A Study on the Teaching Strategy based on the Cognitive Structure: Focused on Effect of Concreteness and Split Attention Effect

This chapter examines second language (L2) listening and note-taking tasks performed by international students in university settings, guided by Cognitive Load Theory (CLT) and the split attention effect. It provides a background of the cognitive aspects of L2 listening processes, academic lecture listening, and note-taking, as they interface with temporal, physical, and affective forms of split attention to compromise information decoding and learning outcomes for L2 learners. While this work does not present new findings in the field, it reviews existing studies that provide insight into the Echo SmartpenTM by Livescribe as a mobile e-learning tool for alleviating the split attention effect, and enhancing the encoding and external storage functions of note-taking for L2 learners.

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THE SPLIT-ATTENTION EFFECT AS A FACTOR IN THE DESIGN OF INSTRUCTION

British Journal of Educational Psychology ◽

10.1111/j.2044-8279.1992.tb01017.x ◽

1992 ◽

Vol 62 (2) ◽

pp. 233-246 ◽

Cited By ~ 306

Author(s):

PAUL CHANDLER ◽

JOHN SWELLER

Keyword(s):

Attention Effect ◽

Split Attention

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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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