Multimedia's Effect on College Students’ Quantitative Mental Effort Scores and Qualitative Extraneous Cognitive Load Responses in a Food Science and Human Nutrition Course

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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Development of Scientific Thinking Facilitated by Reflective Self-Assessment in a Communication-Intensive Food Science and Human Nutrition Course

Journal of Food Science Education ◽

10.1111/1541-4329.12127 ◽

2018 ◽

Vol 17 (1) ◽

pp. 8-13 ◽

Cited By ~ 1

Author(s):

Suzanne Hendrich ◽

Barbara Licklider ◽

Katherine Thompson ◽

Janette Thompson ◽

Cynthia Haynes ◽

...

Keyword(s):

Human Nutrition ◽

Food Science ◽

Scientific Thinking ◽

Self Assessment ◽

Nutrition Course

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Using Quality Circles to Enhance Student Involvement and Course Quality in a Large Undergraduate Food Science and Human Nutrition Course

Journal of Food Science Education ◽

10.1111/j.1541-4329.2005.tb00049.x ◽

2006 ◽

Vol 4 (1) ◽

pp. 2-9 ◽

Cited By ~ 1

Author(s):

S.J. Schmidt ◽

M.S. Parmer ◽

D.M. Bohn

Keyword(s):

Student Involvement ◽

Human Nutrition ◽

Food Science ◽

Quality Circles ◽

Course Quality ◽

Nutrition Course

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Implementing Student-Centered Learning Practices in a Large Enrollment, Introductory Food Science and Human Nutrition Course

Journal of Food Science Education ◽

10.1111/1541-4329.12077 ◽

2015 ◽

Vol 15 (1) ◽

pp. 23-33 ◽

Cited By ~ 6

Author(s):

Debra Korte ◽

Nicholas Reitz ◽

Shelly J. Schmidt

Keyword(s):

Human Nutrition ◽

Food Science ◽

Student Centered ◽

Student Centered Learning ◽

Learning Practices ◽

Nutrition Course ◽

Large Enrollment

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Shopping for Health: A Menu for One

EDIS ◽

10.32473/edis-fs224-2013 ◽

2013 ◽

Vol 2013 (4) ◽

Author(s):

Morgan Denhard ◽

Wendy Dahl

Keyword(s):

College Students ◽

Older Adults ◽

Low Cost ◽

Human Nutrition ◽

Food Science ◽

Fact Sheet ◽

Meal Preparation ◽

A Priority

In today’s busy world, many Americans find themselves cooking meals for one. Older adults and college students alike face the challenge of making meal preparation a priority when no one else is depending on them to create a balanced meal. Whether you pop a dish into the microwave after a busy day or spend time cooking a special meal for yourself, shopping for and preparing healthy, low-cost meals for one can be easy and enjoyable with just a little bit of planning. This 4-page fact sheet was written by Morgan Denhard and Wendy Dahl and published by the UF Department of Food Science and Human Nutrition, February 2013. http://edis.ifas.ufl.edu/fs224

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Students’ extraneous cognitive load in cell biology lectures

Cypriot Journal of Educational Sciences ◽

10.18844/cjes.v16i1.5524 ◽

2021 ◽

Vol 16 (1) ◽

pp. 267-276

Author(s):

Nengsih Juanengsih ◽

Adi Rahmat ◽

Ana Ratna Wulan ◽

Taufik Rahman

Keyword(s):

Data Analysis ◽

Cognitive Load ◽

Cell Biology ◽

Biology Education ◽

Mental Effort ◽

Load Cell ◽

Education Department ◽

Extraneous Cognitive Load ◽

Very High

This study aims to analyse students’ extraneous cognitive load (ECL) in cell biology lectures. Participants in the study were 31 students of the Biology Education Department who attended the Cell Biology course from a university in Jakarta, Indonesia. The Cell Biology lectures include fours topics. The data of ECL were measured using questionnaires with a semantically differential scale, containing statements about students’ mental efforts in understanding the information received in the lectures. The data obtained were then tabulated, categorised according to the mental effort rubric, and made into percentage for each step of the VARK (Visual, Aural, Read/write, Kinaesthetic) approach. The results of the data analysis show that students' mental effort (ECL) in understanding each concept in Cell Biology lectures through the VARK approach is generally in the lower category. This is indicated by the very high percentage in the low category for visual, aural, read/write, and kinaesthetic steps. Keywords: Extraneous cognitive load, cell biology, VARK;

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