cognitive Load Theory e dalla Multimedia Learning Theory (Mayer, 2005; in merito alla necessità di tener conto del sistema cognitivo e dei limiti della memoria di lavoro nella progettazione delle attività di insegnamento, viene supportato anche dalle evidenze empiriche (Clark et al., 2006;Clark, 2010). Tra i principali fattori che possono influenzare l'apprendimento si annovera il carico cognitivo, ossia la quantità di informazioni immagazzinate nella memoria di lavoro in un dato istante convertibile in rappresentazioni mentali; gli studi indicati confermano che, qualora risulti troppo elevata, arrecherebbe sovraccarico cognitivo interferendo nel processo di elaborazione; viceversa, se eccessivamente bassa, potrebbe indurre ad atteggiamenti negativi quali disinteresse e demotivazione. ...
The numerous socio-economic and cultural transformations affect the various educational institutions bringing about significant changes. A central role is assumed by the teacher, considered one of the determining factors for students’ academic success. This work aims, on the one hand, to reconstruct a summary framework relating to the features characterizing evidence-informed didactic mediation, on the other hand, it intends to focus attention on the planning phases of an in service training course calibrated on the teacher’s needs. In this specific case, the identification of the training needs took place through the administration of a structured questionnaire, designed to identify those components of the didactic expertise (planning, cognitive, management and evaluation) on which to define a plan of effective interventions, providing personalized feedback to all participants. The findings also revealed the teachers’ mental patterns and beliefs.
... On the one hand, Kawasaki (2010) examined 5th graders who first attempted to solve mathematics problems targeting yet-to-be-learned normative ideas. Next, one classmate presented his/ her solution to the class, and then the teacher explained the related worked example, which consisted of a step-by-step demonstration of how to solve a problem (Clark et al., 2006). Kawasaki (2010) found that students whose classmates presented erroneous solutions outperformed those whose classmates presented correct solutions on a post-test that included similar problems, especially when the students' erroneous solutions were similar to the ones presented by their classmates. ...
Research suggests that troubleshooting activities that require students to reflect on teacher-crafted erroneous examples; i.e., erroneous solutions to problems that correspond to widespread naïve ideas, are beneficial to learning. One possible explanation to these beneficial effects is that troubleshooting activities encourage students to test the quality of their own naïve ideas, not only the ones driving the erroneous examples, thereby improving learning. Few studies have addressed this claim, and the results are inconsistent. These studies, however, were not designed to examine the extent to which students with different naïve ideas benefit from troubleshooting activities. Here, ten 9th grade classes took part in a field experimental study that applied a pre-post-test design after finishing a unit on exponents. Students in each class were randomly assigned to a troubleshooting (114 students) or a self-diagnosis activity (112 students). Self-diagnosis activities are considered to directly nudge students to examine the quality of their own naïve ideas by requiring them to reflect on their solutions. The troubleshooting and self-diagnosis activities both capitalized on the pre-test problems. Both groups increased their proficiency in exponents to a comparable extent from the pre-test to the immediate and the delayed post-test. Troubleshooting students with different naïve ideas detected the errors in the erroneous examples equally well, and their error detection significantly and positively correlated with their self-repair of their own naïve ideas. These findings suggest that all the students benefitted from troubleshooting activities, regardless of whether their own naïve ideas resembled the ones driving the erroneous examples or not.
... It has been 387 suggested that this scaffolding approach to teaching can help reduce the learner's cognitive load 388 and allows them to perform tasks that they may not have been able to perform otherwise (Myhill these tutorials were designed to move from more simple to more complex tasks, use design 391 elements to help draw attention to key elements (e.g. using bolded text), incorporate visuals and 392 interactive plots to work to keep learners engaged, make non-essential content available but not 393 the focus of the tutorial (e.g. by providing supplementary video or article insets or website links), 394 and allow for students to engage with the programming elements to different degrees (e.g. view 395 or hide code segments) (Clark et al., 2006;Van Merrienboer et al., 2003). 396 ...
Open science skills are increasingly important for a career in ecology and evolution as efforts to make data and analyses publicly available and transparent continue to become more commonplace. However, open science skills are not typically taught in biology undergraduate programs. In learning core concepts in ecology and evolutionary biology (EEB), students must also gain skills in open science or they will miss out on opportunities to prepare for future careers. Core open science skills, like programming and practices that promote reproducibility and data sharing, can be taught to undergraduate students alongside core concepts in EEB. Yet, a major challenge in teaching open science skills and EEB concepts simultaneously is the high cognitive load associated with teaching multiple disparate concepts at the same time. One solution is to provide students with easily digestible, scaffolded, pre-formatted code in the form of vignettes and interactive tutorials. Here we present six open-source teaching tutorials for undergraduate students in EEB. These tutorials were developed through a graduate student based working group entitled Data Bytes in Ecology and Evolutionary Biology. These tutorials combine teaching data literacy and programming (using R) with analyzing publicly available data sets to teach fundamental ecological and evolutionary concepts and by doing so, introduce students to open science concepts and tools. Spanning a variety of EEB topics and skill levels, these tutorials serve as examples of how educators can integrate open science tools, programming, and data literacy into undergraduate teachings in topics of ecology and evolution.
... A partir da identificação da limitação da memória humana foram realizados estudos sobre a forma como estudantes resolviam problemas. Com base em diversos experimentos,é desenvolvida a TCC [Sweller 1988], a qualé uma teoria instrucional com o objetivo de otimizar a aprendizagem [Clark et al. 2006]. A teoria defende que o sistema cognitivo humano trabalha com três tipos de memória: ...
A Teoria da Carga Cognitiva (TCC) apresenta diretrizes que tem o objetivo de otimizar o processo de aprendizagem, com base em pesquisas relacionadas a arquitetura cognitiva humana. Considerando a dificuldade na aprendizagem de algoritmos, refletida em alto índice de retenção de discentes, verifica-se a necessidade de buscar soluções que busquem facilitar a aprendizagem deste tipo de conteúdo. Este trabalho tem como objetivo verificar se é possível otimizar a aprendizagem de algoritmos através do desenvolvimento de materiais didáticos com base na TCC. Foi utilizado o método indutivo, partindo da premissa de que a TCC otimiza a aprendizagem. Após desenvolvidos, estes materiais foram aplicados em uma turma real. Como resultados, verificou-se melhora na aprendizagem, refletida na redução das taxas de retenção.
... The current feedback designed for phonological errors did not consider the misconceptions of L1 orthographic transfer. Also, the sound comparison might have presented too many contrasting features simultaneously, so the learner's working memory was overloaded (Clark et al., 2006). These said, more finely tuned experiments are needed towards a more definite understanding of the concerned correlations, as there could be many reasons for replaying the contrasts or not, including possibly pure technical reasons. ...
Second language acquisition (SLA) is complex and multidimensional. Using the framework of the unified competition model (UCM), the current study explores how robust learning and testing of Chinese Pinyin are fostered by optimal integration of different kinds of feedback in an intelligent computer-assisted language learning (CALL) environment offered by the Pinyin Tutor at TalkBank. The findings demonstrated that the repeated feedback-embedded training with the Pinyin Tutor significantly boosted the learners’ proficiency in all aspects of Pinyin knowledge for second language (L2) learners of Chinese whose first language (L1) backgrounds were varied and whose initial proficiencies in Chinese were elementary. Furthermore, there was a strong increase in Pinyin knowledge, as evidenced in the delayed posttest administered 3 months after finishing the training sessions. The results further showed that diagnostic feedback led to greater improvement than basic feedback. The significance of the results is attributed to the design of the Pinyin Tutor, which implements principles from psycholinguistic theory as well as corpus data on the speech production by L2 learners. The study sheds fresh light on improving the Pinyin Tutor, and CALL in general, by incorporating up-to-date findings in educational psychology.
... Çoklu ortam materyallerinin olması gerekenden fazla kullanımının öğrenciler üzerinde bilişsel yük yarattığı, öğrencilerin öğrenme sürecinde bu durumdan olumsuz etkilendikleri tespit edilmiştir. Bilişsel yük, öğretim materyaliyle gerçekleştirilen öğrenme sürecinde, çalışma belleğinde çabanın miktarını gösterir (Clark, Nguyen & Sweller, 2006). Yapılan araştırmalarda bireylerin belli bir kapasitede işlem gücüne sahip olduğu, bilişsel içerikleri uygun miktarda ve yapıda öğretilmesi gerektiği, önemli olmayan bilgilerin bilişsel bir yük olduğu, aşırı bilişsel yükün kalıcı öğrenmeyi engelleyebileceği vurgulanmıştır (Kablan ve Erden, 2008;Kalyuga, 2009 Tablo 8'de çoklu ortam materyali kullanımında öğretmenlerin dikkat etmesi gereken noktalara ilişkin öğretmen görüşlerine yer verilmiştir. ...
Yaşadığımız zaman içinde hem salgın süreci hem teknolojik gelişmeler öğrenmede dijital araçların yerini daha da güçlendirilmiştir. Bu gelişmeler, öğrenme süreçlerinde bilişim araçlarının ve çoklu ortam materyallerinin kullanım sıklığını arttırmıştır. İlkokul öğrencilerinin yaşları, öğrenme tecrübelerinin az olması, hazırbulunuşluk düzeyleri gibi birçok değişken okuma yazma öğrenme sürecini etkilediği gibi çoklu ortam kullanımının da etkilediği görülmektedir. Bu araştırmanın amacı, eş zamanlı e-öğrenme ortamlarında kullanılan çoklu ortam materyallerinin ilk okuma ve yazma sürecine etkilerine ilişkin öğretmen görüşlerini belirlemektir. Nitel araştırmanın esas alındığı çalışmada durum çalışması yöntemi kullanılmıştır. Araştırmanın çalışma grubu 2020-2021 eğitim öğretim yılında ilkokul 1. sınıf okutan 12 sınıf öğretmenidir. Görüşme tekniğinin kullanıldığı çalışmada, araştırma amacına uygun açık uçlu soruların yer aldığı soru havuzu oluşturulmuş ve bu sorularla ilgili alan uzmanlarından fikir alınmıştır. 8 demografik ve 6 açık uçlu olmak üzere 14 soruluk yarı yapılandırılmış görüşme formu oluşturulmuştur. Yapılan görüşmelerden elde edilen veriler içerik analiz ile değerlendirilmiştir. Sınıf öğretmenlerinin; çoklu ortam materyalleri kullanma amaçları, seçme/hazırlama ölçütleri, çoklu ortam materyallerinin taşıması gereken özellikler ve bu materyallerin kullanımına ilişkin öğretmen davranışları konusunda elde edilen bulgular araştırma kapsamında değerlendirilmiştir.
... Therefore, the cognitive load for novice searchers might be very likely for such training tools as a browser extension. As the students get competent in searching, the interval of guidance can disappear to prevent the expertise reversal effect (Clark et al., 2011). ...
Purpose
This study aims to develop and test a browser extension as a scaffolding tool to guide learners about evaluating online sources.
Design/methodology/approach
In total, 129 undergraduate students participated in this experimental study. Both groups completed two Web searching tasks, but the experimental group used a browser extension.
Findings
The results indicated that there are significant differences between groups in terms of the number of accurate sources and visited sites. There were no differences neither in the success status nor the access time. The browser extension guidance affected certain search parameters, but this effect seemed to be diminished in accordance with students’ cognitive abilities as well as their digital literacy levels.
Research limitations/implications
The participants were from a vocational school, so any other study with different participants might reveal different findings.
Practical implications
The browser extension is convenient to be used with regards to interface and instructions. It can serve as a self-training tool with small changes in the code. The intervals and types of messages can be customized in line with the users’ needs.
Social implications
The approach used in this study can contribute to the dissemination of misleading information on the Web. People of any age can use and benefit from this approach via a simple extension.
Originality/value
The extension can serve as a fundamental framework for the construction of adaptive or smart extensions. As this study revealed the importance of both cognitive abilities and digital literacy levels, the extension can be enriched with the inclusion of cognitive scaffolding.
... To tackle this issue, it is possible to arrange the contents about music dynamics and composer's background as a pre-class work and focus on the personal questions during the class. Several researchers have pointed out that self-studying before class can better maintain working efficiency than regular lectures (Clark et al., 2005). Wang (2018) indicated that we are facing difficulties to implant related knowledge in fields such as music theory and music appreciation while giving piano lesson, hence piano teachers start to encourage themselves to explore modern ways of piano teaching. ...
... Cognitive load theory studies have highlighted various methodological factors, particularly in extraneous load, e.g., split-attention, redundancy, modality, and variability effects, which can impede the effectiveness of classroom learning (Sweller, 2010b;Sweller et al., 2019). Although under certain conditions, the increasing extraneous load can facilitate learning (Schnotz & Kürschner, 2007), the interfering effects of instructional design should be reduced or eliminated (Ayres, 2006a;Clark et al., 2006;Mayer & Moreno, 2010). ...
Background: Even experienced teachers make inconsistent classroom decisions in unexpected situations. From the
cognitive load theory perspective, the effective handling of the novel, unexpected events by teachers depends on
the cognitive load of the task, the teaching context in which the unexpectedness appears, and the available
cognitive capacity.
Aims: Teachers’ reactions to unexpected mathematical events, in particular the unexpectedness of the arithmetic
calculation, was modeled, investigated experimentally, and explained within the theoretical framework of
cognitive load theory.
Sample: 64 mathematics teacher trainees took part in the experiment.
Methods: In a dual-task arrangement, participants verified alternative answers to simple mathematical questions
while memorizing task-irrelevant information. The answers represented low (schematic good responses), and
high (unexpected good responses) processing load conditions, and control condition (incorrect responses). The
memory load was low or high representing levels of extraneous load. The participants’ cognitive capacity was
estimated by a complex working memory span task.
Results: The verification of unexpected but correct answers was slow and more error-prone as compared with the
processing speed and accuracy of schematic answers, presumably due to elevated processing (intrinsic) load. The
increase in memory load resulted in slower and more inaccurate verifications. However, working memory capacity
was found to mediate the extraneous load effect.
Conclusions: The results stress the importance of well-organized schemas for effective reactions to unexpected
classroom events. Furthermore, it highlights the importance of accurately understanding and being aware of the
impact of cognitive load on teachers to improve teaching practice.
... The level of guidance required depends on both the learner's prior expertise and the intrinsic complexity of the topic [25,26]. The efficiency of the instructional materials has typically been assessed by comparing the performance on the learning task with the intensity of mental effort ("difficulty of the material") in form of efficiency graphs or metrics [27][28][29]. This method has been widely used in the field of instructional design to assess the cognitive load efficiency of learning tasks with strong psychometric properties in various contexts [27,[29][30][31][32][33][34]. ...
Abstract Background Preclinical medical education is content-dense and time-constrained. Flipped classroom approaches promote durable learning, but challenges with unsatisfactory student preparation and high workload remain. Cognitive load theory defines instructional design as “efficient” if learners can master the presented concepts without cognitive overload. We created a PReparatory Evaluation Process (PREP) to systematically assess and measure improvement in the cognitive-load efficiency of preparatory materials and impact on study time (time-efficiency). Methods We conducted this study in a flipped, multidisciplinary course for ~ 170 first year students at Harvard Medical School using a naturalistic post-test design. For each flipped session (n = 97), we assessed cognitive load and preparatory study time by administering a 3-item PREP survey embedded within a short subject-matter quiz students completed before class. Over three years (2017–2019), we evaluated cognitive load- and time- based efficiency to guide iterative revisions of the materials by content experts. The ability of PREP to detect changes to the instructional design (sensitivity) was validated through a manual audit of the materials. Results The average survey response rate was ≥ 94%. Content expertise was not required to interpret PREP data. Initially students did not necessarily allocate the most study time to the most difficult content. Over time, the iterative changes in instructional design increased the cognitive load- and time-based efficiency of preparatory materials with large effect sizes (p
... A worked example usually implies an initial problem (in our case how to BBN to a patient) and provides a step-by-step demonstration of its successful solution (in our case showing a physician BBN by following six steps of SPIKES). WEs are most useful for novice learners with restricted prior knowledge [77]. By breaking down an ill-defined task into individual steps, the complexity of the task, and at the same time, the cognitive load of the learner can be reduced. ...
Abstract Background Breaking bad news (BBN; e.g., delivering a cancer diagnosis) is perceived as one of the most demanding communication tasks in the medical field and associated with high levels of stress. Physicians’ increased stress in BBN encounters can negatively impact their communication performance, and in the long term, patient-related health outcomes. Although a growing body of literature acknowledges the stressful nature of BBN, little has been done to address this issue. Therefore, there is a need for appropriate tools to help physicians cope with their stress response, so that they can perform BBN at their best. In the present study, we implement the biopsychosocial model of challenge and threat as theoretical framework. According to this model, the balance between perceived situational demands and perceived coping resources determines whether a stressful performance situation, such as BBN, is experienced as challenge (resources > demands) or threat (resources
... To support complex learning while avoiding cognitive overload, one well studied and promising approach is that of using "worked examples" (WE) (Atkinson, Derry, Renkl & Wortham, 2000;Gauthier & Jobin, 2009; see also Hattie, 2009 for a meta-analytic synthesis). WE are learning tasks based on a model solution, being defined as "a step-by-step demonstration of how to perform a task or how to solve a problem" (Clark, Nguyen & Sweller, 2006). The aim of WE is to make learners to understand the rationale and work on the different stages of resolution, giving them growing autonomy. ...
... Однако подобное трактование термина «визуализация» зачастую приводит к поверхностному толкованию дидактической ценности данного принципа, поскольку в этом смысле рассмотрение визуализации как «процесса пассивного наблюдения предполагает минимальную мыслительную и познавательную активность обучающихся, а визуальные дидактические средства выполняют лишь иллюстративную функцию» (Полякова, 2012, с. 180). В рамках данной работы более показательным является подход к изучению реализации принципов визуализации при смешанном обучении зарубежных ученых (Clark, Nguyen, Sweller, 2006;Clark, Mayer, 2003), которые в своих работах подчеркивали эффективность обучения посредством использования мультимедийных, интерактивных средств и визуализации. По их мнению, адекватное использование данного принципа приводит к созданию эффективной учебной среды и, как следствие, активизации когнитивных процессов обучения человека, а именно восприятия, запоминания и понимания информации. ...
The research aims to determine the basic principles of visualisation, which can be used as a tool for optimising the educational process through the development of new-generation didactic materials in the blended teaching of foreign languages to students of linguistics. The paper discusses the notions of “blended teaching/learning” and “visualisation principle” and also describes the practical experience of the bilateral use of digital tools for the visual presentation of didactic materials. The scientific novelty of the work lies in determining the principles of didactic materials visualisation in the process of teaching foreign languages to students of linguistics at university. As a result, it has been found that the use of the principles of educational content visualisation when learning a foreign language stimulates the manifestation of creativity in students of linguistics, increases their motivation and can be recommended in the further practice of blended teaching.
... The self-learning stage allows students to learn at home at their own pace through pre-class video lectures and online quizzes. Video lectures enable students to pause or replay the video when they encounter difficult-to-understand content, which helps manage their working memory burden (Clark et al., 2005). The in-class learning stage focuses on active learning, engaging students in higher-order cognitive activities (Gao & Hew, 2022). ...
Reintroducing computer science (CS) education in K-12 schools to promote computational thinking (CT) has attracted significant attention among scholars and educators. Among the several essential components included in CS and CT education, program debugging is an indispensable skill. However, debugging teaching has often been overlooked in K-12 contexts, and relevant empirical studies are lacking in the literature. Moreover, novices generally have poor performance in domain knowledge and strategic knowledge concerning debugging. They also consistently experience a high cognitive burden in debugging learning. To address these gaps, we developed a flipped systematic debugging approach combined with a systematic debugging process (SDP) and the modeling method. A quasi-experimental study was conducted to explore the effectiveness of this flipped systematic debugging approach, in which 83 fifth-grade students attended the flipped debugging training lessons with the SDP-modeling method, and 75 fifth-grade students attended the unassisted flipped debugging training lessons without the SDP-modeling method. The results indicated that flipped de-bugging training using the SDP-modeling method improved students' debugging skills. The results from the questionnaire showed that the proposed teaching approach increased the students' investment in germane cognitive load by promoting schema construction. It also helped reduce students' intrinsic and extraneous cognitive load in learning.
... A possible explanation for this finding may be that VR SBT places more extraneous cognitive load on trainees than RL SBT does (Mugford et al., 2013). In accordance with the cognitive load theory (CLT; Van Merrienboer & Sweller, 2005), extraneous cognitive load refers to the demands a trainee experiences that are not relevant for and potentially harmful to learning (Clark et al., 2011;Paas et al., 2003). During VR SBT, it may be that participants experience additional extraneous cognitive load and had to invest more mental effort to get used to the newness of the virtual environment, VR equipment, and VR as a training tool. ...
In policing, Virtual Reality scenario-based training (VR SBT) is being explored to complement real-life scenario-based training (RL SBT). We investigated whether relevant training responses in VR SBT, namely heart rate (HR), level of physical activity, mental effort, and perceived stress, resemble those in RL SBT. Utilizing a within-subject study design, we investigated the training responses of 237 police officers of the Dutch National Police. We found that the maximum HR and average level of physical activity were significantly higher in RL SBT, whereas invested mental effort was significantly higher in VR SBT. No significant differences were found in average HR and perceived stress. We also found that perceived stress in VR was predicted by participants' VR experiences such as engagement with VR and experience of negative effects, but not by participant characteristics. Participants' mental effort in VR was predicted by their VR experiences and participant characteristics, particularly gaming frequency. In conclusion, VR SBT can elicit perceived stress, mental effort, and average HR that resemble or exceed responses in RL SBT, providing a promising tool to complement police training.
... The other theoretical pillar Abeysekera and Dawson (2015) discuss as relevant to flipped learning is cognitive load theory (Clark, Nguyen & Sweller 2005), which is based on the concept of working memory and how students undertake differing levels of 'load' as they are learning, specifically intrinsic, extraneous and germane. Each of these loads requires something from the student, and extraneous load indicates the sort of extra mental weight that is taken on when a learning task is more difficult than it needs to be, such as presenting information in a format that is not coherent in some way, or that obscures the actual information to be learnt. ...
Flipped classrooms are in vogue as an active learning methodology since they combine important pillars of modern education, such as student-centered learning and technology. This model has been applied to different areas and educational levels, though it seems most prominent at the tertiary level. However, it is not clear if it is appropriate for all subject areas, such as language teaching. This paper will explore this question by treating two principal objectives: to review concepts and empirical research on flipped language classes to ascertain its effectiveness, and secondly, to propose a series of guidelines for language instructors considering flipping their classrooms based on the results from the results from the first objective. The results find that flipped classrooms may be particularly interesting for communicative language classrooms, and as well as for writing skills improvement.
... Students can easily master the knowledge and skills by relating and managing all the relevant information appropriately else they will gain cognitive load. According to Clark, Nguyen, and Sweller, [2] there are three types of CLT: intrinsic, extraneous and germane cognitive load.The loads that can be control by instructional designers are extraneous and germane cognitive loads. Thus, the development of a blended learning model using a certain technique that can reduce students' cognitive load is urgently needed. ...
... Students in the final year of using the TLDM system can expect to be left with only the sample raw data and the answers to sample raw data, which they can still use for self-directed learning. One possible fading scheme for the TLDM system is based on the progressive removal of scaffolding, as shown in Table 1 below: Most importantly, all of the scaffolds provided by the TLDM system, including the use of the sample raw data, are optional such that they will not interfere with the learning of more expert learners, which is always a concern when using scaffolds and performance supports [16]. Very often, elaborate scaffolds designed to help weaker students can be a hindrance to stronger students. ...
In the teaching laboratory, students generate large amounts of data and often struggle with the subsequent calculations for results. Grading the substantial amounts of results and calculations from a large class is very taxing for teachers, who are left with less time to interact with students. The TLDM system aims to resolve the primary challenge associated with laboratory experimental calculations: while the numerical operations for a given experiment are expected to be the same, the correct numerical results vary based on the unique raw data collected by each student. The system provides scalable instructional scaffolding to guide students through their own calculations. The system also works to generate custom marking keys unique to each student’s raw data to assist teachers in grading the numerical component of reports, leaving them with more time to provide feedback in other areas.
... Every student has a maximum cognitive capacity and if that level is reached it will cause a cognitive overload and learning will cease. To optimize the learning process, the germane load should be maximized as it is the only one that is useful and contributes to learning (Clark et al., 2006). ...
Serious games are a growing field in academic research and they are considered an effective tool for education. Game-based learning invokes motivation and engagement in students resulting in effective instructional outcomes. An essential aspect of a serious game is the method of support for presenting the teaching material and providing feedback. A support design that evaluates students’ progress and adapts accordingly, has the potential of producing better learning results. This paper presents an adaptive model based on fuzzy logic that adjusts the support acquisition according to student knowledge level. A serious game for teaching the concepts of sequence and iteration in programming to novice students was built to assess the model. It employs working examples as a support method since previous research indicated that it produced less cognitive load during problem-solving. An empirical study with 102 students has been conducted to evaluate the learning efficiency of the model. The analysis indicates positive results and a potential solution for balancing the amount of assistance in serious games.
... Short-term memory is limited, while long-term memory is unlimited. There are three types of cognitive load in a learning process -intrinsic, extraneous, and germane [17]. ...
For decades, medical education has used Multiple Choice Questions (MCQs) in undergraduate, postgraduate, and specialist training programs. With the development of Learning Management Systems (LMS) in the early 1990s, educators adapted paper-based MCQs for formative and summative assessments. Technology allowed automated feedback, question shuffling, instant marking, and 'branching' based on student responses. With the advent of e-learning authoring tools in the early 2000s, it became possible to create interactive online tests with images, animations, videos, drag-and-drop elements, blanks to fill in, and hotspots. Effective MCQ writing involves understanding educational concepts like learning taxonomies, constructive alignment, approaches to learning, cognitive load, and student motivation to learn. It is also essential when structuring a question to avoid ambiguity and to have the imagination to write MCQs that measure application of knowledge. Whether a basic or advanced topic, it is possible to design MCQs that measure higher-order thinking that require the student to apply their knowledge rather than simply recalling it. MCQs with hypothetical scenarios can measure higher-order thinking and promote deep learning. However, preparing the students for this type of examination is essential to enhance their learning experience. This article discusses the theoretical considerations involved in writing MCQs for medical education which encourage deep learning and improve the student learning experience.
... For this reason, as was argued by Damiano [45], iconic mediators cannot be considered self-sufficient, but must be integrated with other mediators. On the other hand, the contextual use of multiple mediators requires controlling their effects on cognitive load [46,47] as well as consistency with respect to instructional purposes [48]. In this work, it was interesting to focus attention on the images that are useful for promoting the understanding of how to integrate different didactic mediators (e.g., the written and iconic mediators). ...
Technologies and applications developed to assist and promote museum activities and cultural exhibitions have evolved significantly during the last decade, as has been proven by many works published in the scientific literature. This paper addresses a study developed with the specific purpose of understanding the possible knowledge-transfer outcomes of a digitization process meant to replicate original drawings by Leonardo da Vinci in the digital domain, allowing museums’ visitors to explore them as if they were manipulating the original artworks through custom interactive artifacts. A report is presented here to evaluate and investigate the didactic effectiveness of the fruition devices set up during a real exhibition, with a focus on the application dedicated to the drawing Study for the Adoration of the Magi, part of five artworks by Leonardo selected for exhibition during the reported event. The results encourage the adoption of this kind of technology for disseminating information at different levels, especially when knowledge contents are successfully explicated through proper didactic mediators.
... Dual coding theory posits that conveying concepts in written form focuses on the brain's ability to understand and retain information via one channel (visual), whereas humans are better able to retain knowledge when presented via two channels (visual and verbal) (Paivio, 1986). Cognitive theory, however, suggests that short-term memory capacities (working memory) are very limited (Clark, Nguyen, & Sweller, 2005;Sweller, van Merrienboer, & Paas, 1998). When students use their working memory to connect words with stored images in their brain, there is less capacity for actual learning. ...
In this paper, we present a virtual reality (VR) vocational training simulation for students with intellectual disabilities, which was designed and developed to reduce the inequality in vocational training opportunities and further support them to be prepared to work in the community. Merrill’s first principles of instruction and Renkl’s worked-out examples were considered during the design process. The three components of the simulation (VR practice session, Guided-training mode, and Scenario implementation mode) are explained with formative evaluation findings using the simulation task load index (SIM-TLX). Overall, the formative evaluation results show that students experience less level of task load and a high level of immersiveness. Also suggested was adjusting user performance guides as it could distract attention to the given tasks.
Over the past decade, geospatial technologies have emerged as a tool for developing spatial reasoning and cognitive processes. While the foundational Learning to Think Spatially report from the National Research Center (2006) launched research into the use of geospatial technologies in isolation, more recently, cloud-based simulation software have begun to partner with geographic information system (GIS) databases to aid instructional designers in creating simulations in fields such as geology and geography. Both of these use cases - traditional geography instruction and immersive simulations - undervalue the potential of GIS to address larger issues within the Instructional Design and Technology (IDT) field. This conceptual paper seeks to present the potential of GIS systems as a designerly tool which can be used to reduce the cognitive load of communicating with very complex data sets and effectively show how information dynamically changes over time. Provisioning contextual analysis as a central skill of the designer may lead to more inclusive designs than a focus on adding steps to process-based models or focusing only on tools.
Multimedia has been used in teaching for a long time. Many researchers have dealt with the process of teaching mathematics using computer technology, in particular using multimedia as a teaching tool. This paper presents an overview of the theories and results of previous research that deal with teaching mathematics using multimedia.The aim of this paper is to explore, on the basis of previous research, the benefits and advantages of using multimedia in mathematics education. The results of the research show that using multimedia in mathematics teaching facilitates the adoption of concepts, complex mathematical procedures and concepts, and encourages more active knowledge acquisition and a better understanding of abstract mathematical concepts. By combining several different media, mathematical concepts and procedures can be better represented and explained. Multimedia teaching messages encourage the learning and development of mathematical skills and abilities. In the research, students give positive opinions on the use of multimedia in teaching mathematics, because it is easier for them to follow the lesson, they learn faster, have better understanding, learn more easily, more interesting, more regular at school, and like to attend such classes.
With larger artificial neural networks (ANN) and deeper neural architectures, common methods for training ANN, such as backpropagation, are key to learning success. Their role becomes particularly important when interpreting and controlling structures that evolve through machine learning. This work aims to extend previous research on backpropagation-based methods by presenting a modified, full-gradient version of the backpropagation learning algorithm that preserves (or rather crystallizes) selected neural weights while leaving other weights adaptable (or rather fluid). In a design-science-oriented manner, a prototype of a feedforward ANN is demonstrated and refined using the new learning method. The results show that the so-called crystallizing backpropagation increases the control possibilities of neural structures and interpretation chances, while learning can be carried out as usual. Since neural hierarchies are established because of the algorithm, ANN compartments start to function in terms of cognitive levels. This study shows the importance of dealing with ANN in hierarchies through backpropagation and brings in learning methods as novel ways of interacting with ANN. Practitioners will benefit from this interactive process because they can restrict neural learning to specific architectural components of ANN and can focus further development on specific areas of higher cognitive levels without the risk of destroying valuable ANN structures.
This chapter provides a comprehensive review of communication and voice masculinization for transgender and gender non-conforming (TGNC) individuals, including characteristics of voice and communication that tend to be perceived as masculine on the gender spectrum, as well as behavioral interventions for individuals who seek to develop a traditionally masculine voice and/or communication pattern. This is presented in the context of the transmasculine patient; however it can be applied to any individual wishing to achieve communication and voice masculinization. The effects of testosterone on the vocal folds have been shown to increase the mass of the vocal folds, causing a lower pitch of the voice. This can occur during puberty or during exogenous testosterone therapy. However, there is more complexity to the gendered classification of voice than pitch. This is explored extensively in the context of communication style, which can include resonance, articulation, intonation, pitch variation, volume, word choice, and nonverbal communication. There is conflicting literature about what characteristics within these dimensions constitute a “masculine” voice, which ultimately shows that perception of voice varies greatly. This underscores the need to have the goals and focus of voice modification coming directly from the individual. The second half of the chapter focuses on techniques for patients interested in developing a masculine voice and communication style, with a focus on generalization. Ultimately, communication and voice masculinization is a complex and nuanced topic. The voice specialist is present to help individuals understand and accomplish their personal goals and in turn achieve a voice that aligns with their gender identity.KeywordsVoice masculinizationMasculine voiceTestosteroneExogenous testosterone therapyPubertyPitchPitch loweringVocal fold mass
The study reports data from the implementation of hybrid blended learning solutions (HBLS) in initial teacher training programmes for pre-school and primary school teachers. The design of the relevant university courses were revised in a transformative way, using innovative and digitally integrated approaches (DM 289/2021). Twenty teacher educators and 364 students were involved through the administration of semi-structured questionnaires whose dimensions investigated organizational flexibility to facilitate work-life balance processes, methodological quality and the role of teachers in HBLS.
Numerous institutions have increased their reliance on online education, greatly altering the education system for all students, and particularly for neurodivergent students. A systematic review was carried out to search, retrieve, critically appraise, and synthesize the available evidence on how to support neurodiversity in online education. The review summarizes the evidence from seven studies included in the final synthesis, outlining how neurodivergent students engage with online education, and the specific issues these students encounter when switching from traditional in-person delivery modes to online teaching. The synthesis of the evidence is presented in a narrative of three thematic areas: cognitive factors, instructional factors, and social factors that challenge or support neurodiversity in online education. The results highlight some of the challenges faced by neurodivergent students in online education-such as difficulties managing information overload, maintaining attention, communicating effectively, and building confidence in managing online learning. The review also revealed significant gaps in the current literature. Practical implications for the future of online education include the identification of neurodivergent students to better support them, the use of inclusive or adaptive instructional design to address their challenges, and the fostering of a psychologically safe environment for all students.
As of late, “STAY AT HOME” is the main slogan; household needs are constantly changing for many reasons, such as the change in the human life cycle, the shift to smart cities, and adopting new modern technologies to reduce the risks. However, while moving to a smart solution, many forgotten social dimensions are being interpreted into the design of many services, including housing. Accordingly, this study aims to explore housing flexibility through a review of relevant literature and how housing design will change to accommodate new needs through quarantine and spread of Corona virus Disease 2019 (Covid-19) to formulate new design codes for stakeholders and real-estate developers to consider in the future. It examines the impact of quarantine on personal household priorities, house design, and how they innovate in their interior design to suit their new needs by conducting a wide online social survey. The research uses an online survey to evaluate the importance of the new arrangement of household requirements using quantitative analysis tools and techniques. The findings display housing guidelines to apply housing design flexibility to cope with any external or internal changes that may happen in the next period and affect household needs in smart cities and others.KeywordsHousing flexibilityBasic needsCOVID-19QuarantineHofficeOnline survey
This thesis has been conducted to analyze the cognitive load of train travelers in one of the most visited train station in Paris, Île-de-France: Saint-Michel Notre Dame. In order to anticipate the risk associated to overcrowding and security hazard in this megacity, we investigated how travelers' expertise modulates cognitive load during information processing. Through four experiments, we investigated variations in travelers' cognitive load in an ecological context, in both field and a validated virtual experiment. Cognitive load was assessed through physiological, subjective and behavioral aspects. Learning effects associated to cognitive load such as split-attention, instructional design, modality effect, redundancy effect and expertise reversal effect, were also discussed in our empirical studies for optimal cognitive load evaluation in train travelers. Travelers¿ cognitive load was evaluated through different environmental vagary levels, ranging from no vagary to successive vagaries situations. Our empirical studies allowed us to put in light variations in cognitive load between the different levels of expertise in travelers, with a higher cognitive load in novice or occasional travelers than in expert or regular travelers, in no vagary context. An expertise reversal effect, where experts expressed a higher cognitive load than novices, arises with increase in environmental vagary level. Novice travelers, however, showed no significant difference in cognitive load level, with varying environmental vagary level. We discussed how reducing the gap between experts and novices could encourage expert travelers to be more aware of their surrounding environment in moment of no vagary as well as non-optimal situations, to reduce the risk of abrupt rise in cognitive load. This thesis represents a mix between fundamental and applied research, to unravel the mechanism underlying cognitive load variations in a real-life context.
Higher education has recently undergone changes in the didactics of education caused mainly by the COVID-19 pandemic. The vast majority of universities have changed the form of education from stationary to remote. Academic teachers and students have faced serious challenges in fulfilling their tasks when face-to-face communication is very difficult or impossible. The aim of the article was to find out students’ opinions on the effectiveness of remote learning in the context of a change in the paradigm of education. In order to more fully understand the issue of the effectiveness of remote learning caused by the COVID-19 pandemic, a diagnostic survey method was used and the tool was a survey questionnaire. Responses from respondents were collected using Google Forms electronic form. The survey revealed that students rated the effectiveness of remote learning moderately. In their opinion, remote learning as a permanent form of education raises controversies and concerns. These concerns are due to the stability of the internet connection during remote classes both on the part of the lecturers and the students themselves and the moderate psychological support received from the university. The study was conducted in Poland during the COVID-19 pandemic, an emergency situation. Therefore, the authors do not usurp the right to construct conclusions from the research on a general level in normal conditions of student education.
El objetivo del presente estudio es desarrollar y examinar las propiedades psicométricas del Indicador de sobrecarga en cursos en Línea (OCOI, por sus siglas en inglés)) y de la Encuesta de fatiga mental del estudiante (SMFS, por sus siglas en inglés). Se diseñó el OCOI para medir las percepciones de los estudiantes acerca de la sobrecarga cognitiva al estudiar con cursos en línea. Se utilizó la SMFS para evaluar las percepciones de los estudiantes sobre la carga mental al tomarlos. Se condujo un análisis factorial exploratorio en una muestra de 378 estudiantes de pregrado de diversas instituciones de Estados Unidos que ofrecen cursos en línea. Los resultados de los análisis factoriales y de confiabilidad confirmaron que los instrumentos son medidas válidas y confiables de los reactivos de la fatiga mental y sobrecarga percibidas por los estudiantes en los cursos en línea. El análisis demostró que el modelo de las percepciones de los estudiantes sobre la sobrecarga en los cursos en línea consiste en cuatro constructos: relevancia de la información, sobrecarga de información, diseño del curso y facilitación; además de la estructura de un factor de la SMFS, el cual consiste en el constructo de la fatiga mental del estudiante.
المستخلص:
هدف هذا البحث إلى اختبار فعالية تطوير محتوى تعليمي رقمي وفق مبادئ نظرية العبء المعرفي في: تنمية مهارات تصميم قواعد البيانات وإنشائها باستخدام برنامج Microsoft Access 2010، وبقاء أثر التعلم، واليقظة العقلية لدى (76) طالبًا وطالبة من طلاب الفرقة الثالثة شعبة إعداد معلم الحاسب بكلية التربية النوعية - جامعة المنيا خلال الفصل العام الدراسي الأول 2020/ 2021م، وتم تقديم المحتوى التعليمي الرقمي ومهام التعلم من خلال موقع ويب، ولتحقيق أهداف البحث اتبع الباحثان المنهج شبه التجريبي، وتمثلت أدوات القـياس فـي (اختبار تحصيلي للمعارف المرتبطة بمهارات تصميم قواعد البيانات وإنشائها باستخدام برنامج Microsoft Access 2010، وبطاقة تقييم قواعد البيانات المنتجة من طلاب مجموعة البحث، ومقياس اليقظة العقلية)؛ وتم تطبيق الاختبار التحصيلي ومقياس اليقظة العقلية قبل التعلم، وتم تطبيق أدوات القياس الثلاثة بعد التعلم؛ كما أُعيد تطبيق الاختبار التحصيلي بعد مرور ثلاثة أسابيع من التطبيق البعدي؛ لقياس بقاء أثر التعلم، وقد أظهرت النتائج أن تطوير المحتوى التعليمي الرقمي وفق مبادئ نظرية العبء المعرفي أدى إلى تنمية مهارات تصميم قواعد البيانات وإنشائها باستخدام برنامج Microsoft Access 2010 بجانبيها المعرفي والأدائي، وكذلك أدى إلى بقاء أثر التعلم، ورفع مستوى اليقظة العقلية لدى طلاب مجموعة البحث.
الكلمات المفتاحية: المحتوى التعليمي الرقمي، مبادئ نظرية العبء المعرفي، مهارات تصميم قواعد البيانات وإنشائها، بقاء أثر التعلم، اليقظة العقلية.
المستخلص:
هدف هذا البحث إلى استقصاء أثر استراتيجية الأمثلة المحلولة الرقمية في التحصيل وتقليل العبء المعرفي ورفع مستوى فاعلية الذات الأكاديمية لدى طلاب تكنولوجيا التعليم ذوي الخلفية الأدبية بكلية التربية النوعية - جامعة المنيا خلال أجازة نهاية العام الدراسي 2019/ 2020م، وتم تقديم المحتوى ومهام التعلم من خلال مجموعة مغلقة على شبكة التواصل الاجتماعي "Facebook"، ولتحقيق أهداف البحث اتبع الباحثان المنهج شبه التجريبي، وتكونت مجموعة البحث من (56) طالب وطالبة من طلاب الفرقة الثانية تكنولوجيا التعليم ذوي الخلفية الأدبية، وتمثلت أدوات القـياس فـي (اختبار تحصيلي للجانب المعرفي لمهارات البرمجة بلغة Visual Basic 8.Net ، وبطاقة تقييم المشروعات المنتجة من طلاب مجموعة البحث، ومقياس العبء المعرفي، ومقياس فاعلية الذات الأكاديمية؛ وتم تطبيق الاختبار التحصيلي ومقياس فاعلية الذات الأكاديمية قبل التعلم، ووتم تطبيق أدوات القياس الأربعة بعد التعلم؛ وقد أظهرت النتائج أن استراتيجية الأمثلة المحلولة الرقمية أدت إلى تحسين التحصيل المعرفي لمهارات البرمجة بلغة Visual Basic 8.Net، وتقليل العبء المعرفي، ورفع مستوى فاعلية الذات الأكاديمية، ولم تظهر النتائج أثر للاستراتيجية في الجانب الأدائي لمهارات البرمجة بلغة Visual Basic 8.Net لدى طلاب مجموعة البحث.
الكلمات المفتاحية: استراتيجية الأمثلة المحلولة الرقمية، التحصيل، العبء المعرفي، فاعلية الذات الأكاديمية.
The study aims to examine to which extend do university teachers influences the learning effectiveness and academic performance of third-year pedagogy and special education students. The main hypothesis of the experimental paper refers to the increase of learning efficiency and academic performance of students through specific interventions to positive influence student learning. The quantitative study was conducted through a questionnaire, on a sample of 105 participants. The results show that regulatory interventions by teachers have a positive impact on students’ university trail, through them effective learning is stimulated and academic performance is improved.
As movements to use evidence to inform policy continue to gain traction, so do calls for greater transparency. Research suggests that efforts to enhance transparency by disclosing the evidence justifying a new policy will positively influence support, voluntary compliance, and coproduction. On the other hand, emerging research into the many nuances of transparency shows that individuals' understanding of the information provided is critical for enhancing outcomes such as policy support and compliance. Previous research has also found that more information, especially when it is visually dense and contains a high level of detail, can hinder understanding and, in turn, have a negative effect on policy support, thus, leaving to question what impact transparency initiatives in an evidence-intensive context might have. This study examines the effect of providing individuals with greater transparency regarding the scientific information, evidence, and data informing a local climate action policy. Drawing on communication design principles and framing theory, the study tests the effect of two strategies for communicating the evidence justifying a "plastic bag ban" policy at the local level-evidence-based and story framing-on micro-level individual responses: individuals' perceived understanding of and support for the policy. Results suggest that while the transparency of the This is a working paper. Please do not cite without author's permission.-2-evidence justifying the policy decision increased individuals' support for the policy, overall, each strategy was effective in a different way. Ultimately, the aim of this research was to investigate micro-level individual responses to transparency of complex information in order to explore how governments can advance transparency efforts by moving beyond the disclosure of information to more strategic efforts to design communication to fit engagement goals.
ResearchGate has not been able to resolve any references for this publication.