Levels Of Cognitive Load Research Articles

Pacing in Serious Games: Exploring the Effects of Presentation Speed on Cognitive Load, Engagement and Learning Gains

Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games.

Collaborating with ‘familiar’ strangers in mobile-assisted environments: The effect of socializing activities on learning EFL writing

Learners in computer- or mobile-assisted collaborative learning environments could remain anonymous or unfamiliar, as educators might not provide explicit socializing activities with the assumption that effective interactions could happen naturally in these situations. However, from the perspectives of social presence, it was hypothesized that for learners who were unfamiliar to their peers in online collaborative learning environments, performing explicit socializing activities prior to learning phases would help them have better learning performance, experience lower levels of working memory load, and experience higher levels of social presence than performing implicit socializing activities. This research was conducted to test the hypotheses with 60 participants. The results showed that providing explicit socializing activities to unfamiliar learners in mobile-assisted collaborative learning environments increased the level of social presence, facilitated their acquisition of complex cognitive skills such as EFL argument essay writing skills, and reduced the level of cognitive load in learning. These results are discussed in light of human cognitive architecture and the social presence theory.

The Effectiveness of Cognitive Load and Internal Motivation on the Performance in Study Skills

The current study aims to identify the effect of each of the levels of cognitive load and internal motivation and interaction among them on performance in the following study skills (receiving information, understanding information, storing information, and retrieving information). The study’s basic sample consisted of (116) male and female 11 th -grade students in Amman schools in Jordan. The study instruments included the cognitive load measure prepared by Mohammed Neama and Najeh Mamouri, 2015, and developed the researchers, the motivation test for Learning prepared by de Gopal Rao, 2004 and developed by the researchers, and the receiving information measure prepared by Ibrahim Sayed Samadouni, 1990 and developed by the researcher, and the understanding information measure prepared by Yahya Qasem; Fahmy Fadel, 2014 and developed by the researchers), and the storing information measure prepared by Adel Hussein, 2001 and developed by the researchers, in addition to the students' grade point average (GPA) as an indicator for retrieving information. The results found that there is a statistically significant effect of levels of cognitive load on the skill of storing information in favor of the low level. It also shows that there is a statistically significant effect of the levels of internal motivation on the skills of understanding information and storing information in favor of the high level. Besides, it shows that there is a statistically significant interaction of the effect of the cognitive load and the internal motivation on the information retrieving skill in favor of the high cognitive load with the high internal motivation, and the low cognitive load with the low internal motivation. Keywords: information processing methods, cognitive load, internal motivation, study skills. DOI: 10.7176/JEP/11-4-10 Publication date: February 29 th 2020

Psyhophysiological Approaches to Instructional Design for Immersive Environments

As part of the Digital Learning Environment federal project, school education programs in Russia are expected to implement modern technology, including virtual and augmented reality. The integration of immersive technology in education should be based on research findings about the influence of virtual environments on learning effectiveness. Specific aspects of immersive technology include the sense of presence, interactivity and social interaction opportunities, and multisensory stimulation, which cumulatively exert quite a controversial influence on learning experience and outcomes. Since little data is available, decision making in the design of effective learning content is often based on practical or economic considerations. Therefore, it is vitally important to come up with objective methods of evaluating the learning content in order to understand its effects on learners’ cognitive processes and emotions immediately involved in the perception and digestion of learning material. Evaluation of virtual learning content in the process of its design and integration is suggested to be based on the level of presence and cognitive load, emotional perception of content, social interaction, and the likelihood of cyber sickness. Analysis of literature and the resulting structured set of methodological tools will aid further studies in the field based on physiological research methods to design effective learning content in virtual environments.

The influence of segmented and complete educational videos on the cognitive load, satisfaction, engagement, and academic achievement levels of learners

Previous research has studied the various influences of different educational video types and the contributions of educational videos to learning processes. This study aims to compare the cognitive loads, satisfaction levels, engagement, and academic achievements of open and distance learners depending on long-form, single-piece educational videos and modular presentation formats divided into small yet meaningful pieces. To this end, data were gathered from 214 learners using a trial with a post-test control group, with parametric tests and video analytics determining that modular educational videos divided into 11 meaningful parts reduced distance learners’ cognitive loads and increased engagement in learning processes. Additionally, learners were more satisfied with learning from meaningfully partitioned videos and they displayed an average increase in academic achievement. The findings of this study provide important insight for open and distance learning institutions that are producers and designers of educational videos and suggest that flexible and interactive videos segmented into smaller meaningful units be preferred.

How system functionality improves the effectiveness of collaborative learning

ABSTRACTThe purpose of this study was to build on the existing research into the relationships between collaboration and germane cognitive load in online learning environments. Where this study differs is the examination into the importance of the system functionality of online environments and its relationship to germane cognitive load and collaboration. The research was performed using surveys of students who were studying at the Open Cyber University of Korea. The study found that the relationship between collaborative interaction and germane load was stronger when system functionality is high. It also supported existing evidence that well-designed online systems with high functionality benefit learners, as students who are in classes with higher quality systems report higher levels of germane cognitive load. This leads to the importance of improving both pedagogy and technology in online learning environments.

Effects of enduring involvement and perceived content vividness on digital engagement

Purpose Retail marketers use brand communities (BCs) on social media (SM) to create digital engagement and reach new customers. However, this marketing form needs perceived content vividness and enduring involvement with products. The purpose of this study compares digital engagement (measured as an intention to recommend a retail brand online) produced by BCs of retailers at three levels of cognitive load (measured as exposure time to website). Design/methodology/approach Online quasi-experiments were conducted to analyze how SM platforms with diverse levels of enduring involvement with products, perceived content vividness and cognitive load influence digital engagement. Findings Results show enduring involvement with products produced digital engagement. In addition, cognitive load produced an inverted U-shaped effect on digital engagement in the condition of high content vividness (perceived). In the low content vividness condition, cognitive load produced similar or greater positive effects on digital engagement than those produced in the high content vividness condition. Research limitations/implications The study implies a willingness to recommend online serves as a proxy of digital engagement failing to capture the reciprocal activities from the firms to customers. It also assumes that measuring product importance and usage frequency of the product serve as proxies of enduring involvement failing to capture the hedonic motivations related to products. Practical implications Practitioners should prioritize enduring involvement with products over perceived content vividness to improve digital engagement and reach new customers through their BCs on SM platforms. In addition, managers should use SM with content perceived with low vividness to improve digital engagement. Originality/value The study shows the influence of enduring involvement with products on digital engagement. It supports applying the resource-matching theory in SM platforms. It offers an alternative operationalization of constructs. The study compares multiple products and SM platforms providing empirical evidence of distinct levels of content vividness between SM platforms, not considered in previous studies.

Verification of Cognitive Load Theory with Psychophysiological Measures in Complex Problem-Solving

Psychophysiological responses have been studied as objective indicators for measuring a learner’s cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning context and to verify the additivity hypothesis of cognitive load theory based on psychophysiological responses. Three responses (i.e., mean pupil diameter, area under the pupil response curve, and sum of fixation duration) were recorded while 94 participants completed a computer-based test. Participants were randomly assigned to low (n = 46) or high (n = 48) extraneous cognitive load conditions. Because the given test, which consisted of a low and a high task complexity problem, was the same for all participants, the difference in intrinsic cognitive load was compared as a within-subjects factor. Each psychophysiological indicator was calculated and compared under different intrinsic and extraneous cognitive load conditions. The results showed that psychophysiological responses significantly distinguished the differences in intrinsic and extraneous cognitive loads. In addition, the sum of the different types of cognitive loads corresponded to the total cognitive load. Based on the results, further studies are suggested to apply psychophysiological responses as the standard of judgment for different levels of cognitive load.

Interactive gaze and finger controlled HUD for cars

Modern infotainment systems in automobiles facilitate driving at the cost of secondary tasks in addition to the primary task of driving. These secondary tasks have considerable chance to distract a driver from his primary driving task, thereby reducing safety or increasing cognitive workload. This paper presents an intelligent interactive head up display (HUD) on the windscreen of the driver that does not require them to take eyes off from road while undertaking secondary tasks like playing music, operating vent controls, watching navigation map and so on. The interactive HUD allows interaction in the form of pointing and selection just like traditional graphical user interfaces, however tracking operators’ eye gaze or finger movements. Additionally, the system can also estimate drivers’ cognitive load and distraction level. User studies show the system improves driving performance in terms of mean deviation from lane in an ISO 26022 lane changing task compared to touchscreen system and participants can undertake ISO 9241 pointing tasks in less than 2 s on average inside a Toyota Etios car.

ANALISIS USAHA MENTAL (UM) MAHASISWA SEBAGAI GAMBARAN EXTRANOUS COGNITIVE LOAD (ECL) DALAM KEGIATAN PERKULIAHAN PENDIDIKAN BIOLOGI

This study aims to determine the level of Extranous Cognitive Load (ECL) of students through mental effort in learning activities. Mental effort can be known and analyzed from external or foreign aspects, such as learning design and learning strategies undertaken. The source of the burden obtained in the learning process is known as ECL. The effectiveness of ECL is influenced by information and learning activities that contribute to the process of constructing students' cognitive schemes in learning process received. Good learning process happen if the ECL owned by student is in low category. ECL is measured by the mental effort of students in attending lecture activities. This research is a descriptive study, which was carried out on the fourth semester students of biology education who took part in the ethics and professional education classes. ECL measurements were measured using a mental effort questionnaire during the lecture. The data acquired is analyzed on the conversion of values in the low to high categories. The results showed that in the lecturing activities the student’s mental effort average was in the low category at 32.45. A low mental effort represents a low extranous cognitive load (ECL). It can be concluded that the learning strategies carried out in the ethics and education professional lectures can suppress ECL biology education students.

Effects of Cognitive Load and Game Involvement on Affective Responses in Branded Entertainment

The purpose of this study is to investigate the effects of cognitive load and game involvement on consumers' affective responses while comparing single and multi-brand settings in advergames. An experiment was conducted to study the differences between single and multi-brand settings at different levels of cognitive load, with the interaction of game involvement. Results showed that although there was no significant attitude difference towards single and multi-brand settings in advergames, the players' attitude towards the main brand is more positive in a single brand setting. Second, different levels of cognitive load affect attitude towards the main brand both in single and multi-brand settings, but the attitude change is observed only in single brand setting at high cognitive load. The results of the third analysis yielded that game involvement along with high cognitive load affects all attitudes positively.

Technology-enhanced mathematics learning: A perspective from Cognitive Load Theory

Cognitive load theory is an instructional theory used to guide the design of effective instruction. The cognitive architecture that underpins cognitive load theory can be described by five principles, essential components that form the basis of many well-tested and well-known cognitive load effects. One of these documented effects, the worked example effect, indicates that showing novices worked solutions rather than asking them to generate solutions could facilitate learning by reducing levels of cognitive load. This paper will demonstrate how the worked example effect can be used in designing interactive podcasts to improve mathematics skills.

Inhibition and cognitive load in fractions and decimals.

Prior research with adults and children suggests that inhibitory control may have a role to play in learning counterintuitive fractions and decimals that are inconsistent with whole number knowledge. However, there is little research to date with primary school-aged children at the early stages of fraction and decimal instruction that addresses this relationship. Understanding this association has the potential to inform instructional practices concerning the learning of counterintuitive maths concepts. This study examined the relationship between inhibitory control and counterintuitive fractions and decimals in the presence of varying cognitive load in 8- to 10-year-old children. Children aged 8-10years (N=95) completed a fraction and decimal magnitude comparison task with pairs that were either consistent (controls) or inconsistent (counterintuitive) with whole number magnitudes. Cognitive load was manipulated by presenting trials with simple integrated text (no additional load), with integrated text accompanied by supportive illustrations (low load), or with illustrations containing information that needed to be integrated to arrive at an answer (high load). Participants also completed measures of response and semantic inhibition. Inhibitory control uniquely contributed to performance in counterintuitive fractions and decimals only under conditions of high cognitive load, where low semantic inhibition predicted longer response times. Our results indicate a more nuanced relation between inhibitory control and counterintuitive fractions and decimals than presumed by previous research. They suggest that the role of inhibitory control when reasoning about counterintuitive fractions and decimals is not constant, and it is only drawn on at high levels of cognitive load.

Comparing cognitive load levels among family members of the critically ill exposed to electronic decision aids

Cognitive load predicts one's ability to process information and learn from decision support interventions. The present study compared intrinsic and extraneous cognitive load levels resulting from exposure to two different electronic decision aids. A convenience sample of ninety-seven surrogate decision makers for critically ill patients were randomly assigned to receive either a single dose of a video-based or avatar-based decision aid. Intrinsic and extraneous cognitive load levels among recipients of the video-based decision support resource were lower than recipients of the avatar-based decision support resource. After controlling for age, the observed differences in intrinsic cognitive load were not significantly different, whereas the observed differences in extraneous cognitive load remained. Extraneous cognitive load is a modifiable factor to consider for future developers of decision support interventions that may determine the efficacy of efforts to support patients and family members with decision making.

Uncertainty Assessment in Cognitive Load for Multiple Object Tracking Based on EEG

Cognitive load varies the attention level, which has serious consequences in complex dynamic situations. Assessment of uncertainty in cognitive load during multiple object tracking task is necessary, as it is used to improve the cognitive capabilities. The present research work investigates the uncertainty in cognitive load of multiple object tracking task using electroencephalograph (EEG) on 25 football players. A d2 test of neuropsychological measure of attention was employed before starting the experiment. Each player participated in four levels of the task with variation in the cognitive load, which varies in terms of the targets from 2 to 5. Percentage changes in the power spectral density were estimated for the cognitive levels. Results show that the percentage changes were much more in high cognitive load than in low cognitive load. Significant changes (p < 0.05) were observed in level 1 (− 11.07 to 1.91%), level 2 (− 3.13 to − 14.51%), level 3 (− 6.33 to − 19.46%) and level 4 (− 8.10 to − 20.88%). Variation in the EEG data in terms of the combined uncertainty corresponds very well with low to high cognitive loads. The fourth level of the task with high cognitive load has more uncertainty than the low cognitive load levels. The results are useful for assessing the cognitive state of the player, which is valuable for the design of the effective training model.

Scaffolding a collaborative process through concept mapping: a case study on faculty development

PurposeConcept maps have been described as a valuable tool for exploring curriculum knowledge. However, less attention has been given to the use of them to visualise contested and tacit knowledge, i.e. the values and perceptions of teachers that underpin their practice. This paper aims to explore the use of concept mapping to uncover academics’ views and help them articulate their perspectives within the framework provided by the concepts of pedagogic frailty and resilience in a collaborative environment.Design/methodology/approachParticipants were a group of five colleagues within a Biochemical Science Department, working on the development of a new undergraduate curriculum. A qualitative single-case study was conducted to get some insights on how concept mapping might scaffold each step of the collaborative process. They answered the online questionnaire; their answers were “translated” into an initial expert-constructed concept map, which was offered as a starting point to articulate their views during a group session, resulting in a consensus map.FindingsEngaging with the questionnaire was useful for providing the participants with an example of an “excellent” map, sensitising them to the core concepts and the possible links between them, without imposing a high level of cognitive load. This fostered dialogue of complex ideas, introducing the potential benefits of consensus maps in team-based projects.Originality/valueAn online questionnaire may facilitate the application of the pedagogic frailty model for academic development by scaling up the mapping process. The map-mediated facilitation of dialogue within teams of academics may facilitate faculty development by making explicit the underpinning values held by team members.

A novel method to monitoring changes in cognitive load in video‐based learning

AbstractOne of the golden rules in instructional design methods is to optimize the use of working memory capacity and avoid cognitive overload. The study of cognitive load has historically relied on one's introspection. However, it is difficult to capture changes in cognitive load levels during learning sensitively. This paper suggests an approach to investigating dynamic changes in cognitive load by using a pupillometry. With the method, this study explores the effects of learners' prior knowledge and task complexity on cognitive load. An experiment was conducted on two groups of students (N = 19) with distinct levels of prior knowledge. In the experimental session, participants watched a video lecture on a mathematics proposition, while being eye‐tracked. The lecture consists of sections, which can be either a high task complexity or a low task complexity based on elements they have. Pupil dilations acquired in each section were used to explore the time course of cognitive load. To formulate cognitive load patterns, a time‐series clustering was used. The research conducted a chi‐square analysis to test differences in cognitive load patterns by prior knowledge and task complexity. Results show that pupil dilation patterns can be applied to monitor changes in cognitive load during learning.

Cognitive load and its relationship with mental capacity in accordance with their levels at students of the secondary stage in terms of sweller theory

The study aimed to identify the cognitive load and its relationshipwith mental capacity in accordance their levels at the students of the secondary stage in the terms of Sweller theory. The study sample consisted of (300) male and female eleventh and twelfth grade students from the leadership schools in Amman. The researcher used the cognitive load scale and the mental capacity scale.The results showed a high level of cognitive load in male and female, a high cognitive Load on students of scientific specialization rather than literary specialization, and that the mental capacity of the study sample in general is moderate, and that the mental capacity of students of scientific specialization is high compared to the mental capacity of students of literary specialization. In addition, that the association between higher mental capacity and cognitive load was higher in males than in females, and that the relationship between the mean mental capacity of both sexes with the cognitive load was statistically significant.

High Cognitive Load Assessment in Drivers Through Wireless Electroencephalography and the Validation of a Modified N-Back Task

This paper explores the influence of high cognitive load on vehicle driver's electroencephalography (EEG) signals collected from two channels (Fp1, Fp2) using a wireless consumer-grade system. Although EEG has been used in driving-related research to assess cognitive load, only a few studies focused on high load, and they used research-grade systems. Recent advancements allow for less intrusive and more affordable systems. As an exploration, we tested the feasibility of one such system to differentiate among three levels of cognitive taskload in a simulator study. Thirty-seven participants completed a baseline drive with no secondary task and two drives with a modified version of the n-back task (1-back and 2-back). The modification removed the verbal response required during task presentation to prevent EEG-signal degradation, with the 2-back task expected to impose higher load than that by the 1-back task. Another objective of this study is to validate that this modified task increased the cognitive load in the expected manner. The modified task led to significant trends from baseline to 1-back, and from 1-back to 2-back in participants' heart rate, galvanic skin response, respiration, horizontal gaze position variability, and pupil diameter, all in line with the previous driving-related studies on cognitive load. Furthermore, the EEG system was observed to be sensitive to the modified task, with the power of alpha band decreasing significantly with increasing n-back levels (baseline versus 1-back: 0.092 Bels on Fp1, 0.179 on Fp2; 1-back versus 2-back: 0.209 on Fp1, 0.147 on Fp2). Thus, a consumer-grade EEG system has the potential to capture high levels of cognitive load experienced by drivers.

A Virtual Environment Based on DAISY Technology for Developing EFL Reading Comprehension Skills of Preparatory Stage Visually- Impaired Pupils and Reducing their Cognitive Load

The current study aimed at investigating the effectiveness of using a proposed virtual environment based on DAISY technology for developing EFL reading comprehension skills of preparatory stage visually- impaired pupils and reducing their cognitive load while reading. Based on the literature review, related studies and content specification of first year prep, seven EFL reading comprehension sub-skills were determined. Two intact groups were assigned as experimental studying reading through the proposed E- environment; and the other as control studying through the traditional method. Instruments of the study included: a reading comprehension test, and a cognitive load scale for measuring those pupils’ cognitive load level before and after the experiment. The content of the units was taught to pupils through the proposed virtual environment. Results revealed that the proposed virtual environment had a great effect on enhancing the pupils’ EFL reading skills and reducing their cognitive load while reading as there were statistically significant differences between each of the pre- and post- administrations of both the reading comprehension test and the cognitive load scale. The study also proposed some recommendations and suggestions for further research. Key Words: DAISY Technology, EFL Reading comprehension skills, Cognitive load, the Visually-Impaired. Introduction: Learning a foreign language is important for everybody, particularly if the person’s native language is not very widespread, and it is a demand for communication in modern cognitive load level before and after the experiment. The content of the units was taught to pupils through the proposed virtual environment. Results revealed that the proposed virtual environment had a great effect on enhancing the pupils’ EFL reading skills and reducing their cognitive load while reading as there were statistically significant differences between each of the pre- and post- administrations of both the reading comprehension test and the cognitive load scale. The study also proposed some recommendations and suggestions for further research. Key Words: DAISY Technology, EFL Reading comprehension skills, Cognitive load, the Visually-Impaired.