scholarly journals The Effect of Multi-Media Instructional Design based on Sweller's Theory on Reducing Cognitive Load and Developing Scientific Concepts among Deaf Primary Students

2018 ◽  
Vol 12 (4) ◽  
pp. 672
Author(s):  
Aliah M. Al Atiyat
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Control Group ◽  
Scientific Concepts ◽  
Multimedia Software ◽  
Deaf Students ◽  
Load Theory ◽  
Multi Media ◽  
And Control ◽  
Experimental Group

This study aimed to investigate the effect of instructional design of multi-media on reducing cognitive load and the development of scientific concepts among primary school deaf students. It combined the descriptive and quasi-experimental design using an extension of pre-test and post-test experimental-control group design with three groups: an experimental group that was taught the "solar system, stars and galaxies" modules using multimedia software based on the principles of cognitive load theory; a second experimental group was taught the same content using multimedia software but was not based on the principles of cognitive load theory; and a control group that was taught via the textbook. The study sample consisting of 48 male and female deaf students was selected from Al-Amal Institutes at Jeddah, Madinah, and Tabuk. The study used two instruments: scientific concepts test and NASA-TLX scale of cognitive load. The results revealed that the first experimental group outperformed the second and control group students on both measures. However, there was no significant difference between the second experimental and control groups. It is recommended that Sweller’s theory and multimedia be used to design curriculum of science to deaf students.

scholarly journals The Effectiveness of An Educational Program Based on The Theory of Cognitive Load in the Development of Reasoning Among Students in the Eighth Grade in the Social Subject

2021 ◽  
Vol 8 (1) ◽  
pp. 467-499
Author(s):  
Mohamad Mahyadin Sadiq ◽  
Othman Abdullah Hama-Ameen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Educational Program ◽  
Female Students ◽  
Eighth Grade ◽  
Control Group ◽  
Male And Female ◽  
Load Theory ◽  
The Social ◽  
Experimental Group

The research aims at identifying (The effectiveness of an educational program based on theory of cognitive load in the development of reasoning among students in the eighth grade in the social material). Through the application of the reasoning Test, which was prepared by (Al-Jabari, 1994) for Basic school students and applied to the Iraqi environment, the standard measure is (50) paragraphs for measuring reasoning, and the researcher has followed descriptive and experimental approaches. The study participants were (74) male and female students randomly divided into two groups: Experimental Group (37), male and female students and a group of control (37), male and female students. The researcher taught the experimental group using the educational program based on the cognitive load theory, while the control group was taught by traditional education.   The results of the study showed that the students of the experimental group who studied according to the educational program are superior to the students of the control group who studied in the traditional method of reasoning. The results also showed that there are no differences between the average grades of the test for males and females in the test of reasoning. The students of the experimental group who studied social studies according to the educational program based on the cognitive load theory.

scholarly journals Cognitive load theory as a framework for simulation-based, ultrasound-guided internal jugular catheterization training: Once is not enough

CJEM ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 141-148 ◽  
Author(s):  
Robert McGraw ◽  
Tim Chaplin ◽  
Nicole Rocca ◽  
Louise Rang ◽  
Melanie Jaeger ◽  
...  
Keyword(s):  
Cognitive Load Theory ◽  
Control Group ◽  
Hand Motion ◽  
Load Theory ◽  
Local Standard ◽  
Technical Proficiency ◽  
Simulation Session ◽  
Approach To Teaching ◽  
Experimental Group ◽  
Better Than

ABSTRACTObjectiveThe main objective of this study was to use the principles of cognitive load theory to design a curriculum that incorporates a progressive part practice approach to teaching ultrasound-guided (USG) internal jugular catheterization (IJC) to novices. A secondary objective was to compare the technical proficiency of residents trained using this curriculum with the technical proficiency of residents trained with the current local standard of a single simulation session.MethodsThe experimental group included 16 residents who attended three 2-hour sessions of progressive part practice in a simulation lab. The control group included 46 residents who attended the current local standard of a single 2-hour simulation session just prior to their intensive care unit rotation. Technical proficiency was assessed using hand motion analysis and time to procedure completion.ResultsAfter three sessions, median scores for right hand motion (RHM) (34.5; [27.0-49.0]), left hand motion (LHM) (35.5; [20.0-45.0]), and total time (TT) (117.0 s; [82.7-140.0]) in the experimental group were significantly better than the control group (p<0.001). Results for eight experimental group residents who were assessed for retention at a later date revealed median scores for RHM (45.0; [32.0-58.0]), LHM (33.5; [20.0-63.0]), and TT (150.0 s; [103.0-399.6]), which were significantly better than those of the control group (p=0.01, p<0.01, and p=0.02, respectively).ConclusionThese results support multiple sessions of progressive part practice in a simulation lab as an effective competency-based approach to teaching USG IJC in preparation for the clinical setting.

scholarly journals Oriented discovery and acquisition of scientific concepts according to the trend towards science at the request of the seventh grade basic: الاكتشاف الموجه واكتساب المفاهيم العلمية وفق الاتجاه نحو العلم لدى طلبه الصف السابع الأساسي

2019 ◽  
Vol 3 (28) ◽  
Author(s):  
Fatima Eisa ALrababah
Keyword(s):  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Scientific Concepts ◽  
Guided Discovery ◽  
Significant Difference ◽  
Research Population ◽  
And Control ◽  
Experimental Group ◽  
Research Tools

  The research aimed identify the effectiveness of the method of discovery oriented in the acquisition of scientific concepts according to the trend towards science in the 7th grade students in science unit (strength and pressure), In order to achieve the objective of the research, the researcher followed the experimental method. The research tools were also prepared, namely, an educational unit according to the method of guided discovery and testing of scientific concepts. The research population consisted of (7654) students from Jerash Education Directorate (7th grade) The sample consisted of (102) students divided into two groups (experimental, control), where the students of the experimental group, which numbered (52) students were taught according to the method of discovery oriented, While the students of the control group were taught according to the traditional teaching method, which reached (50) students, After applying the research tools, the researcher found a statistically significant difference between the average of the two groups (experimental and control) and for the benefit of the experimental group in acquiring the scientific concepts according to the trend towards science, The researcher did not find a statistically significant difference between the average members of the experimental group in acquiring scientific concepts due to gender.  

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory

The Effect of Applying POSSE (Predict- Organize-Search-Summarize-Evaluate) on the Students’ Reading Comprehension

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Eka Rejeki Maha ◽  
Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study was aimed at finding out The Effect of Applying POSSE (Predict-Organize-Search-Summarize-Evaluate) Strategy on the Students’ Reading Comprehension. This study used the experimental design. The population of this study was the students of SMA Negeri 2 Medan. There were sixty students taken as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying POSSE strategy while control group was taught without applying POSSE strategy. The instrument of collecting the data was multiple choice test which consists of 40 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21). The calculation shows the reliability was 0.81(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.76) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there was a significant effect of applying POSSE strategy on the students’ reading comprehension. Keywords: POSSE Strategy, Reading Comprehension.

The Effect of Applying Learning Together Method on the Students’ Reading Comprehension

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Haryato Siregar ◽  
Elia Masa Ginting
Keyword(s):  
Reading Comprehension ◽  
Alternative Hypothesis ◽  
Choice Test ◽  
Control Group ◽  
Teaching Reading ◽  
Multiple Choice Test ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group ◽  
Learning Together

This study was aimed at finding out the effect of applying Learning Together Method on the students’ reading comprehension. This study used the experimental design. The population of this study was the students of SMP Negeri 1 Muara. There were sixty students of eighth class as the sample of the research. This study was conducted with two randomized groups namely experimental and control group. The experimental group was taught by applying Learning Together Method while control group was taught without applying Learning Together Method. The instrument of collecting the data was multiple choice test which consists of 20 items. To obtain the reliability of the test, the researcher used Kuder-Richardson (KR-21) formula. The calculation shows the reliability was 0.82(high). The data were analyzed by using t-test. The calculation shows that t-observed (4.9) is higher than t-table (2.00) at the level of significance (α) 0.05 with the degree of freedom (df) 58. Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that teaching reading comprehension by applying Learning Together Method significantly affect reading comprehension. Keywords: Learning Together Method, Reading Comprehension

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