Correlation between the Change of Cognitive Load and Learning Performance in Video-based Learning

2019 ◽  
Vol 25 (4) ◽  
pp. 797-826
Author(s):  
Hye-Jeong Park ◽  
Dasom Kim ◽  
Il-Hyun Jo
Keyword(s):  
Cognitive Load ◽  
Learning Performance ◽  
Video Based Learning

Differences between Visual Style and Verbal Style Learners in Learning English

2014 ◽  
Vol 12 (1) ◽  
pp. 91-104
Author(s):  
Chiu-Jung Chen
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Verbal Ability ◽  
Type A ◽  
Learning Performance ◽  
Learning Materials ◽  
Visual Ability ◽  
Learning Content ◽  
Visual Style ◽  
Annotation Type

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

Integrating Cognitive Load Theory in Video Based Learning Environment

2015 ◽  
Vol 21 (10) ◽  
pp. 3106-3109
Author(s):  
Nur Khairiyah Kadar ◽  
Norah Md Noor ◽  
Juhazren Junaidi
Keyword(s):  
Learning Environment ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Load Theory ◽  
Video Based Learning

The Effects Of Anxiety And Seductive Details On Cognitive Load And Learning

2018 ◽  
Vol 62 (1) ◽  
pp. 1151-1155
Author(s):  
Ecem Olcum ◽  
Valerie K. Sims
Keyword(s):  
Cognitive Load ◽  
Cognitive Processing ◽  
Learning Performance ◽  
Seductive Details ◽  
Task Load ◽  
Transfer And Retention ◽  
Learning Research ◽  
Meaningful Relationships ◽  
Nasa Task Load Index ◽  
The Relationship

This research seeks to understand the interaction between anxiety, seductive details, cognitive load, and learning. Research investigating the seductive details effect in learning and anxiety with relation to cognitive load has not reached a consistent conclusion. Additionally, to our knowledge, no previous study has looked at the relationship between anxiety and seductive details. Ninety five college students read a passage about lightning formation either with negative seductive details, neutral seductive details, or no seductive details. Learning performance was measured with transfer and retention tests, and cognitive load was measured by using NASA Task Load Index. The results indicated helpful effects of negative but not neutral seductive details on problem-solving test for individuals with higher fear from storms. Results showed no meaningful relationships between the seductive details effect, cognitive load, and learning performance. Anxiety producing information, in small amounts, can benefit higher order cognitive processing.

scholarly journals An augmented reality learning system for Japanese compound verbs: study of learning performance and cognitive load

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Xuewang Geng ◽  
Masanori Yamada
Keyword(s):  
Augmented Reality ◽  
Cognitive Load ◽  
Language Learning ◽  
Learning System ◽  
Learning Performance ◽  
Learning Methods ◽  
Significant Difference ◽  
Image Schema ◽  
Compound Verbs ◽  
Improved Performance

Abstract To address the difficulties related to acquiring Japanese compound verbs, which lack the clarity of verb combinations and the opacity of compound verb meanings, we designed and developed an augmented reality (AR) learning system based on image schema and AR animations. We investigated the effects of the AR-based language learning system developed in this study on the learning performance and cognitive load of an AR learning system and paper-based image schema materials. This study also examined the correlation between learning performance and cognitive load. Learners of these two learning methods had significantly improved performance on post-tests. Especially, regarding the retention of knowledge, the AR learning system was more effective. However, there was no significant difference in the perceived cognitive loads between the two learning methods. It is also found that the learning performance of the two learning methods was related to the perceived different types of cognitive load.

An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence

2021 ◽  
pp. 136216882110390
Author(s):  
Zhongling Pi ◽  
Fangfang Zhu ◽  
Yi Zhang ◽  
Jiumin Yang
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Performance Test ◽  
Vocabulary Learning ◽  
Self Report ◽  
Learning Performance ◽  
Alpha Power ◽  
Instructional Videos ◽  
Eeg Data ◽  
L2 Vocabulary

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor’s beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor’s purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor’s gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor’s use of beat gestures increased learners’ accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning.

Sign in / Sign up

Export Citation Format

Share Document