Research on the Design of Online Course Teaching Interfaces and Knowledge Presentation Methods under Balanced Cognitive Load

Abstract

This paper aims to explore the impact of high or low cognitive load on learners' learning effectiveness during the online learning process, as well as to achieve the goal of learners efficiently completing online learning tasks. Based on the theory of balanced cognitive load, the paper delves into the factors that may cause changes in learners' cognitive load within online courses. Through methods such as in-depth user interviews, negative experience points in the online learning process were collected and a detailed analysis of the corresponding types of cognitive load was conducted. The PAAS scale was utilized for the measurement and assessment of cognitive load, determining the extent of cognitive load at each negative experience point. In response to the issues identified, the paper proposes strategies to improve or eliminate learners' negative touchpoints from the following aspects: first, optimizing the hierarchical design of the instructional interface; second, implementing multi-channel information input; third, reinforcing the guidance of key information; and fourth, split-attention effect. These measures are intended to optimize the presentation of information on the instructional interface, reduce the cognitive burden on learners, and thereby enhance their cognitive validity, ensuring the efficiency of online learning.