Measuring Cognitive Load

Hogg, Nanette

doi:10.4018/978-1-59140-792-8.ch020

Cited by 5 publications

(3 citation statements)

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“…It can also be defined as the processing of information within working memory, which is required to achieve a learning goal (Hogg, 2006;Kalyuga, 2010). The concept of cognitive load was proposed at the early development stage of cognitive load theory as explanation for the results of studies investigating problem solving's interference with learning.…”

Section: Cognitive Loadmentioning

confidence: 99%

Getting the point: Tracing worked examples enhances learning

Ginns

Bobis

2015

Learning and Instruction

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Section: Cognitive Loadmentioning

confidence: 99%

Getting the point: Tracing worked examples enhances learning

Ginns

Bobis

2015

Learning and Instruction

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“…Geometry becomes an important aspect of learning math that must be understood by students because geometry concept is very closely related to daily life (Clements & Sarama, 2011;Panaoura & Panaoura, 2014;Rofii et al, 2018). This fact was supported by the statement stated by Hogg (2006); Tall (2008) regarding important reason of studying geometry. First, geometry uniquely connects mathematics with the real physical world.…”

Section: Introductionmentioning

confidence: 93%

Analyzing Students' Learning Obstacles on Distance Material in Three Dimensional

Sukri

Prabawanto

Usdiyana

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study was intended to identify learning obstacles faced by students on the distance between two points and the distance between point-to-line materials. The data in this study was obtained through a test, interview, and documentation of students who have learned the materials. The research method used was the qualitative method with a case study approach. This study involved 33 students of class XII and a teacher as a participant. Learning obstacles found in this study were ontogenical, didactical, and epistemological obstacles. The ontogenical obstacles were the students' lack of basic geometry ability and counting operations of the square root which caused the students to make mistakes in applying the Pythagoras formula, determining the position of perpendicular lines, as well as completing arithmetic operations of the square root. The didactical obstacle was the fact that students were only emphasized on using a quick formula to solve three-dimensional problems. This fact resulted in the uncompleted concept received by students. Consequently, the students forget the proper procedure for solving the problems easily, and they tend to make mistakes in applying the quick formula. The epistemological obstacle was the lack of students' comprehension of a concept to determine the distance between a point to a line if the triangle which is formed is not a right triangle. This lack of comprehension caused the students can’t solve a mathematics problem. The implication of this study is learning materials used by students should be arranged based on students' needs which consider the analysis of learning obstacles so that the learning objectives can be achieved

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“…Thus, mixed strategies with large support sets can be problematic to operationalize as they require security agents to be familiar with a large variety of protocols to execute them all properly. These types of complex tasks increase the cognitive load in individuals [57] increasing the likelihood that mistakes are made [98,26] and making the system vulnerable to exploitation.…”

Section: Introductionmentioning

confidence: 99%

Games for the optimal deployment of security forces

Laan

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CHAPTER 1 is already known. Therefore, the game value for Stackelberg equilibria can be different from the game values for Nash equilibria. However, in this thesis, we mainly consider zero-sum games (in which the gain for one player equals the loss for the other player) and for these games, the game value and agent's strategy coincide [133]. In the following example, we give a basic security game to explain the different game elements. Example 1.1 (Basic security game). Consider a patrolling game on a part of the North Sea which can be divided into two areas A and B. Since this is a protected area, it is not allowed to fish in A and B. However, in both areas, there is a lot of fish available, so these are popular places for fishermen (intruder) to fish illegally. To prevent illegal fishing in both areas, the coast guard (agent) has one patrolling ship available. This ship is able to patrol and protect one area from illegal fishing each day. At the beginning of a day, the intruder chooses one area to fish. When the intruder fishes successfully, i.e., without being caught by the agent, he obtains a gain. Assume that fishing in B is better than in A: the gain of successfully fishing in area A equals 3 and for area B, the fisherman's gain equals 5. The gain for the intruder equals the loss for the agent if he is patrolling the area where the intruder is not fishing. However, when the agent is patrolling the area where the intruder is fishing, the intruder is caught and the gain for the agent equals 1 (which is also the loss for the intruder). The game above can be described in a matrix displaying the actions and payoffs for all players. In this game, the matrix is given by:

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Measuring Cognitive Load

Cited by 5 publications

References 0 publications

Getting the point: Tracing worked examples enhances learning

Getting the point: Tracing worked examples enhances learning

Analyzing Students' Learning Obstacles on Distance Material in Three Dimensional

Games for the optimal deployment of security forces

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