Design Strategy Research Based on the Theory of Intrinsic Cognitive Load According to the Post-Corona 19 Era -Focusing on Learning Efficiency of Learning Content-

2020 ◽  
Vol 26 (4) ◽  
pp. 405-416
Author(s):  
Qiao He Zhang ◽  
Jae Bum Yang
Keyword(s):  
Cognitive Load ◽  
Design Strategy ◽  
Strategy Research ◽  
Learning Efficiency ◽  
Intrinsic Cognitive Load ◽  
Learning Content

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

scholarly journals Automatic Generation and Evolution of Personalized Curriculum Based on Genetic Algorithm

2019 ◽  
Vol 14 (12) ◽  
pp. 15
Author(s):  
Xiaocong Duan
Keyword(s):  
Genetic Algorithm ◽  
Personalized Learning ◽  
Automatic Generation ◽  
User Model ◽  
Evolution System ◽  
Framework Structure ◽  
System Framework ◽  
Learning Efficiency ◽  
Learning Content ◽  
Generation Technology

In order to solve the automatic generation and evolution of personalized curriculum, the method of using genetic algorithm to realize the evolution of personalized learning content is proposed to solve the dynamic personalized needs of users. Through the research and implementation of personalized curriculum generation technology, firstly, the structures of curriculum generation, genetic algorithm and curriculum scene, as well as the method and technology of personalized curriculum generation and evolution system framework are described in detail. Then, the framework structure based on genetic algorithm is determined, and the user model is updated. Finally, experiments are carried out based on genetic algorithm. The research on the experiment of automatic generation and evolution of personalized curriculum shows that the application of genetic algorithm in the process of curriculum generation and evolution makes students' learning content evolve with the change of their knowledge state in the process of learning, effectively promotes students' interest in learning, and improves learning efficiency and effect.

scholarly journals Making an Effort Versus Experiencing Load

2021 ◽  
Vol 6 ◽  
Author(s):  
Melina Klepsch ◽  
Tina Seufert
Keyword(s):  
Cognitive Load ◽  
Learning Strategy ◽  
Strategy Training ◽  
German Language ◽  
Design Studies ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Learning Tasks ◽  
Different Types

In cognitive load theory (CLT), the role of different types of cognitive load is still under debate. Intrinsic cognitive load (ICL) and germane cognitive load (GCL) are assumed to be highly interlinked but provide different perspectives. While ICL mirrors the externally given task affordances which learners experience passively, germane resources are invested by the learner actively. Extraneous affordances (ECL) are also experienced passively. The distinction of passively experienced load and actively invested resources was inspired by an investigation where we found differential effects of a learning strategy training, which in fact resulted in reduced passive load and increased actively invested effort. This distinction is also mirrored in the active and passive forms for effort in German language: “es war anstrengend” (it has been strenuous) vs. “ich habe mich angestrengt” (I exerted myself). In two studies, we analyzed whether we could distinguish between these active and passive aspects of load by using these phrases and how this distinction relates to the three-partite concept of CLT. In two instructional design studies, we included the active and passive items into a differentiated cognitive load questionnaire. We found the factor structure to be stable, with the passive item loading on the ICL factor and the active item loading on the GCL factor. We conclude that it is possible to distinguish between active and passive aspects of load and that further research on this topic could be constructive, especially for learning tasks where learners act in a more self-regulated way and learner characteristics are taken into account.

scholarly journals The Validity of Physiological Measures to Identify Differences in Intrinsic Cognitive Load

2021 ◽  
Vol 12 ◽  
Author(s):  
Paul Ayres ◽  
Joy Yeonjoo Lee ◽  
Fred Paas ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Construct Validity ◽  
Cognitive Load ◽  
Web Of Science ◽  
Main Body ◽  
Physiological Measures ◽  
Subjective Measures ◽  
Intrinsic Cognitive Load ◽  
Within Subjects ◽  
The Web

A sample of 33 experiments was extracted from the Web-of-Science database over a 5-year period (2016–2020) that used physiological measures to measure intrinsic cognitive load. Only studies that required participants to solve tasks of varying complexities using a within-subjects design were included. The sample identified a number of different physiological measures obtained by recording signals from four main body categories (heart and lungs, eyes, skin, and brain), as well as subjective measures. The overall validity of the measures was assessed by examining construct validity and sensitivity. It was found that the vast majority of physiological measures had some level of validity, but varied considerably in sensitivity to detect subtle changes in intrinsic cognitive load. Validity was also influenced by the type of task. Eye-measures were found to be the most sensitive followed by the heart and lungs, skin, and brain. However, subjective measures had the highest levels of validity. It is concluded that a combination of physiological and subjective measures is most effective in detecting changes in intrinsic cognitive load.

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