The Effects of Least-Abled Constituent Skills Completion Tasks in Least-Abled Sets Emphasis Manipulation on Cognitive Load, Learning Transfer, and Instructional Efficiency

2019 ◽  
Vol 35 (3) ◽  
pp. 845-872
Author(s):  
Soonri Choi ◽  
Jihoon Song
Keyword(s):  
Cognitive Load ◽  
Learning Transfer ◽  
Instructional Efficiency

scholarly journals EMPHASIS MANIPULATION EFFECT IN TERMS OF THE LEAST-ABLED SETS ON COGNITIVE LOAD, TRANSFER, AND INSTRUCTIONAL EFFICIENCY

2019 ◽  
Vol 77 (2) ◽  
pp. 228-243
Author(s):  
Soonri Choi ◽  
Namjung Kim ◽  
Seohyun Choi ◽  
Dongsik Kim
Keyword(s):  
Cognitive Load ◽  
Load Transfer ◽  
Learning Transfer ◽  
Personalized Learning ◽  
The Other ◽  
Instructional Efficiency ◽  
Educational Design ◽  
Skill Sets ◽  
Reversal Effect ◽  
Sequencing Method

This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner’s least-abled sets of constituent skills and identified the design’s effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency. Keywords: cognitive load, complex tasks, emphasis manipulation, instructional efficiency, learning transfer.

Instructional Game Design Using Cognitive Load Theory

2009 ◽  
pp. 1143-1165 ◽  
Author(s):  
Wenhao David Huang ◽  
Tristan Johnson
Keyword(s):  
Cognitive Load ◽  
Game Design ◽  
Cognitive Load Theory ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Design Guidelines ◽  
Design Framework ◽  
Instructional Efficiency ◽  
Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

Evaluation of Cognitive Load

2009 ◽  
pp. 101-119
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Learning Environments ◽  
Rating Scales ◽  
Instructional Materials ◽  
Subjective Rating ◽  
Instructional Efficiency ◽  
General Evaluation ◽  
Learning Conditions ◽  
Schematic Knowledge ◽  
Evaluation Of Learning

Availability of valid and usable measures of cognitive load involved in learning is essential for providing support for cognitive load-based explanations of the effects predicted and described in cognitive load theory as well as for general evaluation of learning conditions. Besides, the evaluation of cognitive load may provide another indicator of levels of learner expertise in addition to performance scores. As mentioned before, due to the available schematic knowledge base, more knowledgeable learners are expected to perform their tasks with lower mental effort than novices. Even though simple subjective rating scales remain the most often used measures of cognitive load imposed by instructional materials, new more sophisticated techniques are being developed, especially in multimodal environments associated with performance of complex cognitive tasks. This chapter provides a brief overview of traditional, as well as some novel methods for measuring and evaluating cognitive load. Some recently developed approaches to using these measures in estimating instructional efficiency of learning environments are also discussed.

Instructional Game Design Using Cognitive Load Theory

2011 ◽  
pp. 1586-1606
Author(s):  
Wenhao David Huang ◽  
Tristan Johnson
Keyword(s):  
Cognitive Load ◽  
Game Design ◽  
Cognitive Load Theory ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Design Guidelines ◽  
Design Framework ◽  
Instructional Efficiency ◽  
Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

Learning from screencast videos for software training : a comparison of dual and single-monitor learning environments

2017 ◽  
Author(s):  
◽  
Douglas Paul Kueker
Keyword(s):  
Working Memory ◽  
Eye Tracking ◽  
Cognitive Load ◽  
Working Memory Capacity ◽  
Worked Examples ◽  
Memory Capacity ◽  
Instructional Efficiency ◽  
Experimental Conditions ◽  
Split Attention ◽  
Set Up

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Learning to use software programs using worked examples in screencast videos presents a classic split-attention problem that requires learners to mentally integrate information from the video with a target application. While much is known about sound screencast tutorial design, little is known about the features of the learning environment, such as monitor configuration, that may influence learning from this form of instruction. An experiment was conducted with 42 novice learners to fill this gap by comparing the effects of two common monitor configurations which split attention in different ways. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor, while the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side-by-side monitors. Effects due to the monitor set-up were assessed for measures of cognitive load, instructional efficiency, and motivation using a 2x2 study design that controlled for task order. Results indicated that cognitive load as measured through task evoked pupil response was significantly higher, pless than .05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Analyses of three gaze-related eye-tracking metrics and NASA-TLX ratings did not indicate any differences in workload due to the experimental treatment; however, attentional patterns indicated by the eye-tracking data were shaped by two- and three-way interactions between working memory capacity and the experimental conditions. Measures of instructional efficiency indicated that the single monitor set-up was most efficient as learners attempted to transfer learning. While task efficacy and relevance ratings increased after training, monitor set-up did not affect post-training motivation.

scholarly journals Effects of Neuro-Cognitive Load on Learning Transfer Using a Virtual Reality-Based Driving System

2021 ◽  
Vol 5 (4) ◽  
pp. 54
Author(s):  
Usman Alhaji Abdurrahman ◽  
Shih-Ching Yeh ◽  
Yunying Wong ◽  
Liang Wei
Keyword(s):  
Virtual Reality ◽  
Data Fusion ◽  
Cognitive Load ◽  
Learning Transfer ◽  
Mental Workload ◽  
Eye Gaze ◽  
Machine Learning Algorithms ◽  
Driving System ◽  
User Classification ◽  
Multimodal Data Fusion

Understanding the ways different people perceive and apply acquired knowledge, especially when driving, is an important area of study. This study introduced a novel virtual reality (VR)-based driving system to determine the effects of neuro-cognitive load on learning transfer. In the experiment, easy and difficult routes were introduced to the participants, and the VR system is capable of recording eye-gaze, pupil dilation, heart rate, as well as driving performance data. So, the main purpose here is to apply multimodal data fusion, several machine learning algorithms, and strategic analytic methods to measure neurocognitive load for user classification. A total of ninety-eight (98) university students participated in the experiment, in which forty-nine (49) were male participants and forty-nine (49) were female participants. The results showed that data fusion methods achieved higher accuracy compared to other classification methods. These findings highlight the importance of physiological monitoring to measure mental workload during the process of learning transfer.

scholarly journals Learning Electrical Circuits: The Effects of the 4C-ID Instructional Approach in the Acquisition and Transfer of Knowledge

10.28945/2281 ◽  
2015 ◽  
Vol 14 ◽  
pp. 313-337 ◽  
Author(s):  
Mario Melo ◽  
Guilhermina L. Miranda
Keyword(s):  
Learning Environment ◽  
Cognitive Load ◽  
Knowledge Acquisition ◽  
Conventional Method ◽  
Transfer Test ◽  
Learning Transfer ◽  
Control Group ◽  
Digital Learning ◽  
Electrical Circuits ◽  
Experimental Group

This study was designed to investigate the effects of two instructional approaches (4C-ID versus conventional) on learners’ knowledge-acquisition and learning transfer of the electrical circuits content in Physics. Participants were 129 9th graders from a secondary school in Lisbon, M = 14.3 years, SD = 0.54. The participants were divided in two groups: an experimental group constituted three intact classes (n = 78); and a control group constituted two intact classes (n = 51). The experimental group was taught using a digital learning environment designed with the 4C-ID model principles while the control group learned the same contents through a conventional method. We assessed the students’ performance (knowledge-acquisition and transfer), the perceived cognitive load, and the instructional efficiency. Results indicated that the experimental group performed significantly better than the control group on a knowledge-acquisition test and in a learning transfer test. They also perceived a less cognitive load in the transfer test and the learning environment developed with the 4C-ID model proved to be more instructional efficient than the conventional method.

The Effect of Tour Type on Visitors’ Perceived Cognitive Load and Learning

2012 ◽  
Vol 17 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Christine M. Van Winkle
Keyword(s):  
Cognitive Load ◽  
Digital Media ◽  
Learning Transfer ◽  
Learning Experience ◽  
Future Research ◽  
Historic Site ◽  
Free Choice Learning ◽  
Guided Tour ◽  
Guided Tours ◽  
The Impact

This paper discusses the effect of audio versus guided tours on visitors’ cognitive load at a national historic site. As more sites employ digital media devices to engage visitors, a better understanding of the impact of these devices on visitors’ experiences at sites is needed. This research took place during the summer of 2008 at a Canadian national historic site and examined how tour type (audio or guided) impacted the visitor's learning process (cognitive load) and outcomes (learning transfer). The contextual model of learning, cognitive load theory, and learning transfer research were used as foundations to examine free-choice learning and the visitor's experience. The results show that the type of tour taken does affect the learning experience. Specifically, audio tour participants indicated greater cognitive load than guided tour participants. Participants’ ability to transfer learning was not affected by tour type. Theoretical and practical implications are discussed and directions for future research are identified.

Sign in / Sign up

Export Citation Format

Share Document