The relationship between e-learning personalisation and cognitive load

2021 ◽  
pp. 1-15
Author(s):  
Christopher Lange
Keyword(s):  
Cognitive Load ◽  
E Learning ◽  
The Relationship

scholarly journals The contribution of psychological barriers in predicting the cognitive load among the university students’ users of blackboard system

2021 ◽  
Vol 16 (6) ◽  
pp. 3058-3072
Author(s):  
Mohamed Sayed Abdellatif ◽  
Mervat Azmy Zaki Abdul-Gawad
Keyword(s):  
University Students ◽  
Cognitive Load ◽  
Research Method ◽  
Psychological Barriers ◽  
E Learning ◽  
Common Problems ◽  
Blackboard System ◽  
The University ◽  
The Relationship ◽  
Correlative Relationship

Psychological barriers are one of the most common problems facing individuals nowadays due to everyday life pressures. The current research aimed at identifying the extent to which psychological barriers contribute to predicting the perceived cognitive load of blackboard e-learning management system users. The research sample comprised (240) male and female among the University Students. The descriptive-analytical approach, specifically the predictive correlative research method was utilized to reveal the relationship between the research variables. The research main results revealed that there was a statistically significant correlative positive relationship between the psychological barriers and the cognitive load (intrinsic, extraneous, and the overall degree), and there was no statistically correlative relationship between psychological barriers and the Germane cognitive load. Besides, results concluded that the external psychological barriers were better at predicting the overall degree of the perceived cognitive load. Psychological barriers and cognitive load must be considered within the e-learning settings through making use of the results of the current study in developing training and counseling programs to reduce the students' psychological barriers and cognitive load levels.   Keywords: psychological barriers; cognitive load; Blackboard system

scholarly journals The relative contribution of psychological barriers to the cognitive load  of university students: الإسهام النسبي للحواجز النفسية في العبء المعرفي لطلاب الجامعة

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Mohamed Sayed Mohamed Abdel-Latif, Mervat Azmy Zaki Abdel-Ga
Keyword(s):  
University Students ◽  
Cognitive Load ◽  
Female Students ◽  
Negative Evaluation ◽  
Male And Female ◽  
Psychological Barriers ◽  
Relative Contribution ◽  
E Learning ◽  
The Relationship ◽  
Correlative Relationship

The current study aimed to identify the relationship between psychological barriers and the cognitive load among Prince Sattam bin Abdulaziz University students who use the e-learning management system (BlackBoard) and to identifying the extent to which psychological barriers degrees contribute in predicting the degrees of perceived cognitive load, For data collection, the analytical descriptive approach was used the researchers applied the psychological barriers scale and the perceived cognitive load scale prepared by the researchers. Results revealed the following: There was a statistically significant positive correlative relationship between the psychological barriers, its' dimensions, the intrinsic, the extraneous perceived cognitive load and the total degree of cognitive load of university students, while there was no correlative relationship between psychological barriers, its' dimensions and the Germane perceived cognitive load of university students. The second axis (the external psychological barriers) was better in predicting the overall degree of perceived cognitive load, and that the arrangement of the sub-dimensions of external psychological barriers in terms of their ability to predict the overall degree of the perceived cognitive load was in the following order: realizing rumors, fear of negative evaluation, and expecting failure. There were no statistically significant differences between male and female university students and between the scientific and literary disciplines in psychological barriers and their dimensions, there were statistically significant differences between male and female university students in intrinsic, extraneous cognitive load and the overall degree in favor of female students. And there were differences between the scientific and literary disciplines in the intrinsic and extraneous perceived cognitive load, and the overall degree of the cognitive load in favor of the literary disciplines. there were no differences between male and female students and between the scientific and literary disciplines in Germane cognitive load.

scholarly journals The Effects of Lecture Diversity on Germane Load

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Jamie Costley ◽  
Christopher Henry Lange
Keyword(s):  
South Korea ◽  
Cognitive Load ◽  
Positive Relationship ◽  
Learning Materials ◽  
Video Lectures ◽  
Germane Cognitive Load ◽  
E Learning ◽  
Media Delivery ◽  
The Relationship ◽  
The Way

An important aspect of MOOCs is the way students interact with video lectures. Instruction provided through video lectures should focus on ways to increase germane cognitive load, which directly contributes to learning. One approach that may lead to an increase of germane load may be to use video lectures with diverse forms of media, including both auditory and visual aspects of multimedia. This study surveyed a group of students (n = 1602) who participated in MOOC-like courses in South Korea to investigate the relationship between delivery diversity and germane cognitive load. Additionally, the relationships between individual indicators of both audio and visual aspects of multimedia and germane load were examined. Results show a positive relationship between diverse media delivery (auditory, visual, and total media) and germane cognitive load. The implication of these results are important for instructors who wish to promote a better understanding of e-learning materials through the delivery of content by using diverse forms of media.

Investigating Multi-Modal Measures for Cognitive Load Detection in E-Learning

2020 ◽  
Author(s):  
Nico Herbig ◽  
Tim Düwel ◽  
Mossad Helali ◽  
Lea Eckhart ◽  
Patrick Schuck ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Load Detection ◽  
E Learning

In AI We Trust: Investigating the Relationship between Biosignals, Trust and Cognitive Load in VR

2019 ◽  
Author(s):  
Kunal Gupta ◽  
Ryo Hajika ◽  
Yun Suen Pai ◽  
Andreas Duenser ◽  
Martin Lochner ◽  
...  
Keyword(s):  
Cognitive Load ◽  
The Relationship

scholarly journals The Effects of Extraneous Load on the Relationship Between Self-Regulated Effort and Germane Load Within an E-Learning Environment

2017 ◽  
Vol 18 (5) ◽  
Author(s):  
Christopher Lange ◽  
Jamie Costley ◽  
Seung-Lock Han
Keyword(s):  
Load Condition ◽  
Poor Quality ◽  
Online Instructors ◽  
South Korean ◽  
Processing Information ◽  
E Learning ◽  
Effort Regulation ◽  
Extraneous Load ◽  
Survey Responses ◽  
The Relationship

<p class="3">Online instructors need to avoid unclear and confusing explanations of content, which can reduce the quality of learning. Extraneous load is reflective of poor instruction, in that it directs student effort towards processing information that does not contribute to learning. However, students may be able to manage poor instruction through effort regulation. Students who show high levels of effort have been shown to overcome poor instruction in some cases. This study analyzed survey responses from South Korean university students studying online (n = 1,575) to examine the relationship between self-regulated effort and germane load within varying extraneous load conditions. The experimental design separated extraneous load responses into three conditions (low, medium, high). Within each extraneous load condition, self-regulated effort responses were also separated (low, medium, high). The results showed that as extraneous load increased, self-regulated effort had a weaker relationship with germane load. It was also found that the use of effort regulation is effective only when dealing with low and mid-level extraneous load situations and that use of such strategies within high extraneous load situations was not effective. These results show the importance of improving instruction to reduce extraneous cognitive load, in that, not even high levels of effort can overcome poor quality instruction.</p>

scholarly journals NEW TRAINING TECHNOLOGIES AND THEIR USE IN TRAINING AND DEVELOPMENT ACTIVITIES: SURVEY EVIDENCE FROM LITHUANIA

2008 ◽  
Vol 9 (2) ◽  
pp. 155-159 ◽  
Author(s):  
Vilmantė Kumpikaitė ◽  
Ramunė Čiarnienė
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
New Technologies ◽  
Resistance To Change ◽  
New Technology ◽  
Mediating Effects ◽  
Management And Development ◽  
E Learning ◽  
Development Processes ◽  
The Relationship

There is emerging evidence that new technologies are related to improvements in productivity. Nevertheless, in considering the relationship between new technology and productivity, it is vital to consider human resource management and development issues due to their mediating effects on the relationship between new technology and productivity. This paper focuses on training technologies, especially e‐learning. The increasing use of new technologies to deliver training and to store and communicate knowledge means that trainers must be technologically literate. That is, they must understand the strengths and weaknesses of new technologies and implementation issues such as overcoming users’ resistance to change. The paper reports the findings of a study of 724 Lithuanian employees, which revealed relatively weak usage of new technologies and e‐learning in human resource development processes.

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