Students Cognitive Load Research Articles

Comparative Analysis of Augmented Reality in Engineering Drawing Course: Assessing Spatial Visualization and Cognitive Load with Marker-Based, Markerless, and Web-Based Approaches

This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving traditional instruction. The primary objective is to rigorously assess the comparative effectiveness of these instructional approaches in enhancing spatial visualization skills and reducing the cognitive load of undergraduate engineering students. Spatial visualization, a vital cognitive skill for engineering disciplines, is evaluated using the Purdue Spatial Visualization Test: Rotations (PSVT-R) questionnaire. The cognitive load of students is assessed with the help of a questionnaire comprising items related to mental load and effort. This study not only quantifies the impact of AR applications but also highlights subtle differences among the various AR modalities. The findings suggested that the group that used marker-based AR had better improvement in their spatial ability and felt less cognitive load compared to those who utilized markerless AR and web-based AR.

Comparative Analysis of Machine Learning Classifier Models for Predicting Student Cognitive Load and Performance Outcomes in Moodle Learning Environment

Comparative Analysis of Machine Learning Classifier Models for Predicting Student Cognitive Load and Performance Outcomes in Moodle Learning Environment

Effect of Printed and Digital Instructional Material on Germane Cognitive Load of Students in the Subject of General Science at the Elementary Level

The current study employed an experimental design with a quantitative approach to examine the impact of digital and printed instructional media on the germane cognitive load of elementary school students for the subject of General Science. The participants were 7th-grade students enrolled in high schools located in a district of Punjab. The digital instructional media utilized in the study included instructional videos and PowerPoint presentations, while textbooks were used as the printed instructional media. The researchers adopted the test developed by Leppink, Paas, Van der Vleuten, & Van Merriënboer after obtaining permission. The results revealed that the group exposed to instructional videos exhibited the lowest germane cognitive load, followed by the group that used textbooks. In contrast, the group that received instruction through PowerPoint presentations demonstrated the highest germane cognitive load. The observed differences in germane cognitive load across the three groups were found to be statistically significant.

The effectiveness of a VR-based mobile learning system for university students to learn geological knowledge

ABSTRACT This study developed a VR-based mobile learning system to simulate the natural environment of a geopark for university students to learn geological knowledge. This learning method used a Google cardboard equipped with smartphones, where students can watch stereoscopic scenes and experience virtual environments as if visiting the geopark. In order to evaluate the learning effectiveness of the proposed system, we collected the learning outcomes, learning motivation, and cognitive load of students before and after the learning activity. The results indicated that students had significantly better learning achievement in their comprehension ability and learning motivation after using the proposed system. Therefore, it can be inferred that the VR-based mobile learning system not only helps students restructure knowledge and improves their comprehension skills but also enhances their learning motivation tendencies. In addition, the results showed that the students did not have high intrinsic and extraneous cognitive loads but had a high germane cognitive load. This finding implies that the proposed system can promote students’ learning without overloading their working memories.

Impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course

Impact of an AR-based learning approach on the learning achievement, motivation, and cognitive load of students on a design course

Students’ Technology, Cognitive, and Content Knowledge (TSCCK) Instructional Model Effect on Cognitive Load and Learning Achievement

The application of scientific and technological approaches in education has been increasing year by year. We evaluated the effect of a TSCCK model based on the cognitive load theory on the cognitive load and learning achievement of vocational students: this model had six components: (1) analysis; (2) content development; (3) cloud development; (4) learning activity development; (5) model implementation; and (6) model revision. We used 62 students randomly selected from 115 students taking an “E-commerce data analysis and processing” course and used cluster random sampling. A total of 31 students were taught with instructions based on the TSCCK model, while 31 students were taught with a traditional method. The instruments used included lesson plans for the TSCCK group developed using the cognitive load theory and the workload profile self-rating scale (WP scale) used to measure the student cognitive load for both groups. The students who learned with TSCCK had significantly lower cognitive load (WP scale) scores than the students who learned with the traditional method, and their achievement scores were higher. The MANOVA confirmed that both the achievement scores and cognitive load measures for the two groups were significantly different at the 0.05 level.

The Effects of a Cloud-Based Blended Learning Environment on Students' Achievement, Persistence and Cognitive Load

Purpose: The aim of this study was to examine the effect of cloud-based blended learning environments on the achievement,persistency, and cognitive load of vocational high school students. Moreover, the study aimed to determine the students’opinions on the effectiveness of the blended learning environments they used.Design/Methodology/Approach: 6-week implementation was conducted using MoodleCloud, through a course created withcontent prepared to be in line with multimedia design principles.The study group consisted of 33 individuals in total, with 17students in the experimental group and 16 in the control group. The research model applied in the study was semiexperimental, with data collection tools consisting of an Achievement Test, a Practice Exam, a Scale for Measuring theEffectiveness of Blended Learning Environments, and a Cognitive Load Scale. During analysis of the collected data, t-test,ANCOVA, Mann-Whitney U test, Pearson Correlation Coefficient, and descriptive statistics were used.Findings: The findings of the study concluded that students in the Experimental Group achieved significantly higher scores inthe Achievement Test and Practice Exam than those in the Control Group. On the other hand, there was no significantdifference found to exist between the two groups in terms of the Persistency Test. Regarding their cognitive load scores, asignificant difference was found to exist between the students who studied within a blended learning environment and thosewho studied in a face-to-face learning environment, but this was only for Week 5 of the implementation, whereas there wereno significant differences found for any of the other weeks. Moreover, it was concluded that there was no significantcorrelation found between the cognitive load and the success of the students. In addition, it was notable that the students heldmore positive views about the blended learning environment over the other environments.Highlights: it may be said that the education applied within the cloud-based blended learning environment had a positiveeffect on the students’ academic success. The significant difference revealed in Week 5 may suggest that the cognitive load ofstudents may decrease when the implementation time is extended.

254 Does Video Pre-Briefing Reduce Cognitive Load During a Simulated ACLS Scenario?

254 Does Video Pre-Briefing Reduce Cognitive Load During a Simulated ACLS Scenario?

Learning Mathematics Formulas by Listening and Reading Worked Examples

This study aims to examine whether there is a significant difference between the effectiveness of worked examples with voice notes and worked examples without voice notes and their relations with computational thinking skills. Both learning strategies were implemented in the derivative of polynomial algebraic function learning. This quasi-experimental study involved 62 students and employed a pre-test and post-test non-equivalent control group design via WhatsApp group. Data were analyzed using ANCOVA with student initial ability measured during the pretest as the covariate. The study empirically proved that there is a significant difference in terms of the effectiveness of both learning strategies viewed from student cognitive load. Worked example without voice notes was more effective and makes students have less cognitive load during learning. In addition, there was no significant difference in the effectiveness of learning strategies in terms of computational thinking skills. This study showed that adding voice notes may lead to redundancy effects, hence the use voice notes with worked examples should be thoroughly considerated.

The interactive e‐book and video feedback in a multimedia learning environment: Influence on performance, cognitive, and motivational outcomes

AbstractBackgroundContinuous advances in mobile and multimedia technologies have increased interest in the use of e‐books in educational settings.ObjectivesThe current study investigated how the e‐book technology and different types of feedback influenced the learning, motivation, and cognitive load of students within the differentiation unit of mathematics class.MethodsParticipants targeted for this study consisted of 125 first‐year students randomly assigned into one of four experimental conditions formed by a 2 (interactive e‐book vs. static PDF book) x 2 (simple feedback vs. video feedback) factorial design.Results and ConclusionsThe findings showed that there is a significant main interaction effect between the use of interactive e‐book and video feedback when students' achievement scores are measured. While no interaction effects on intrinsic motivation between the type of e‐book and type of feedback were found, the findings revealed interactive e‐book and video feedback separately increased intrinsic motivation. With regard to cognitive load, the results revealed that the use of interactive e‐book that delivered video feedback significantly reduced students' extraneous and intrinsic cognitive load.

Virtual Reality-based Internet + Smart Classroom

<p>With the deep development of Internet +, it is necessary to actively explore the deep integration of Internet + and classroom teaching and build a smart classroom, especially in the courses that require thinking training. The urgency is mainly reflected in three aspects: First, the trend of the times; Second, the inevitable requirement of education reform; and third, the urgent need for practical teaching. This paper shows that VR-based experiments are effective through teaching experiments on fast sorting algorithms difficult for junior high school students to understand in information courses. According to the experimental results, firstly, students who used VR teaching to assist applied learning had better academic performance than students who used traditional teaching methods. Second, students who learn using VR teaching-assisted applications present better learning attitudes than students who use conventional teaching methods. Third, the cognitive load of students using virtual reality teaching aids is lower than that of traditional teaching methods.</p> <p> </p>

Cognitive Load Lecture on Diversity and Classification of Vertebrates Through Moodle-Based Online Learning

The addition of asynchronous learning hours in e-learning can cause students to have to understand large amounts of material. So that it can be a cognitive burden for students. The purpose of this study was to describe the cognitive load of students during online learning in the subject of vertebrate diversity and classification, especially on the structure of Pisces and amphibians. The research method used in this study was quantitative descriptive by examining the ability to receive and process information, mental effort and the learning outcomes of 46 students of the Biology Education Study Program at Pakuan University. The instrument used in the study was to measure the ability to receive and process information through a test in the form of a task complexity worsheet. Mental effort was measured through a questionnaire (Likert scale) with a range of 1-5. Learning outcomes were measured in the form of an essay test. The results obtained that the learning activities carried out have the characteristics of a high cognitive load component. The high cognitive load obtained by students is seen from the high mental effort and the high intrinsic load possessed by students, so that it has an impact on the learning outcomes obtained.

Exploring Visualisation for Embryology Education: A Twenty-First-Century Perspective.

Embryology and congenital malformations play a key role in multiple medical specialties including obstetrics and paediatrics. The process of learning clinical embryology involves two basic principles; firstly, understanding time-sensitive morphological changes that happen in the developing embryo and, secondly, appreciating the clinical implications of congenital conditions when development varies from the norm. Visualising the sequence of dynamic events in embryonic development is likely to be challenging for students, as these processes occur not only in three dimensions but also in the fourth dimensions of time. Consequently, features identified at any one timepoint can subsequently undergo morphological transitions into distinct structures or may degenerate and disappear. When studying embryology, learners face significant challenges in understanding complex, multiple and simultaneous events which are likely to increase student cognitive load. Moreover, the embryology content is very nonlinear. This nonlinear content presentation makes embryology teaching challenging for educators. Embryology is typically taught in large groups, via didactic lecture presentations that incorporate two-dimensional diagrams or foetal ultrasound images. This approach is limited by incomplete or insufficient visualisation and lack of interactivity.It is recommended that the focus of embryology teaching should instill an understanding of embryological processes and emphasise conceptualising the potential congenital conditions that can occur, linking pre-clinical and clinical disciplines together. A variety of teaching methods within case-based and problem-based curricula are commonly used to teach embryology. Additional and supplementary resources including animations and videos are also typically utilised to demonstrate complex embryological processes such as septation, rotation and folding.We propose that there is a need for embryology teaching in the twenty-first century to evolve. This is particularly required in terms of appropriate visualisation resources and teaching methodologies which can ensure embryology learning is relevant to real-world scenarios. Here we explore embryology teaching resources and methodologies and review existing evidence-based studies on their implementation and impact on student learning. In doing so, we aim to inform and support the practice of embryology educators and the learning of their students.

AR Learning Environment Integrated with EIA Inquiry Model: Enhancing Scientific Literacy and Reducing Cognitive Load of Students

This study constructed the EIA (Experience–Inquiry–Application) model to evaluate its extent on promoting scientific inquiry activities under an AR learning environment in an upper primary science course setting. Two hundred and nine fifth-grade Chinese students were randomly assigned to one of the three conditions, as a quasi-experiment was conducted to investigate how the EIA model and the AR learning environment influence students’ science learning. Both quantitative and qualitative data were collected. Quantitative data suggest that students who participated in the EIA model under the AR setting performed the best; it also gives evidence to support that both the EIA model and the AR environment has significant positive effects on students’ performance in science learning. Qualitative data, in the form of a semi-structured interview with teachers and students, reveal that AR is able to be used for experiments that were originally deemed impossible, and it inspires students’ motivation for knowledge acquisition. Moreover, the EIA model empowers students in small-group collaboration, and is a good pedagogical tool to summarize units. EIA and AR form a bond of theory and technology and it strengthens students in manifold ways when it is deeply interwoven.

Teaching the Chain Rule to Manage Cognitive Load: A Colorful Approach

Based on our work teaching undergraduate Calculus courses, we offer insight into teaching the chain rule to reduce cognitive load for students. A particularly difficult topic for students to grasp, problems likely arise due to student struggles with the concept of function and, particularly, function composition relative to when they first encounter the chain rule. We suggest that, by incorporating the intentional use of color in instruction, we can highlight the particular aspects of the symbols we want students to focus on, thereby reducing cognitive load and early difficulties solidifying the topic.

The influence of teachers pedagogic competence on cognitive loads of students in the geography learning process

AbstrakThis research is a case study about the effect of students’ cognitive load in the process of learning geography in the city of Bandung. The purpose of this study is (1) how the pedagogical competence of geography teachers in the city of Bandung, (2) the cognitive load of students, and (3) know the extent of the influence of teacher pedagogical competence on the cognitive load of students in the learning process of geography. This study uses a survey method, with a quantitative approach. The sample in this research were 8 high schools in Bandung. The results showed the pedagogical competence of geography teachers included in the competent category, even though the cognitive load of students in the learning process of geography included in the low category and the pedagogical competence of teachers gave influence on the cognitive load of students by 74%. The conclusion is a good teacher’s pedagogical competence can reduce students’ cognitive load and cognitive load is formed due to the influence of the learning methods and strategies provided by the teacher.

Application of VIPSTA experiment worksheet: an attempt to reduce students cognitive load in learning biology

This research aimed to analyse the decrease in students’ cognitive load while performing laboratory activity using “VIPSTA” experiment worksheet. The subjects of the research were 72 students in grade 11. The cognitive load was measured in three aspects; intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL). The data were analysed descriptively to show differences in the component of cognitive loads and tested for multivariate correlation-regression to show relations between the components of cognitive load. ICL and GCL were measured inversely proportional with score of students science process skill, due to well performed science process skill and knowledge construction skill are results from low ICL and GCL respectively. Whereas ECL was measured proportionally with students’ metal effort because students bear low mental effort in thinking when the ECL is low. After the implementation of VIPSTA experiment worksheet, students obtained increment for science processing skill and knowledge construction skill and decrease for mental effort which indicated low ICL, GCL, and ECL. Meaning that the use of VIPSTA experiment worksheet enables a decrease in students’ cognitive load. Furthermore, the data analysis showed that the decrease of GCL was heavily influenced by the decrease of ICL and ECL indicating that VIPSTA experiment worksheet was able provide meaningful laboratory activity by facilitating knowledge construction through lower load in processing information and performing procedure while conducting experiment.

Implementation of CFG Based Natural Language Framework in Description of Syntax Errors in Imperative First Programming Languages: A Case Study from University of Baluchistan

The purpose of this research is to study usefulness and impact of natural language framework for description of error messages on the performance, motivation, cognitive load of novices in imperative first programming language like C. This study is about investigating the impact of error messages description in natural language on debugging skill of students. It is used as a teaching tool in introductory programming language. In this research a framework based on natural language was constructed based on context free grammar (CFG) underpinning human computer interaction (HCI) to facilitate debugging of errors. This paper reports that using natural language to describe error messages decrease debugging time. We concluded that novices using this framework performed better with good understanding of static error handling, error correction with fewer number of errors. This framework has appreciable effect on learning outcomes of the students. The results of study reflect the time spent to debug and correct error was reduced as a result performance, motivation of the students increased and had impact on the cognitive load of students.

The difficulties of students when solving HOTS problem and the description of students cognitive load after given worked example as a feedback

The study aims to describe the obstacles of high school mathematics teachers in teaching the distance and angle of the three dimensions materials. This research is a descriptive exploratory study with a qualitative approach. We collected the data using interviews and questionnaires. The subject was 11 mathematics teachers of SMA, SMK, and MA in Semarang City and Demak Regency. The data was analyzed by looking for themes and determining inter-theme relations to gain an understanding. The findings are as follows. First, obstacles faced by mathematics teachers to teach the distance and angle of the three dimensions materials are teachers’ limited professional competence, students’ difficulties in understanding the concept, students’ difficulties in thinking, and the need for proper learning media. Second, some efforts made by teachers to overcome and expect obstacles happened namely discussing problems with other senior teachers, preparing and learning the materials that require special attention, using visual media, provides exercises with many types, close to psychology with students, and testing various proper teaching models and methods of three-dimension materials.

Use of the Pope Engagement Index to Measure the Cognitive Load of Biochemistry Students while Completing a 3D Physical Serine Protease Modeling Activity

Research has shown students have significant difficulty understanding enzyme‐substrate relationships. One way instructors have suggested to support students while learning this content is through the use of 3D physical models of the enzyme and substrate. However, little research has been conducted on how the models impact the learning process and the cognitive load of the students. This study aims to measure the cognitive load of biochemistry students while completing a modeling activity focused on understanding the relationship between the substrates and active site of serine proteases. During a simulated learning environment, biochemistry students completed an activity related to how enzymes and substrates interact based on electronics, stereochemistry and geometric complementary using the serine protease physical models. During the activity electroencephalography was used to capture student cognitive processing in order to assign cognitive load of the tasks in the activity using the Pope Engagement Index. This presentation will specifically focus on how spatial ability of the student impacted the level of engagement and in what region of the brain was engaged when completing various tasks. Additional discussion will focus on how changes to the models impacted the cognitive load of the participants when completing the activity. Suggestions will be provided for faculty to think about when developing modeling activities to decrease extraneous cognitive load for students.Support or Funding InformationThis project is supported by the National Science Foundation under award number IUSE 1711402/1711425 to University of Minnesota, Rochester and Kennesaw State University.This abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.