Explaining the split-attention effect: Is the reduction of extraneous cognitive load accompanied by an increase in germane cognitive load?

Cognitive load profile is a theory used to study the limitations of working memory in receiving and processing new information obtained by students, mental effort owned by students and student learning outcomes after learning learning that has been conveyed. This research is a qualitative descriptive study which aims to find out the cognitive load profile of students in grade VII of Sukabumi City Public Middle School on environmental pollution material which was carried out in April in the 3rd week in one of the Sukabumi City Negri Secondary Schools. This study is to describe the emergence of the cognitive load profile of students in environmental pollution material with the help of prezi application. The sample used in this study were 40 students. The instrument used in the study of 16 problem questions according to indicators developed by Marzano to describe ICL, 8 questionnaires during the delivery of environmental pollution material assisted with the Prezi application to describe the ECL and 25 multiple choice questions according to indicators developed by marzano to describe GCL. The results of the study illustrate that the cognitive load profile of Grade VII students of Sukabumi City Negri Middle School in the academic year 2019/2020 illustrates the results of instrisic cognitive load (ICL) in receiving and processing information that has a high average value of 81.25 shows the profile of cognitive load owned by low students, then the results depicted from extraneous cognitive load (ECL) in the mental effort of students obtain an average value of 65.2 it illustrates the cognitive load profile possessed by students and finally the learning outcomes By using Germane cognitive load (GCL), students get an average value of 63, which is the same as ECL, which illustrates students' cognitive load profile because of the low value of learning outcomes obtained by students. Abstrak.Teori beban kognitif merupakan teori yang digunakan untuk mempelajari keterbatasan memori kerja dalam menerima informasi baru yang diperoleh. Adapun tujuan penelitian itu sendiri yaitu untuk mendapatkan gambaran dalam mendeskripsikan munculnya beban kognitif siswa pada pembelajaran materi pencemaran lingkungan dengan berbantuan aplikasi prezi. Penelitian ini bersifat deskriptif kualintatif. Metode pengumpulan data yaitu dengan soal pilihan ganda, kuisioner dan test soal uraian. Subjek penelitian ini yaitu siswa SMPN 06 Kota Sukabumi kelas VII ajaran 2019/2020 sebanyak 40 orang. Untuk menggambarkan instrisic cognitive load (ICL) yaitu kurang menguasai konsep siswa memperoleh hasil nilai rata-rata 81,25, usaha mental siswa untuk menggambarkan extraneous cognitive load (ECL) yaitu kurang memahami gambar atau soal dengan kuisioner siswa memperoleh nilai rata-rata 62,5 dan hasil belajar dengan menggunakan germane cognitive load (GCL) yaitu siswa dapat mengingat kembali ingatan yang telah lalu dan dapat menerapkannya dalam soal berbentuk pilihan ganda siswa memperoleh nilai rata-rata 68.

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Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning

Journal of Educational Computing Research ◽

10.2190/mg7x-4j8n-ckyr-p06t ◽

1996 ◽

Vol 15 (4) ◽

pp. 345-367 ◽

Cited By ~ 37

Author(s):

Narciso Cerpa ◽

Paul Chandler ◽

John Sweller

Keyword(s):

Cognitive Load ◽

Computer Software ◽

Computer Training ◽

Computer Application ◽

Hard Copy ◽

Computer Based Training ◽

Extraneous Cognitive Load ◽

Computer Based ◽

Split Attention ◽

Software Group

When students are required to learn a new computer application program, frequently they need to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, can also impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. In Experiment 1, the first author developed a windows spreadsheet, computer-based training package with an integrated format, to test these hypotheses. The split-attention effect was investigated by comparing the performance of a group of students using the integrated computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. Results from Experiment 1 supported the above cognitive load hypotheses. Specifically, in areas of high information complexity, the integrated computer-based training software group clearly outperformed both the conventional manual plus computer software group, and the computer-based training software plus hard-copy group, thus demonstrating both split-attention and redundancy effects. Experiment 2 partially replicated this result, as well as providing support for a cognitive load explanation of results by measuring mental load. In the light of these findings and previous research, it is suggested that cognitive load is a major factor in all aspects of instructional design. Computer training software that reduces extraneous cognitive load by adopting integrated computer-based training formats can considerably facilitate learning.

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Strategi meminimalkan beban kognitif eksternal dalam pembelajaran matematika berdasarkan load cognitive theory

HUMANIKA ◽

10.21831/hum.v21i1.38228 ◽

2021 ◽

Vol 21 (1) ◽

pp. 17-32

Author(s):

Rino Richardo ◽

Rima Aksen Cahdriyana

Keyword(s):

Content Analysis ◽

Cognitive Load ◽

Mathematics Learning ◽

Modality Effect ◽

Redundancy Effect ◽

Element Interactivity ◽

Attention Effect ◽

Library Research ◽

Split Attention ◽

Education Science

Memahami objek, konsep, prosedur merupakan salah satu tujuan mempelajari pelajaran matematika disekolah. Muatan materi yang cendrung kompleks dengan elemen-elemen yang abstrak menjadi masalah bagi siswa sehingga memunculkan beban kognitif, diantaranya adalah beban kognitif eksternal. Tujuan dari penelitian ini untuk menunjukkan beberapa strategi yang perlu diperhatikan dalam mendesain pembelajaran matematika agar dapat meminimalkan beban kognitif eksternal. Penelitian ini berupa studi kepustakaan (library research). Teknik pengumpulan data dalam penelitian ini, dilakukan dengan melakukan penelusuran referensi secara online melalui beberapa sumber basis data Google Cendikia, ERIC Institute of Education Science, serta Science Direct. Analisis data dalam penelitian ini menggunakan metode analisis isi (content analysis). Hasil kajian dalam studi ini terdapat 8 strategi dalam mendesain pembelajaran matematika untuk meminimalkan beban kognitif eksternal diantaranya The Goal-Free Effect, The Worked Exampel Effect, The Split-Attention Effect, The Modality Effect, The Redundancy Effect, The Element Interactivity Effect, The Imagination Effect dan The Guidance Fading Effect.Understanding objects, concepts, procedures is one of the goals of studying mathematics in school. Material content that tends to be complex with abstract elements becomes a problem for students so that it creates cognitive loads, including external cognitive loads. The purpose of this study is to show several strategies that need to be considered in designing mathematics learning in order to minimize external cognitive load. This research is in the form of library research (library research). The data collection technique in this study was carried out by searching for references online through several Google Cendikia database sources, ERIC Institute of Education Science, and Science Direct. Analysis of the data in this study using content analysis method. The results of the study in this study there are 8 strategies in designing mathematics learning to minimize external cognitive load including The Goal-Free Effect, The Worked Exampel Effect, The Split-Attention Effect, The Modality Effect, The Redundancy Effect, The Element Interactivity Effect, The Imagination Effect and The Guidance Fading Effect.

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Managing LearningThrough Mathematical Literacy Based on Cognitive Load

Turkish Journal of Computer and Mathematics Education (TURCOMAT) ◽

10.17762/turcomat.v12i5.807 ◽

2021 ◽

Vol 12 (5) ◽

pp. 153-160

Author(s):

Andes Safarandes Asmara, St Budi Waluya, Hardi Suyitno, Iwan Junaedi

Keyword(s):

Cognitive Load ◽

Learning Outcomes ◽

Learning Process ◽

Teaching Methods ◽

Difficulty Level ◽

Thought Process ◽

Mathematical Literacy ◽

Extraneous Cognitive Load ◽

Intrinsic Cognitive Load ◽

Germane Cognitive Load

The object of mind is something that must be taught by the teacher to the student in the form of learning, or we know that the teaching is the process ofinteraction between students, between students and teachers, and learning resources in the learning environment so that with it we as educators need to optimize thestudent's thought process so that students can be optimal for information. There are three sources of how students obtain optimization in the learning process, namely: intrinsic cognitive load (dependingon the difficulty level of amaterial), extraneous cognitive load (depending on the presentation of thematerial) and germane cognitive load (whichis imposed by teaching methods that lead to better learning outcomes). the results showed that the interactive element is well managed and extraneous cognitive load is suppressed to a mable so that it creates a large enough germane cognitive load.

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