scholarly journals Effects of complexity-determined system pausing on learning from multimedia presentations

2021 ◽  
pp. 102-114
Author(s):  
Tzu-Chien Liu ◽  
Yi-Chun Lin ◽  
Slava Kalyuga
Keyword(s):  
Test Performance ◽  
Cognitive Load Theory ◽  
Learning Material ◽  
Experimental Conditions ◽  
Multimedia Presentations ◽  
Element Interactivity ◽  
Load Theory ◽  
Significant Difference ◽  
Set Up ◽  
Reducing Potential

System pausing at pre-determined positions during multimedia presentations can enhance multimedia learning. However, the pause positions are usually set up based on the structure of the learning material (e.g., segmentation principle) rather than on the complexity of its different sections (as determined by levels of element interactivity, according to cognitive load theory). This study investigated the effectiveness of complexity-determined system pauses positioned either before or after complex (high element interactivity) sections of a slideshow multimedia presentation. The study adopted a single-factor between-subjects design and randomly assigned 128 undergraduates to four experimental conditions, namely (1) pausing before high element interactivity, (2) pausing after high element interactivity, (3) learner pausing and (4) no pausing. The research results revealed that complexity-determined system pausing approaches and learner pausing resulted in better test performance and instructional efficiency than the continuous presentation without pausing. The findings suggest that pauses allow students more time to deal with learning contents with high element interactivity, thus reducing potential cognitive overload and resulting in better performance compared with continuous presentation. However, no significant difference was found between the two types of system pausing and learner pausing in all measures.

A Research of Employing Cognitive Load Theory in Science Education via Web-Pages

2014 ◽  
Vol 4 (2) ◽  
pp. 19-34
Author(s):  
Yuan-Cheng Lin ◽  
Ming-Hsun Shen ◽  
Chia-Ju Liu
Keyword(s):  
Science Education ◽  
Cognitive Load ◽  
Eye Movement ◽  
Cognitive Load Theory ◽  
Control Mode ◽  
Modality Effect ◽  
Multimedia Presentations ◽  
Load Theory ◽  
Heat Effects ◽  
Movement Models

This study adopted Cognitive Load Theory (CLT) to investigate the influences of multimedia presentations on achievements of science learning and the correlations between eye-movement models under distinct multimedia combinations and learner-controlled modes. Three units from the Science Education Website set by the Ministry of Education (Tainan) to assist student learning were employed: Air and Combustion”, “Heat Effects toward Substances”, and “Healthy Diet.” This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, which are highly interactive and simulative. Six classes of fifth graders (n=192) participated in this study. Our findings showed that the combination of multimedia elements apparently influenced students' performance; the “animation + narration” group performed evidently better than the “animation + subtitles” group. When the animated subject matters were in small segments under the Segmentation Principle, multimedia presentations still brought affections to learning achievement, suggesting that the modality effect on students' learning exists constantly. Regarding the eye-movement models, this study focused mainly on discussing the “active-control mode” and “multimedia combination forms”. These eye movement data supplemented the evidences gained to identify the relevant results. In conclusion, inappropriate multimedia combinations may interfere with learning. More functions and information inputs do not guarantee better learning effects.

Use of Scaffolds to Manage the Cognitive Load Experienced By Student Teachers in an Online Training Package on Problem Based Learning Strategy (PBLS)

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Vaishali Manoj Sawant
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Student Teachers ◽  
Cognitive Load Theory ◽  
Problem Based Learning ◽  
Online Training ◽  
Basic Premise ◽  
Load Theory ◽  
New Information ◽  
Significant Difference

Cognitive load refers to load imposed on the working memory while performing a particular task. The basic premise of cognitive load theory is that learners have a limited capacity when dealing with new information. Moreover cognitive load theory assumes that learners have “an effectively unlimited long term memory holding cognitive schemas that vary in their degree of complexity and automation”. Furthermore, when handling new information, working memory is severely limited in both capacity and duration. The educational implication of cognitive load theory hence focuses on reduction of work load on working memory so as to increase learning effectiveness. Because novices lack the schemas necessary to process complex material in working memory, scaffolding for these missing schemas, thereby promotes schema construction. In this study on 41 Student teachers undergoing the online training on Scaffolded Problem Based Learning (PBLS), Cognitive load is measured in terms of mental efforts and mental load experienced by the learners while working towards solutions to the problems. Findings indicate significant difference between the cognitive load felt before and after the training which is also supported by the  qualitative data indicating  reduction in  the cognitive load as the students move from Problem one to Problem ten.

A Research of Employing Cognitive Load Theory in Science Education via Web-Pages

2015 ◽  
pp. 902-917
Author(s):  
Yuan-Cheng Lin ◽  
Ming-Hsun Shen ◽  
Chia-Ju Liu
Keyword(s):  
Science Education ◽  
Cognitive Load ◽  
Eye Movement ◽  
Cognitive Load Theory ◽  
Ministry Of Education ◽  
Multimedia Presentations ◽  
Teaching Resources ◽  
Load Theory ◽  
Movement Data ◽  
Movement Models

This study adopted Cognitive Load Theory (CLT) to investigate the influences of multimedia presentations on achievements of science learning and the correlations between eye-movement models under distinct multimedia combinations and learner-controlled modes. Three units from the Science Education Website set by the Ministry of Education (Tainan) to assist student learning were employed: Air and Combustion”, “Heat Effects toward Substances”, and “Healthy Diet.” This multifunctional website offers teaching resources, interesting experiments, inquiry experiments, virtual animations, multi-assessments, and supplementary materials, which are highly interactive and simulative. Six classes of fifth graders (n=192) participated in this study. Our findings showed that the combination of multimedia elements apparently influenced students' performance; the “animation + narration” group performed evidently better than the “animation + subtitles” group. When the animated subject matters were in small segments under the Segmentation Principle, multimedia presentations still brought affections to learning achievement, suggesting that the modality effect on students' learning exists constantly. Regarding the eye-movement models, this study focused mainly on discussing the “active-control mode” and “multimedia combination forms”. These eye movement data supplemented the evidences gained to identify the relevant results. In conclusion, inappropriate multimedia combinations may interfere with learning. More functions and information inputs do not guarantee better learning effects.

scholarly journals Influence of half-squat intensity and volume on the subsequent countermovement jump and frequency speed of kick test performance in taekwondo athletes

Kinesiology ◽  
2016 ◽  
Vol 48 (1) ◽  
pp. 95-102 ◽  
Author(s):  
Jonatas Ferreira da Silva Santos ◽  
Tomás Herrera-Valenzuela ◽  
Gustavo Ribeiro da Mota ◽  
Emerson Franchini
Keyword(s):  
Test Performance ◽  
Repeated Measures ◽  
High Speed ◽  
Perceived Exertion ◽  
Rating Of Perceived Exertion ◽  
Countermovement Jump ◽  
Experimental Conditions ◽  
Warm Up ◽  
Significant Difference ◽  
Practice Time

The aim of this study was to assess the effects of different postactivation potentiation conditioning activities’ volumes and intensities on countermovement jump and multiple sets of high speed kicks. Nine taekwondo athletes (M±SD; age: 20.3±5.2 years; height: 177±7.2 cm; body mass: 71.8±15.3 kg; maximum dynamic half-squat 1RM: 132.8±32.5 kg and practice time: 9.6±7.2 years) participated. One control and four experimental conditions were randomly applied. Each condition was composed of warm-up, conditioning activity (half-squat: 1x3 at 50 or 90% 1RM or 3x3 at 50 or 90% 1RM), followed by a 10-minute rest interval, a countermovement jump and five sets of Frequency Speed of Kick Test. The conditions were compared using an analysis of variance with repeated measures, followed by Bonferroni post-hoc test. The alpha level was set at 5%. The significant difference was found in the number of kicks among sets (F3,21;128,36=25.34; p<.001; η2=.388 [small]). The rating of perceived exertion before control condition was higher than in all experimental protocols (F4,32=6.64; p=.001; η2=.454 [small]). There were no effects of volume and intensity on the variables investigated (maximum countermovement jump, mean countermovement jump, kick decrement, impact and rating of perceived exertion). Our results indicate that taekwondo athletes does not improve performance after conditioning activities of different volumes and intensities.

scholarly journals COVID-19 Disruptions in Health Professional Education: Use of Cognitive Load Theory on Students' Comprehension, Cognitive Load, Engagement, and Motivation

2021 ◽  
Vol 8 ◽  
Author(s):  
Siti Nurma Hanim Hadie ◽  
Vina Phei Sean Tan ◽  
Norsuhana Omar ◽  
Nik Aloesnisa Nik Mohd Alwi ◽  
Hooi Lian Lim ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Professional Education ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Engagement ◽  
Health Profession ◽  
Learning Material ◽  
Load Theory ◽  
Online Lectures ◽  
The Impact

This study explored the impact of online lectures that were developed using principles of cognitive load theory (CLT) and cognitive theory of multimedia learning (CTML) on health profession students' lecture comprehension, cognitive load, cognitive engagement, and intrinsic motivation in learning. A total of 215 first-year undergraduate students in medical, dentistry, and nutrition programs participated in this pre-post quasi experimental study. The students attended a typical face-to-face lecture on Day-1 of the intervention, followed by a CLT-based online lecture 8 weeks thereafter. Their comprehension of the lecture topics was measured through pre- and post-lecture assessments, and their cognitive load, cognitive engagement, and motivation were measured immediately after each lecture session. The analysis revealed that the CLT-based online lectures promoted the students' comprehension of the lecture content (p < 0.001), self-perceived learning (p < 0.001), engagement toward the learning material, and motivation to learn (p = 0.025). It was also effective at reducing the students' intrinsic and extraneous cognitive loads (p < 0.001). Hence, designing online lectures using CLT and CTML principles could be an effective method to promote students' knowledge and comprehension, cognitive engagement, and learning motivation. However, further research is needed to investigate the applicability and impact of CLT-based online lectures in non-health profession disciplines.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

The Role of Test Anticipation in the Link Between Performance-Approach Goals and Academic Achievement

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Longitudinal Design ◽  
Study Strategies ◽  
High Achievers ◽  
Course Content ◽  
And Mathematics ◽  
Set Up ◽  
Approach Goals ◽  
Goal Endorsement

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.

Sign in / Sign up

Export Citation Format

Share Document