Avatars vs. Video Presence: Effects of Instructor Presence on Cognitive Load in Video-Based Learning

Cognitive architecture and information processing for learning are related to each other because of the content and presentation of the content in instructional materials. If the instructional design of the materials overloads the working memory, it then causes a cognitive load that hampers the learning outcome. Therefore, instructional design has been an area of focus repeatedly to make learning more effective and manage different types of cognitive load. Few studies focused sequencing theory of content design or highlighted the impact of the design on over all cognitive load. However, no studies to date have covered a systematic cognitive approach-based instructional design on m-grammar learning to investigate the outcome of learning performance. Therefore, the present study shows a cognitive approach-based instructional design for m-grammar learning. Unlike the existing studies, it designs instructional material based on a theoretical foundation of simple to complex learning theories to enhance learning outcomes and manage cognitive load for the grammar learners. It also measures instructional efficiency by employing 2-dimensional manners (mental effort and learning outcome). We followed a quantitative research design to conduct the study. An experimental group consisting of 128 students is used as study participants. NASA TLX, evaluation module score and a self-reporting mental effort measuring scale are the research instruments considered to collect the data. The results revealed the effectiveness of the proposed instructional design highlighting the instructional efficiency due to maintaining cognitive approach based designing that lessened the cognitive load and enhanced learning outcome of the learners.

<p>The analysis of human walking gait is a complex skill for physical therapy students to learn. As a result, students are at risk for a cognitive overload when confronted with these materials. Cognitive load consists of both intrinsic and extraneous loads as well as the germane processes that are required by the learners to process the information in working memory. As working memory is limited in its capacity to process new information, it is necessary to manage the cognitive load experienced by the learners. Intrinsic cognitive load is related to the complexity of the materials that must be learned and cannot be altered by instructional design without sacrificing initial understanding. An isolated elements instructional format purports to reduce the intrinsic CL experienced by learners by isolating the content into the individual elements prior to introducing any complex relationships that may exist between the elements. The purpose of this study was to examine the cognitive load and learning outcome effects of an isolated elements instructional format versus an interacting elements format when teaching observational gait analysis to physical therapy students.</p><p>A total of 72 students enrolled in a Doctor of Physical Therapy program participated in this study. Mixed factorial designs assessed both between-group and within-group outcomes. The independent variables were the group assignments (isolated or interacting) and time. The dependent variables were cognitive load and learning outcomes. Cognitive load was measured with 7-point Likert-type scales for both mental effort and task difficulty at five separate time points. Learning outcomes were assessed through performance scores and confidence ratings on a posttest and a 1-week follow-up test. Animated videos were used as the medium for instructional delivery. In the isolated elements group, the learners received the content in several separate videos that isolated each of the sub-phases of gait prior to viewing a summary video that included all of the interacting gait cycle components. Learners in the interacting elements group received the content in one video that included the full gait cycle followed by the same summary video.</p><p>Students in the isolated elements groups reported lower mental effort ratings immediately after viewing the isolated elements videos than did the interacting group after viewing the single video tutorial. However, there was no differences in either mental effort or task difficulty ratings at the other time points during the lesson or during the assessments. Performance scores and confidence ratings did not differ between the two groups. Within-group analyses found that there were significant changes over time in both groups for mental effort, performance scores, and confidence ratings. A statistically significant change was noted over time for task difficulty in the interacting elements group. The reduction in mental effort ratings immediately following the tutorial content for the isolated elements group lends support the theory that isolating the individual elements prior to teaching the complex interactions can reduce cognitive load for learners. However, this reduction in cognitive load did not translate into improved test scores or confidence compared to the interacting elements group. Future research is needed to identify instructional methods that can further reduce the cognitive load and increase the learning outcomes of students learning observational gait analysis. In addition, alternative objective methods of assessing cognitive load should be explored.</p>

<p>It is possible that e-textbook readers and tablet PC’s will become mainstream reading devices in the future. However, knowledge about instructional design in this field of learning sciences is inadequate. This study aimed to analyse how two factors, that is, presentation methods and concept maps, interact with cognitive load and learning outcomes when the contents of e-textbooks are compiled. Further, it endeavored to suggest an adequate logic of instructional design based on the findings. An empirical method was adopted, and 78 participants – either undergraduates or graduates in college – were recruited. Regarding the compilation of e-textbooks, the findings can be summarised as follows: (a) Providing concept maps not only reduces learners’ cognitive load but also enhances their learning outcomes of cognition, affection, and psychomotor performance. (b) Overall, video (V) is superior to text and diagram interaction (TDI) in terms of learning outcomes, and TDI is superior to text and diagram (T&D). Nevertheless, within the cognitive domain, learning outcomes produced by V are not necessarily superior to those produced by TDI. When learners are not provided with concept maps, TDI is superior to V in terms of learning outcomes. Conversely, if learners are provided with concept maps, V is superior to TDI.</p><p> </p>

The effective implementation of cognitive load theory (CLT) to optimise the instructional design of simulation-based training requires sensitive and reliable measures of cognitive load. This mixed-methods study assessed relationships between commonly used measures of total cognitive load and the extent to which these measures reflected participants' experiences of cognitive load in simulation-based procedural skills training. Two groups of medical residents (n=38) completed three questionnaires after participating in simulation-based procedural skills training sessions: the Paas Cognitive Load Scale; the NASA Task Load Index (TLX), and a cognitive load component (CLC) questionnaire we developed to assess total cognitive load as the sum of intrinsic load (how complex the task is), extraneous load (how the task is presented) and germane load (how the learner processes the task for learning). We calculated Pearson's correlation coefficients to assess agreement among these instruments. Group interviews explored residents' perceptions about how the simulation sessions contributed to their total cognitive load. Interviews were audio-recorded, transcribed and subjected to qualitative content analysis. Total cognitive load scores differed significantly according to the instrument used to assess them. In particular, there was poor agreement between the Paas Scale and the TLX. Quantitative and qualitative findings supported intrinsic cognitive load as synonymous with mental effort (Paas Scale), mental demand (TLX) and task difficulty and complexity (CLC questionnaire). Additional qualitative themes relating to extraneous and germane cognitive loads were not reflected in any of the questionnaires. The Paas Scale, TLX and CLC questionnaire appear to be interchangeable as measures of intrinsic cognitive load, but not of total cognitive load. A more complete understanding of the sources of extraneous and germane cognitive loads in simulation-based training contexts is necessary to determine how best to measure and assess their effects on learning and performance outcomes.

User interface design in mobile learning applications: Developing and evaluating a questionnaire for measuring learners' extraneous cognitive load

Cognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.

Researchers disagree on the extent to which social cues in instructional videos influence learning and learning-relevant outcomes and processes. The instructor presence effect states that visible instructors in instructional videos lead to increased social presence and higher scores in subjective ratings like motivation, social presence, or affect, but do not improve learning outcomes. In contrast, the Cognitive-Affective-Social Theory of Learning in digital Environments outlines how social cues not only enhance social, emotional, and motivational processes, but they also potentially promote learning outcomes. We conducted a series of meta-analyses to explore the effects of instructor presence in instructional videos on retention, transfer, social presence, motivation, cognitive load, affect, and visual dwell time. The meta-analyses include 35 studies, which contained 46 pair-wise comparisons and 6339 participants. Results revealed a small, statistically significant positive effect of including a visual instructor on retention outcomes, but no significant effect on transfer performance. A visible instructor also significantly enhanced social presence, affective, and motivational ratings. Furthermore, we found that a visible instructor significantly reduced dwell time on relevant visual material but also reduced subjective perception of extraneous cognitive load. Significant moderator effects could be found regarding prior knowledge, the instructional domain as well as the size of the instructor.

BackgroundSome studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).ObjectivesThis study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities.MethodsA mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups.Results and ConclusionThis study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course.Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes

Virtual Learning in Graduate Medical Education: Applying Learning Theory for Effective Educational Videos.

Enhancing business education through video: A conceptual model and research directions based on a systematic review

The COVID-19 outbreak transformed tourism education into online education. However, pertinent information about students’ cognitive loads and learning outcomes in the new circumstances remains scarce. The present study recruited 67 tourism students to learn two subject matters by means of a traditional face-to-face programme and an online programme; a within-subject design was adopted. The study found no significant difference in cognitive load between the two programmes; however, learning outcomes were significantly different. The correlation between cognitive loads and learning outcomes were both found to be significant. The relationship was negative in the traditional face-to-face programme, while a positive relationship was found in the online programme.

The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post‐tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post‐test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post‐test scores. Also, students that reported more germane cognitive load had higher post‐test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post‐test scores (ANOVA, P < 0.05).

In recent years, microlearning has gained significant attention due to technological advancements such as generative AI (GenAI), diverse learner needs, and a growing emphasis on improving learning outcomes. However, designing effective microlearning content remains challenging, as existing instructional design frameworks are inadequate for optimising learning outcomes. Therefore, this study developed a novel Microlearning AI-Integrated Instructional Design (MIND) Model to support effective instructional design to enhance learning outcomes. The model is grounded in multiple theoretical foundations, primarily the Technological Pedagogical Content Knowledge (TPACK) framework and the Factors Influencing Learning Outcomes (FIL) framework. To validate the MIND model, a mixed-methods approach was used with an intervention consisting of microlearning modules, comparing the MIND model (experimental group) with the ADDIE model (control group). Quantitative analysis using ANCOVA revealed that the MIND model significantly outperforms the ADDIE model in supporting effective instructional design to enhance learning outcomes, such as increased knowledge acquisition, understanding of module content, and improved knowledge application. Furthermore, t-test results indicated that learning outcomes within the MIND model group were consistent across gender, employment status, and locality, demonstrating inclusivity and accessibility. Kruskal–Wallis test showed a difference in learning outcomes across age groups, with younger learners achieving higher outcomes. Thematic analysis of qualitative data revealed that the modules developed using the MIND model featured media richness, interaction, engagement, self-concept, motivation, and satisfaction, contributing to learning outcomes. The MIND model serves as an innovative instructional design model that guides stakeholders in designing micro modules while remaining adaptable to conventional approaches, supporting flexible integration of cutting-edge technologies across formal, non-formal, and informal learning.

The purpose of this study was to investigate the relationship among Taiwanese high school students’ learning style, sense of presence, cognitive load, and affective and cognitive learning outcomes in an immersive virtual reality-based learning environment. This study used a teaching experiment intervention method. Seventy-seven students participated in the virtual reality-based learning environment and completed related scales and a test. This study found that although the students’ learning style does not influence learning outcomes, it may influence the subjective sense of presence and cognitive load in the learning process. Regarding the affective learning outcome, involvement/immersion, sensory fidelity, and mental effort are positive predictors. In addition, involvement/immersion, interface quality, mental load, and mental effort are negative predictors of cognitive learning outcomes. The conclusion from this study is that students with some learning style preferences must bear a greater cognitive load to achieve the same learning outcomes as other students. This study also points out that the components of sense of presence and cognitive load generate inconsistent predictive effects on affective and cognitive learning outcomes, respectively. Therefore, it is important to deeply explore the influence of sense of presence and cognitive load structure on learning in virtual environments.