Cognitive Load as Motivational Cost

Feldon, David F.; Callan, Gregory L.; Juth, Stephanie; Jeong, Soojeong

doi:10.1007/s10648-019-09464-6

Cited by 125 publications

(75 citation statements)

References 96 publications

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“…Ostensibly, the activation of working memory can be to the detriment of cognitions oriented toward performance outcomes and motivation. 49 Although the effects of singular video and music conditions were nonsignificant, the increase in Intrinsic Motivation and decrease in Amotivation when the two stimuli were combined (see Figure 1) illustrates how potent these stimuli can be when used synergistically. This lends support to previous findings that illustrate the efficacy of video when combined with music stimuli.…”

Section: Effects Of Experimental Conditions On Motivationmentioning

confidence: 97%

Effects of video, priming, and music on motivation and self-efficacy in American football players

Pettit

Karageorghis

2020

International Journal of Sports Science & Coaching

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Highlight videos accompanied by inspiring music can help in enhancing an athlete’s motivational state and self-efficacy (SE). The addition of verbal priming techniques could provide a further boost, but this combination of audiovisual stimuli has yet to be examined in a sport context. A repeated-measures, crossover design was used. The study entailed a pretraining intervention administered to American football players ( N = 32). Measures included the Situational Motivation Scale and an SE scale. Participants were exposed to control, music, video, video-music, video-priming, and video-music-priming conditions. Repeated-measures MANOVA indicated that the video-music condition elicited the strongest response in terms of increasing intrinsic forms of motivation ( p = .010) and decreasing amotivation ( p = .019). Three of eight SE components (Perceptions of Effort, Consistency, and Concentration), and an overall global SE score were significantly enhanced by the experimental stimuli, with video-music-priming eliciting the most positive response, followed by video-music. The present findings indicate the utility of audiovisual interventions combined with verbal primes immediately prior to sporting performance. Practitioners working with athletes might consider the preperformance use of motivational music and videos along with embedded subliminal verbal primes.

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Section: Effects Of Experimental Conditions On Motivationmentioning

confidence: 97%

Effects of video, priming, and music on motivation and self-efficacy in American football players

Pettit

Karageorghis

2020

International Journal of Sports Science & Coaching

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“…we think that further research may be useful to strengthen cognitive load theory. Recently there have been calls to more strongly, including motivational factors (Feldon, Callan, Juth, & Jeong, 2019) and emotional aspects (Plass & Kalyuga, 2019) in cognitive load theory. Perhaps, these instructional components share a more complex interplay that needs to be uncovered before we can fully explain results such as ours.…”

Section: Implications For Cognitive Load Theorymentioning

confidence: 99%

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Skulmowski

Rey

2020

Human Behav and Emerg Tech

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Realistic graphics have been found to result in a worse learning performance than schematic visualizations. These negative results of realism are usually explained by assuming that realistic visualizations induce more cognitive load. Therefore, realism has been linked to the facet of extraneous cognitive load in the model of cognitive load theory. However, recent results indicate that realism may be used to good advantage when it is utilized only in selected parts of visualizations. We tested the hypothesis that realism can be used as a form of signaling. In an experimental study (N = 50), we presented each participant with one realistic and one schematic anatomical visualization. As predicted, retention performance was highest for the realistic components. Furthermore, we found that extraneous load ratings were overall higher when a particularly detailed visualization was shown to participants (although no main effect of realism was found). Our results can be explained in terms of the disfluency effect, which holds that more visually demanding learning materials can in some cases enhance learning. An important implication of the study is that educators may use the degree of realism to focus learners' attention.

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“…The behaviourist learning theory has been extensively investigated. However, emotional factors of the learner have been given very little attention (Liu et al 2020 ) in mobile learning, especially when environmental and biological contexts (motivational impacts of the learner or their behaviours) are involved (Cavus and Ibrahim 2009 ; Feldon et al 2019 ). To investigate emotional presence in mobile learning, the aim is to identify any key design elements which can enhance the learning pattern of an individual.…”

Section: Mobile Learningmentioning

confidence: 99%

“…With this highly adopted learning trend, studies pointed out that too much information or improper design of multimedia contents cause unnecessary cognitive load (Salonen et al 2005 ; Efklides 2008 ) and eventually harm the learning effectiveness. It is widely agreed that mobile learning as a tool for learning needs further development in terms of pedagogy and instructional design techniques to attain higher potential (Wang and Shen 2012 ; Olmos et al 2018 ; Feldon et al 2019 ). Moreover, Zafar and Hasan ( 2014 ) pointed out that limited content adaptation using the learners’ context information hinders the learning experience and makes it more difficult to learn.…”

Section: Introductionmentioning

confidence: 99%

Cognitive load management in mobile learning systems: principles and theories

Curum

Khedo

2020

J. Comput. Educ.

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With the widespread adoption of mobile technologies, mobile-assisted learning is gaining lots of momentum. This new learning paradigm promotes education across different contexts, which is a key factor that contributes to enhancing learning irrespective of the conditions and location of the learner. Therefore, it creates an authentic learning setting whereby students can make meaningful connections to the real world while learning takes place. Previous research works in the field of mobile learning showed that improper design of learning elements is still present in mobile systems and consequently results in poor dynamic content adaptation. Some attempts to adapt learning contents with appropriate instructional design principles are conducted, but with moderate exploitation of smart technological assets in mobile learning systems and limited pedagogical reflections and cognitive factors. In this paper, a learning efficiency model chart is derived using important learning factors that can be considered to enhance mobile learning experiences. Some popular learning theories are analysed and compared with the proposed learning efficiency model chart. This investigation is considered to significantly reduce complexities that exist in mobile learning platforms and promote an enhanced mobile learning experience.

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Cognitive Load as Motivational Cost

Cited by 125 publications

References 96 publications

Effects of video, priming, and music on motivation and self-efficacy in American football players

Effects of video, priming, and music on motivation and self-efficacy in American football players

The realism paradox: Realism can act as a form of signaling despite being associated with cognitive load

Cognitive load management in mobile learning systems: principles and theories

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