共查询到20条相似文献，搜索用时 15 毫秒
1.
Tamas Makany Jonathan Kemp Itiel E. Dror 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):619-635
Taking notes is of uttermost importance in academic and commercial use and success. Different techniques for note-taking utilise different cognitive processes and strategies. This experimental study examined ways to enhance cognitive performance via different note-taking techniques. By comparing performances of traditional, linear style note-taking with alternative non-linear technique, we aimed to examine the efficiency and importance of different ways of taking notes. Twenty-six volunteer adult learners from an information management course participated in this study. Cognitive performance scores from a traditional linear note-taking group were compared with another group by using a commercially available non-linear note-taking technique. Both groups were tested in two settings: after a classroom lecture and a panel forum discussion. Tasks included measures on story comprehension, memory, complexity of mental representations and metacognitive skills. Data analysis revealed that the non-linear note-takers were significantly better than the linear group both in terms of the quantity and the quality of the learned material. This study demonstrates the importance of using cognitively compatible note-taking techniques. It identifies the cognitive mechanisms behind effective note-taking and knowledge representation. Using such techniques enables deeper understanding and more integrated knowledge management. 相似文献
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John Sweller 《Educational Psychology Review》2010,22(2):123-138
In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load
for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By
defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous
cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is
a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive
load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining
the various cognitive load effects in terms of element interactivity is carried out. 相似文献
4.
认知负荷理论把工作记忆的限制性看作学习的主要障碍。在英国文学课程教学内容的内在认知负荷相对固定的前提下,应该在多媒体教学手段的设计和使用中减少外在认知负荷,增加相关认知负荷,从而改善学习效果。 相似文献
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Slava Kalyuga 《Educational Psychology Review》2011,23(1):1-19
Cognitive load theory has been traditionally described as involving three separate and additive types of load. Germane load
is considered as a learning-relevant load complementing extraneous and intrinsic load. This article argues that, in its traditional
treatment, germane load is essentially indistinguishable from intrinsic load, and therefore this concept may be redundant.
Contrary to extraneous and intrinsic load, germane cognitive load was added to the cognitive load framework based on theoretical
considerations rather than on specific empirical results that could not be explained without this concept. The design of corresponding
learning activities always required methods and techniques external to the theory. The article suggests that the dual intrinsic/extraneous
framework is sufficient and non-redundant and makes boundaries of the theory transparent. The idea of germane load might have
an independent role within this framework if (as recently suggested by John Sweller) it is redefined as referring to the actual
working memory resources devoted to dealing with intrinsic rather than extraneous load. 相似文献
6.
Nitin Naik 《欧洲特需教育杂志》2017,32(1):146-152
AbstractIn higher education, supporting students with special educational needs (SEN) necessitates an understanding of these needs, additional teaching aids and innovative ideas. The teacher must be an integral part of this support process, and this is difficult for the majority of teachers, due to their lack of core understanding of SEN. However, teachers can focus on their core skills and content knowledge, and have immense alacrity to explore potential options to support their students with SEN. I decided to support my students with SEN by adapting my PowerPoint presentations according to their requirements. PowerPoint presentations usually provide concisely summarised information to students that often lead to confusion in their pre-lecture or post-lecture review. This lack of comprehensive subject information within PowerPoint presentations can have serious implications for students with SEN and their note-takers if no other teaching resources or aids are available to help them. Students with SEN and note-takers reported this concern to me at Aberystwyth University, UK. Consequently, I began to explore ways to make my PowerPoint presentations extra helpful for my students with SEN. After a review of best practices for students with SEN based on universal design for learning and a few trials, I developed a dual PowerPoint presentation (DPP), lecture handouts and comprehensive lecture notes. Subsequently, I successfully employed this approach in the delivery of some of the undergraduate modules of a BSc computer science programme. Feedback from students with SEN, note-takers and the student support department, and examination results showed the success and potential of this DPP approach. 相似文献
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《Learning and Instruction》2006,16(5):389-400
Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete algebraic problems and provide a subjective measure of cognitive load for each computation completed. By keeping extraneous and germane cognitive load constant, it was argued that changes in intrinsic cognitive load (element interactivity) were measured. Results showed that subjective measures were highly reliable, varied significantly within problems and correlated highly with errors. Evidence was also found that the subjective measures were influenced by the expertise of the learner and procedural errors. 相似文献
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Advances in information technology provide an opportunity for academic librarians and professors to offer innovative collaborative courses. The purpose of collaboration between a faculty member and a professional librarian is to integrate instruction in the course subject matter with bibliographic instruction. This integration promotes learning information acquisition skills and critical thinking, as well as the use of library resources. Research skills that students need in order to use contemporary information technology are included. The integration of those skills with the subject material of the course is described. Two applications of freshman/sophomore level courses are discussed in the paper. Course rationale, topics, and course assignments are illustrated. It is argued that students must learn modern methods of acquiring information in order to make informed independent judgments and in order to achieve understanding in any particular discipline. Providing students with the skills required to achieve access to the ever‐widening body of available information is an essential requirement of contemporary liberal education. These skills are transferable to subsequent course work and will provide the basis for life‐long learning habits. The paper presents the argument that students' achievement of “library literacy” can be promoted by effective course collaboration between faculty members and professional librarians. Benefits and problems of such collaborative courses are also discussed. 相似文献
10.
Jeroen Janssen Femke Kirschner Gijsbert Erkens Paul A. Kirschner Fred Paas 《Educational Psychology Review》2010,22(2):139-154
Traditional research on collaborative learning employs a “black box” approach that makes it difficult to gain a deeper understanding
of the differential effects of collaborative learning. To make the black box transparent, researchers have studied the process
of collaboration, in order to establish which interaction features are likely to make learning more effective and efficient
for group members. Although cognitive load theory has been developed in the context of individual learning situations, it
may provide a promising new way of looking inside the black box, assuming that students working in groups have more processing
capacity than students working individually. The aim of this article is to provide an overview of the process-oriented and
cognitive-load approaches to conducting collaborative learning research, to highlight their respective advantages and disadvantages,
and to suggest how they can be combined in order to address new research questions. 相似文献
11.
Within the cognitive load theory framework, we designed and compared three alternative instructional solution formats that
can be derived from a common static hierarchical network representation depicting problem structure. The interactive-solution
format permitted students to search in self-controlled manner for solution steps, static-solution format displayed all solutions
steps, and no-solution format did not have solution steps. When we matched instructional time across the formats, in relation
to the complex molarity problems rather than the dilution problems, differential transfer performance existed between the
static-solution or no-solution formats and the interactive-solution format, but not between the static-solution format and
no-solution format. The manner in which learners interact with the static-solution and no-solution formats depends on their
level of expertise in the chemistry domain. With considerable learner expertise, provision of solution steps may be redundant
incurring extraneous cognitive load. Absence of the solution steps may not have left sufficient cognitive capacity for germane
cognitive load as some beginning learners lacked the prior knowledge to deduce the solution steps. Searching for solution
steps presumably incurred extraneous cognitive load which interfered with learning and hence, in the interactive-solution
format, it outweighed the benefit of engaging in self-regulated interaction with the content. Hence, cognitive load theory
is a promising tool to predict the mental load associated with learning from the three alternative computer-based instructional
formats. 相似文献
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Jens F. Beckmann 《Learning and Instruction》2010,20(3):250-264
Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanations of effects caused by manipulations of instructional designs. This situation also imposes challenges to testing CLT as a theory. This paper critically reflects the conceptualisation of CLT's core concept and the implications for its operationalisation. In order to address some of the challenges we propose a complexity framework that allows the derivation of a priori estimates of mental load that go beyond CLT's notion of element interactivity. In a study we test hypotheses with regard to effects of the variation of sources for intrinsic cognitive load (increase of complexity within tasks) and the variation of sources for extraneous cognitive load (reduction of extraneous cognitive load between tasks) in three ability groups. Complexity-based estimates prove superior to element interactivity-based estimates of mental load in the prediction of performance outcomes. Results also indicate that individual differences in information-processing capacity determine to what extent complexity is reflected as cognitive load. In this respect the proposed framework extends the focus of CLT beyond the discussion of the role of prior knowledge and acquired levels of expertise. 相似文献
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Students frequently engage in note-taking to improve the amount of information they remember from lectures. One beneficial effect of note-taking is known as the encoding effect, which refers to deeper processing of information as a consequence of taking notes. This review consists of two parts. In the first part, four lines of research on the encoding effect are summarized: 1) manipulation of the lecture material, 2) manipulation of the method of note-taking, 3) the importance of individual differences, and 4) the testing procedure used in the empirical studies. This review highlights the fragmented nature of the current literature. In the second part of this review five forms of cognitive load that are induced by note-taking are distinguished. Cognitive load theory is used to integrate the divergent results in the literature. Based on the review, it is concluded that cognitive load theory provides a useful framework for future theory development and experimental work. 相似文献
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Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video. 相似文献
16.
The Impact of Instructional Design on College Students’ Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course 
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下载免费PDF全文 Jeanette Andrade Wen‐Hao David Huang Dawn M. Bohn 《Journal of Food Science Education》2015,14(4):127-135
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). 相似文献
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多媒体辅助语言学习中的认知负荷阐释 总被引：1，自引：0，他引：1
多媒体辅助语言学习的多样性、交互性和集成性在呈现给学习者大量信息的同时,也造成了学习者的认知超负荷状态.言语信息加工中的认知负荷根据其认知需求可分为：内在认知负荷、外在认知负荷和相关认知负荷.多媒体外语教学软件制作应尽量减少学习者认知负荷,具体可采取卸载技术、分解技术、演练技术、清除技术、标记技术、调整技术、消除冗余技术、同步技术、个性化设计等. 相似文献
18.
Kenneth A. Kiewra 《Educational Psychology Review》1989,1(2):147-172
This review article investigates the encoding and storage functions of note-taking. The encoding function suggests that the process of taking notes, which are not reviewed, is facilitative. Research specifying optimal note-taking behaviors is discussed as are several means for facilitating note-taking, such as viewing a lecture multiple times, note-taking on a provided framework, or generative note-taking activities. The storage function suggests that the review of notes also is facilitative. Research addressing particular review behaviors, such as organization and elaboration, is discussed as are the advantages of reviewing provided notes, borrowed notes, or notes organized in a matrix form. In addition, cognitive factors related to note-taking and review are discussed. The article concludes with an alternative means for defining and investigating the functions of note-taking, and with implications for education and for research. 相似文献
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文章回顾了样例学习研究的起源与发展,主要介绍了其理论依据——认知负荷理论,并分别围绕外在认知负荷、内在认知负荷以及相关认知负荷介绍了最新国内外样例学习的设计方法:材料的整合、子目标、不完整样例、错误样例、诱发自我解释问题、多种解题方法比较等,最后在现有研究成果上指出样例学习研究的发展趋势和有待进一步解决的问题。 相似文献
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Ya P. Hsiao Francis Brouns Liesbeth Kester Peter Sloep 《Interactive Learning Environments》2013,21(1):89-100
Learning Networks (LNs) are online social networks designed to support nonformal learning; they are therefore particularly suitable for self-directed learners. In LNs, learners need to construct knowledge through knowledge sharing with other participants. However, without support, learners have to organize knowledge sharing themselves and this could induce extraneous cognitive load. When working on complex learning tasks, this organizing process could have a detrimental effect on knowledge construction. To optimize cognitive load, we propose using a peer support system that applies the mechanisms of peer tutoring to support knowledge sharing. Its mechanisms reduce, we argue, the extraneous load imposed by having to organize knowledge sharing as well as induce germane load by directing the freed-up cognitive capacity to processes that contribute to knowledge construction. 相似文献