多媒体学习中减少认知负荷的研究

多媒体教学能够促进有意义的学习,同时多媒体学习受认知负荷的影响又是十分明显的。在多媒体学习理论框架内研究了具体多媒体学习情境下的认知超负荷现象,提出了相应的减负方法。     

Reducing transience during animation: a cognitive load perspective

Animation has an inherent advantage over static graphics when presenting dynamic content because it provides a more accurate and realistic depiction. Simultaneously, animation has an inherent disadvantage because most animated information is perceptually transient. In this quasi-experimental study, cognitive load theory was used to investigate the extent to which animation’s transience could be ameliorated with the incorporation of a pause/play feature or a tracing feature that lets previous information remain visually available on screen instead of disappearing after a brief display. Continuous animation, animation with pause/play and their equivalent static graphics, each designed with either a trace or no trace, were used to instruct 228 post-secondary technical education students on how an electrical circuit works. All formats were accompanied with the same on-screen text. The pattern of results, especially the interactions, indicated that animation with a pause/play format obtained the highest efficiency in the no tracing condition, while the continuous animation format obtained the highest efficiency in the tracing condition. These results suggest that by restructuring the dynamic information, the negative instructional consequences of the transient nature of animation can be counteracted to make it more efficient for learning than static graphics.     

Fostering self-regulation in training complex cognitive tasks

In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must be able to regulate their learning. Although these regulation skills should be part of their training, this is not usually the case. This study evaluates a training program that integrates air traffic control skills with regulation skills. The participants were 29 air traffic control students who followed either the original training program (n = 12) or a new program (n = 17) in which the development of regulation skills was embedded in the training of domain specific skills. Compared to students in the original program, the students in the new program showed increased self-efficacy in the use of self-regulated learning skills with improved performance in domain specific competences. The implications of these findings are discussed with regard to the daily training practice of complex cognitive skills.     

多媒体辅助语言学习中的认知负荷阐释

多媒体辅助语言学习的多样性、交互性和集成性在呈现给学习者大量信息的同时,也造成了学习者的认知超负荷状态.言语信息加工中的认知负荷根据其认知需求可分为：内在认知负荷、外在认知负荷和相关认知负荷.多媒体外语教学软件制作应尽量减少学习者认知负荷,具体可采取卸载技术、分解技术、演练技术、清除技术、标记技术、调整技术、消除冗余技术、同步技术、个性化设计等.     

Student teacher challenges: using the cognitive load theory as an explanatory lens

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.     

Measuring cognitive load with electroencephalography and self-report: focus on the effect of English-medium learning for Korean students

This study investigated a reliable and valid method for measuring cognitive load during learning through comparing various types of cognitive load measurements: electroencephalography (EEG), self-reporting, and learning outcome. A total of 43 college-level students underwent watching a documentary delivered in English or in Korean. EEG was measured during watching, and subjective rating load was reported right after watching. Comprehension was tested for learning achievements. The results demonstrated a positive relationship between difficulty rating by self-report and beta frequency via EEG in the T3 area (Pearson r = .309, p < .05). Difficulty rating and learning performance are correlated negatively and significantly (Pearson r = ?.391, p < .01). The results have theoretical implications supporting cognitive load theory in terms of a negative relationship between the difficulty rating and the learning performance. On the practical side, the study contributes to provide the information of validity of cognitive load measurements.     

基于认知负荷理论的有效教学设计研究

有效教学设计应基于学习者的认知规律,设法降低外在、内在认知负荷,同时增加相关认知负荷。在教学设计时,可以采用自由目标策略、关联信息捆绑策略、一步到位策略与多通道策略降低外在认知负荷;采用任务先"分"后"整"逐步呈现策略与任务先"简"后"繁"二次呈现策略降低内在认知负荷;采用变异任务策略与嵌入支架策略增加相关认知负荷。     

Sentence length for revealing the cognitive load reversal effect in text comprehension

The cognitive load theory recommendations for enhancing the success of teaching are effective up to a certain boundary. The paper is dedicated to finding this boundary line in sentence length for 17–18‐year‐old students. The students filled in the blanks in 30 cloze tests. The cloze test results were correlated with the percentage of sentences over the boundary line. When the boundary‐line was low, the coefficient of correlation increased with the rising of the line and the coefficient began to drop when the boundary line passed 140 characters. This size of the boundary line indicated the sentence length, up to which the taking of the load from the learners’ mind was effective. The sentences with 130–50 characters were the most suitable for the students.     

Restructuring heterogeneous classes for cognitive development: Social interactive perspective

An educational application derived from the socialconstructivism view based largely on the theories ofVygotsky (1962, 1978) and Piaget (1926), was tried inorder to improve cognitive development of childrenstudying in a heterogeneous class. A path analysisbased on the study of 1017 pupils, 8- to 11-year-olds,studying in 36 classrooms, shows that complex learningtechniques are related to cognitive development,especially of lower level children. The processrequires that the teacher take a developer roleencouraging the students to interact verbally in orderto solve the learning tasks. The improvement seems tobe based entirely on the students' on-task verbalinteraction, but that was instigated by the developerteacher's role and impeded by supervisory role.     

Overload problem research on aperiodic real-time tasks

In this paper, a novel scheduling mechanism is proposed to handle the real-time overload problem by maximizing the cumulative values of three types of tasks: the soft, the hard and the imprecise tasks. The simulation results show that the performance of our presented mechanism in this paper is greatly improved, much better than that of the other three mechanisms: earliest deadline first (EDF), highest value first (HVF) and highest density first (HDF), under the same conditions of all nominal loads and task type proportions.     

Motivation and cognitive load in the flipped classroom: definition,rationale and a call for research

Flipped classroom approaches remove the traditional transmissive lecture and replace it with active in-class tasks and pre-/post-class work. Despite the popularity of these approaches in the media, Google search, and casual hallway chats, there is very little evidence of effectiveness or consistency in understanding what a flipped classroom actually is. Although the flipped terminology is new, some of the approaches being labelled ‘flipped’ are actually much older. In this paper, we provide a catch-all definition for the flipped classroom, and attempt to retrofit it with a pedagogical rationale, which we articulate through six testable propositions. These propositions provide a potential agenda for research about flipped approaches and form the structure of our investigation. We construct a theoretical argument that flipped approaches might improve student motivation and help manage cognitive load. We conclude with a call for more specific types of research into the effectiveness of the flipped classroom approach.     

Learning subject content through a foreign language should not ignore human cognitive architecture: A cognitive load theory approach

Several widely implemented educational approaches aim to provide academic content in a foreign language. While Content and Language Integrated Learning (CLIL) works because it focuses both on content and on foreign language learning, approaches aiming at transmitting academic content through a foreign language should not be implemented without explicit foreign language instructional support. Based on cognitive load theory, there are theoretical reasons to hypothesize that exposure to new content in a foreign language without any foreign language instructional support may interfere with rather than facilitate learning compared to learning language and content separately. In three experiments conducted in higher education, a text was presented to 294 students in three different conditions: native language, foreign language, and foreign language with a translation into the native language. We varied the foreign language (English, German) and the domain (Law, Computer Science). Our results indicated that reading in the foreign language was never the best condition to learn either language or academic content. We concluded that considerable care should be taken when transmitting academic content in a foreign language, without explicit foreign language instructional support.     

Towards a personalized task selection model with shared instructional control

Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic sequencing of learning tasks: (1) personalization by an instructional agent which makes sequencing decisions on the basis of learner’s expertise, and (2) personalization by the learner who is given control over – final – task selection. The model combines both trends in a model with shared instructional control. From all available learning tasks, an instructional agent selects a subset of tasks based on the learner’s performance scores and invested mental effort (i.e., system-control). Subsequently, this subset is presented to the learner who makes the final decision (i.e., learner control). A computer-assisted instructional program has been developed to put the model into practice and preliminary results are discussed. The model can be used to increase the efficiency and effectiveness of instruction and to make it more appealing by providing the learner an optimal level of control over task selection. This research project is funded by the Netherlands Organization for Scientific Research (NWO, The Hague, project No. 411-02-107-V).     

Job tasks and the participation of low-skilled employees in employer-provided continuing training in Germany

This study analyses the participation of low-skilled employees in employer-provided training and examines the mechanisms that encourage the training participation of low-skilled employees. Building on theoretical considerations of human capital theory and the task-based approach, we seek to show that job tasks play an important role in explaining different participation levels of low-skilled employees in employer-provided continuing training. The empirical analyses are based on data from the new survey on establishments in Germany. To test the influence of job tasks on participation of low-skilled employees in employer-provided training, we run multivariate regression models that control for other explanatory variables. The results of our analysis confirm that job tasks are relevant to changes in the participation rates of low-skilled employees, which leads to the conclusion that differences between job tasks affect employers’ willingness to invest in training for their low-skilled staff.     

从认知负荷理论看教学设计

认知负荷理论(Cognitive Load Theory)是在现代认知心理学研究的成果基础上提出的一种促进教学设计的理论，它为研究认知处理和教学设计提供了一种新的理论框架。在认同G．Miller关于短时记忆受制于它所能同时容纳的成分的数量的理论基础上，CLT把图式作为组成个体知识基础的认知结构，关注降低工作记忆负荷的教学设计技术，以便促进与图式获得有关的长时记忆的变化。由于同时考虑到信息的构成和学习者内部允许其处理这些信息的认知结构，认知负荷理论已经产生了多种独特的且有时与直觉相矛盾的教学设计和程序。本文概括介绍了认知负荷理论的一些基本原理及其对教学、网页制作和其他信息呈现方式的设计的含义，以能够对教学设计及相关信息呈现设计有所启示。     

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40?years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts.     

Effects of the inquiry-based mobile learning model on the cognitive load and learning achievement of students

The advancement of mobile device and wireless communication technologies is having a great influence on the design concept of learning activities. In this study, we attempt to integrate field study into the inquiry-based mobile learning model; moreover, a mobile learning environment that allows students to access both physical and virtual resources is developed accordingly. During the in-field learning activity, the mobile learning system is able to present the learning tasks, guide the students to visit the real-world learning targets for exploration, and provide them with supplementary materials via the mobile devices. The aim of this research focuses on the effects of this mobile learning model on students' cognitive load and learning achievements. The 51 sixth graders who participated in this research were assigned to an experimental and a control group. From the pre and posttests as well as the cognitive load questionnaire, it was found that the students who learned with the inquiry-based mobile learning approach had better learning achievement and less cognitive load than those who learned with the traditional approach. Therefore, it is concluded that the mobile learning model has positive effects on elementary students in local culture learning.     

Improving the quality of online discussion: the effects of strategies designed based on cognitive load theory principles

This article focuses on heavy cognitive load as the reason for the lack of quality associated with conventional online discussion. Using the principles of cognitive load theory, four online discussion strategies were designed specifically aiming at reducing the discussants’ cognitive load and thus enhancing the quality of their online discussion. The results indicate that, compared to a conventional discussion strategy, the discussion quality was significantly enhanced for participants using example-posting strategy and limited-number-of-posting strategy. Cognitive load was significantly reduced for participants using filtered-posting and combination strategies. Instructional efficiency of all proposed strategies was found to be significantly better than conventional discussion strategy. The results are discussed and implications of the findings on instructional design application and future research are also presented.