Understanding and Identifying Cognitive Load in Networked Learning

Kehrwald, Benjamin; Bentley, Brendan

doi:10.1007/978-3-030-36911-8_7

Cited by 4 publications

(5 citation statements)

References 38 publications

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“…To keep students oriented toward the intended learning outcomes, educational designers may reduce the cognitive load that students experience in virtual labs. The efficient design of learning tasks can help address cognitive load (Kehrwald & Bentley, 2020 ). A key consideration for designing CPS learning tasks in VL is to engage students in problem conceptualization tasks before solving the problem.…”

Section: Discussionmentioning

confidence: 99%

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

Dai

Tang

et al. 2022

J Comput High Educ

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Distance education programs have become the preferred option for most higher education institutions to continue teaching during the COVID-19 pandemic, but the effectiveness of some online courses, especially those engineering courses with experimentation activities, remains disputed. The main challenge is fostering collaborative problem solving skills for novice students as online collaboration increases their cognitive load. This research thus tapped into novice engineering students’ cognitive load to develop a more granular, multimodal view of how cognitive load influences student performance in collaborative problem solving during virtual experimentation activities. The findings of this research provided significant implications for the future design and implementation of virtual laboratories in computer science engineering education.

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Section: Discussionmentioning

confidence: 99%

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

Dai

Tang

et al. 2022

J Comput High Educ

View full text Add to dashboard Cite

show abstract

“…In contrast to a video as a mode of content interaction, the simulation format requires manipulative interactions and demands active engagement with the activity. This 'high element interactivity' can cause working memory overload (Kehrwald & Bentley, 2020) thus inducing students to become psychologically demotivated in engagement to complete the task (J. Lee et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, Meyer (2014) argued that inexperienced learners were prone to a lack of engagement due to insu cient skills in this environment. In the technology environment, inexperienced students' cognitive capacity become depleted as they have already utilised a signi cant portion of their working memory in getting to know and explore the rich contents prevalent in this environment (Kehrwald & Bentley, 2020).…”

Section: Prior Experience To In Uence Student Persistence and Systemamentioning

confidence: 99%

Factors affecting student behavioural engagement in an inquiry-based online learning environment

Mamun

Lawrie

2021

Preprint

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The technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, the recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed high commitment to engage and complete the tasks that required less manipulative, pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience and technology skills. This study highlights several issues concerning student engagement in a self-directed online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

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“…The simulation format already requires manipulative interactions and demands active engagement with the activity. This 'high element interactivity' can cause working memory overload (Kehrwald & Bentley, 2020) thus inducing students to become psychologically demotivated in engagement to complete the task (Lee et al, 2019). This form of the intrinsic load is inherent in the simulations because of its complexity.…”

Section: Factors Affecting Students' Engagement Time and Task Complet...mentioning

confidence: 99%

“…In contrast, Meyer (2014) argued that inexperienced learners were prone to a lack of engagement due to insufficient skills in this environment. In the technology environment, inexperienced students' cognitive capacity become depleted as they have already utilised a significant portion of their working memory in getting to know and explore the rich contents prevalent in this environment (Kehrwald & Bentley, 2020).…”

Section: Prior Experience To Influence Student Persistence and System...mentioning

confidence: 99%

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

Mamun

Lawrie

2023

Smart Learn. Environ.

View full text Add to dashboard Cite

Technological innovations and changing learning environments are influencing student engagement more than ever before. These changing learning environments are affecting the constructs of student behavioural engagement in the online environment and require scrutiny to determine how to facilitate better student learning outcomes. Specifically, recent literature is lacking in providing insights into how students engage and interact with online content in the self-regulated environment, considering the absence of direct teacher support. This paper investigates how instructional design, informed by the factors relating to behavioural engagement, can influence the student-content interaction process within the fabric of inquiry-based learning activities. Two online learning modules on introductory science topics were developed to facilitate students’ independent study in an asynchronous online environment. The study revealed that students showed a high commitment to engaging and completing the tasks that required less manipulative and pro-active effort during the learning process. The findings also revealed that instructional guidance significantly improved the behavioural engagement for student groups with prior learning experience in science simulations and technology skills. This study highlights several issues concerning student engagement in a self-regulated online learning environment and offers possible suggestions for improvement. The findings might contribute to informing the practice of teachers and educators in developing online science modules applicable to inquiry-based learning.

show abstract

Understanding and Identifying Cognitive Load in Networked Learning

Cited by 4 publications

References 38 publications

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

A multimodal analysis of college students’ collaborative problem solving in virtual experimentation activities: a perspective of cognitive load

Factors affecting student behavioural engagement in an inquiry-based online learning environment

Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules

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