The impact of contextual information and a secondary task on anticipation performance: An interpretation using cognitive load theory

Video Presentation is a learning medium that is very supportive of the e-learning-based learning process. Learning videos can help reduce the cognitive load of learners. Cognitive load is a theoretical concept with a very central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if the learning task requires too much capacity, learning will be hampered. This study aims to review the results of research that explores the use of video presentations to overcome cognitive load in blended learning. Through a review of research on learning using a published video presentation model. The aim of this study is to identify strategies used by researchers in overcoming cognitive load in learning activities, and also to synthesize current literature on the impact of using video presentations on learning outcomes. This study uses a research library research method. The results of the study found that one way to optimize the use of working memory capacity and avoid cognitive overload is to design an instructional system, one of which is a video presentation. Cognitive load theory has been researched and proven to be overcome by using video presentations. This study openly explores the limitations of video presentations in blended learning to overcome cognitive load and improve learning outcomes by identifying a number of related conceptual, methodological and application problems.

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Managing cognitive load in simulations: exploring the role of simulation technologists

Canadian Medical Education Journal ◽

10.36834/cmej.68093 ◽

2019 ◽

Vol 10 (4) ◽

pp. e48-e56

Author(s):

Matt Sibbald ◽

Bingxian Wang ◽

Kyla Caners

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Qualitative Data ◽

Complex Task ◽

Load Theory ◽

Qualitative Feedback ◽

Extraneous Load ◽

Load Simulation ◽

The Impact

Background: Facilitating simulation is a complex task with high cognitive load. Simulation technologists are often recruited to help run scenarios and lower some of the extraneous load. We used cognitive load theory to explore the impact of technologists on instructors, identifying sources of instructor cognitive load with and without technologists present. Methods: Data was collected from 56 simulation sessions for postgraduate emergency medicine residents. Instructors delivered 14 of the sessions without a technologist. After each session, the instructor and simulation technologist (if present) provided quantitative and qualitative data on the cognitive load of the simulation. Results: Instructors rated their cognitive load similarly regardless of whether simulation technologists were present. However, the composition of their cognitive load differed. Instructors experienced less cognitive load related to the simulator and technical resources when technologists were present. Qualitative feedback from instructors suggested real consequences to these differences in cognitive load in (1) perceived complexities in running the scenario, and (2) observations of learners. Conclusions: We provide evidence that simulation technologists can remove some of the extraneous load related to the simulator and technical resources for the instructor, allowing the instructor to focus more on observing the learner(s) and tailoring the scenario to their actions.

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COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

Frontiers in Medicine ◽

10.3389/fmed.2021.739238 ◽

2021 ◽

Vol 8 ◽

Author(s):

Siti Nurma Hanim Hadie ◽

Vina Phei Sean Tan ◽

Norsuhana Omar ◽

Nik Aloesnisa Nik Mohd Alwi ◽

Hooi Lian Lim ◽

...

Keyword(s):

Cognitive Load ◽

Professional Education ◽

Cognitive Load Theory ◽

Cognitive Theory ◽

Cognitive Engagement ◽

Health Profession ◽

Learning Material ◽

Load Theory ◽

Online Lectures ◽

The Impact

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

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Cognitive Load Theory

10.1017/cbo9780511844744 ◽

2009 ◽

Cited By ~ 150

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Load Theory

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Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.109 ◽

2002 ◽

Vol 49 (2) ◽

pp. 109-119 ◽

Cited By ~ 120

Author(s):

Roland Brünken ◽

Susan Steinbacher ◽

Jan L. Plass ◽

Detlev Leutner

Keyword(s):

Cognitive Load ◽

Dual Task ◽

Cognitive Load Theory ◽

Multimedia Learning ◽

Learning Systems ◽

Learning Materials ◽

New Approach ◽

Direct Assessment ◽

Load Theory ◽

Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

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