scholarly journals Features of the learner, task, and instructional environment that predict cognitive load types during patient handoffs: Implications for instruction

2021 ◽  
Author(s):  
John Q. Young ◽  
Krima Thakker ◽  
Majnu John ◽  
Karen Friedman ◽  
Rebekah Sugarman ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Instructional Environment ◽  
Patient Handoffs ◽  
Load Types

Complex Mobile Learning that Adapts to Learners' Cognitive Load

2016 ◽  
pp. 1850-1862
Author(s):  
Robin Deegan
Keyword(s):  
Mobile Computing ◽  
Cognitive Load ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Cognitive State ◽  
Load Theory ◽  
Load Types

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

scholarly journals Performance of a cognitive load inventory during simulated handoffs: Evidence for validity

2016 ◽  
Vol 4 ◽  
pp. 205031211668225 ◽  
Author(s):  
John Q Young ◽  
Christy K Boscardin ◽  
Savannah M van Dijk ◽  
Ruqayyah Abdullah ◽  
David M Irby ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Self Report ◽  
Global Rating ◽  
Load Theory ◽  
Work Input ◽  
Extraneous Load ◽  
Load Types ◽  
Level Of Experience ◽  
Study Participants

Background: Advancing patient safety during handoffs remains a public health priority. The application of cognitive load theory offers promise, but is currently limited by the inability to measure cognitive load types. Objective: To develop and collect validity evidence for a revised self-report inventory that measures cognitive load types during a handoff. Methods: Based on prior published work, input from experts in cognitive load theory and handoffs, and a think-aloud exercise with residents, a revised Cognitive Load Inventory for Handoffs was developed. The Cognitive Load Inventory for Handoffs has items for intrinsic, extraneous, and germane load. Students who were second- and sixth-year students recruited from a Dutch medical school participated in four simulated handoffs (two simple and two complex cases). At the end of each handoff, study participants completed the Cognitive Load Inventory for Handoffs, Paas’ Cognitive Load Scale, and one global rating item for intrinsic load, extraneous load, and germane load, respectively. Factor and correlational analyses were performed to collect evidence for validity. Results: Confirmatory factor analysis yielded a single factor that combined intrinsic and germane loads. The extraneous load items performed poorly and were removed from the model. The score from the combined intrinsic and germane load items associated, as predicted by cognitive load theory, with a commonly used measure of overall cognitive load (Pearson’s r = 0.83, p < 0.001), case complexity (beta = 0.74, p < 0.001), level of experience (beta = −0.96, p < 0.001), and handoff accuracy (r = −0.34, p < 0.001). Conclusion: These results offer encouragement that intrinsic load during handoffs may be measured via a self-report measure. Additional work is required to develop an adequate measure of extraneous load.

scholarly journals Learning From Instructional Videos: Learner Gender Does Matter; Speaker Gender Does Not

2021 ◽  
Vol 12 ◽  
Author(s):  
Claudia Schrader ◽  
Tina Seufert ◽  
Steffi Zander
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Sexual Maturity ◽  
Situational Interest ◽  
Instructional Video ◽  
Learning Gains ◽  
Theoretical Assumption ◽  
Instructional Videos ◽  
Load Types

One crucial design characteristic of auditory texts embedded in instructional videos is the speaker gender, which has received some attention from empirical researcher in the recent years. Contrary to the theoretical assumption that similarity between the speaker’s and the learner’s gender might positively affect learning outcomes, the findings have often been mixed, showing null to contrary effects. Notwithstanding the effect on the outcomes, a closer look at how the speaker’s gender and speaker–learner similarities further determine cognitive variables, such as different cognitive load types, is overdue. Moreover, on the part of the learner, the role of situational interest in the learning topic that might be gender related has been neglected so far. Therefore, this study explored the role of speaker and learner gender and their interaction regarding learning outcomes. We broaden our perspective by investigating the effects of gender-related differences concerning situational interest in the topic being taught and by determining different types of cognitive load. In a 2 (female/male speaker) × 2 (female/male learner) within- and between-subject design, 95 students learned about female and male human sexual maturity with an instructional video containing auditory explanations. Analysis results indicate that speaker gender and speaker–learner gender similarity had no impact on learning gains, situational interest, and cognitive load types. However, the results demonstrate that learner’s gender, especially for the topic of female sexual maturity, matters the most in line with the assessed variables. Compared with males, females had higher learning gains, reported higher interest in the topic, and invested more germane cognitive resources. Thus, instructional designers may want to consider learner gender-dependent interest and how it can be triggered when creating videos with auditory explanations.

Complex Mobile Learning that Adapts to Learners' Cognitive Load

2015 ◽  
Vol 7 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Robin Deegan
Keyword(s):  
Mobile Computing ◽  
Cognitive Load ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Cognitive State ◽  
Load Theory ◽  
Load Types

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

scholarly journals Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory

2016 ◽  
Vol 28 (1) ◽  
pp. 88-96 ◽  
Author(s):  
John Q. Young ◽  
Olle ten Cate ◽  
Patricia S. O'Sullivan ◽  
David M. Irby
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Load Theory ◽  
Patient Handoffs

scholarly journals High Cognitive Load Situations Decrease Both Gait and Cognitive Performance

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 299-299
Author(s):  
Hyeon Jung Kim ◽  
Farahnaz Fallahtafti ◽  
Jennifer Yentes ◽  
Dawn Venema ◽  
Julie Blaskewicz Boron
Keyword(s):  
Cognitive Load ◽  
Cognitive Performance ◽  
Repeated Measures ◽  
Fall Risk ◽  
Visual Cues ◽  
Step Length ◽  
Middle Aged ◽  
Attentional Demands ◽  
Single Task ◽  
Load Types

Abstract A high cognitive load situation (HCLS) is completing two or more tasks simultaneously (i.e. walking while talking). Differential allocation of attentional demands creates HCLS, potentially deteriorating cognitive and/or gait performance, impacting fall risk. This study investigated whether different load types [(Single-task (ST): talking/walking only, and HCLS: walking while talking on a phone)] impacted gait and cognitive performance among young (n=8; age=23.16±1.96yrs), middle-aged (n=14; age=44.79±7.42yrs), and older (n=15; age=74.47±3.91yrs) adults. In 3-minute trials, participants completed single-task walking (ST-W) and phone conversations with easy (e.g., favorite food, ST-E) and difficult (e.g., personal relationships, ST-D) topics, and also combined walking and talking (easy: HCLS-E and difficult: HCLS-D). For gait, speed, step length (SL) and stride width (SW) were analyzed with 3(ST-W, HCLS-E, HCLS-D) x 3(Age) repeated-measures ANOVAs. HCLS resulted in slower speed (p &lt;.001, shorter SL (p &lt;.001), and wider SW (p=.008) across groups. Older adults exhibited shorter SL across walking conditions (p=.002) compared to young and middle-aged. For cognition, Word Count (WC) and Authenticity (i.e. honesty) were analyzed with 2(Evs.D) x 2(STvs.HCLS) x 3(Age) repeated-measures ANOVAs. Main effects emerged for conversation topic in WC (p=.04) and Authenticity (p&lt;.001); difficult topics negatively impacted participants’ cognitive performance, likely resulting from higher attention to maintain conversations without personal interactions (i.e. visual cues). Marginal age-group differences (p=.056) revealed older age resulted in less authentic conversations. The HCLS in this study negatively impacted gait and cognitive performance. Understanding this relationship may ultimately inform development of interventions to improve allocation of attentional demands, potentially mitigating fall risk.

scholarly journals High Cognitive Load Situations With Different Conversation Topics Affect Walking Speed and Cognitive Complexity

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 705-705
Author(s):  
Hyeon Jung Kim ◽  
Julie Blaskewicz Boron ◽  
Jennifer Yentes ◽  
Dawn Venema
Keyword(s):  
Cognitive Load ◽  
Perceived Stress ◽  
Cognitive Complexity ◽  
Walking Speed ◽  
Life Experience ◽  
Attentional Allocation ◽  
Single Task ◽  
Novel Method ◽  
Load Types ◽  
The Impact

Abstract Walking and talking on the phone are common high-cognitive-load-situations (HCLS; e.g. dual-tasks), requiring extra attentional allocation and increasing perceived stress. We explored whether two load types, 1) single-task (ST) walking or talking on a phone and 2) HCLS walking while talking on a phone, influenced walking and/or cognitive performance among young (n=7; age=23.00±2.08yrs), middle-aged (n=14; age=44.79±7.42yrs), and older (n=15; age=74.47±3.91yrs) adults while controlling for perceived stress. Participants completed 3-minute trials of single-task walking (ST-W), single-task phone conversations with common (e.g., weather; ST-C) and uncommon topics (e.g., life experience; ST-U), and walking while talking on a phone (HCLS-C and HCLS-U). Walking speed was analyzed with 3(ST-W;HCLS-C;HCLS-U) x 3(Age) ANCOVA. HCLS resulted in slower walking speed (p&lt;.001). Older adults exhibited slower speed across conditions compared to young (p=.015). Cognitive complexity (i.e., conversational tone and words greater than six letters (SIXLTR)) on the Linguistic Inquiry and Word Count (LIWC) were analyzed with 2(Cvs.U) x 2(STvs.HCLS) x 3(Age) ANCOVAs. Older age was associated with less cognitive complexity; positive tone (p=.014) and SIXLTR (p=.016), respectively in conversations. Uncommon topics reduced positive tone (p=.022) and SIXLTR (p=.003). Effects of HCLS on tone (p=.040) and SIXLTR (p=.005) varied with age. HCLS with different conversation topics resulted in reduced walking and cognitive complexity while controlling for perceived stress. The analysis of cognitive complexity using common/uncommon conversation topics is a novel method to assess the impact of HCLS. This research will disrupt the transformation of aging leading to a better understanding of attentional allocation and its effects on function.

Exploring the relationship between emotion and cognitive load types during patient handovers

2021 ◽  
Author(s):  
John Q. Young ◽  
Krima Thakker ◽  
Majnu John ◽  
Karen Friedman ◽  
Rebekah Sugarman ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Load Types ◽  
The Relationship ◽  
Patient Handovers

scholarly journals Cognitive ergonomics of educational ontology

2020 ◽  
pp. 43-56
Author(s):  
M.A. Popova
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Educational Institution ◽  
Educational Process ◽  
Academic Assessment ◽  
Cognitive Ergonomics ◽  
Load Theory ◽  
Training Resources ◽  
Load Types ◽  
Application Requirements

The article provides a brief analysis of studies on the use of ontologies for developing curricula, creating descriptions of their contents in the form of courses and information resources, improving the mechanisms for recommending academic sources and resources, academic assessment, management of a higher educational institution, integrating academic data and ontology-based repositories, which showed that ontology is a useful means of organizing information in the educational process. Criteria and methods for ontology metric evaluation for compliance with application requirements, increasing the availability of information for assimilation and gaining the possibility of their reuse in order to reduce the time and financial costs of modernizing existing and developing new knowledge base models are considered. A brief description of cognitive ergonomics metrics that affect the perception and ability to remember information presented in ontologies is given. The dependence of the ontology efficiency on its metrics, on the basis of which a list of cognitive-perceptual principles of developing an educational ontology is presented, is determined. The basics of the cognitive load theory and its application in the development of training resources based on ontologies are considered. A description of the cognitive load types that an educational ontology can cause to determine ways to optimize it is given. Practical advice for developers of educational ontology for the most effective presentation of information for its assimilation is given. A list of ontology creating tools, including educational purposes, is provided. The main ways of representing knowledge by means of the cognitive IT platform “Polyhedron” taking into account the features of cognitive ergonomics in the process of developing an educational ontology are described.

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