• Educational Technology International
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• 제13권1호
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• pp.79-100
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• 2012

The focus of this research is on identifying the problems that learners experience during online problem-based learning (e-PBL) from a cognitive perspective. The study is concentrated on learners' cognitive load level at each stage of e-PBL. The research questions are specifically as follows: What is the level of cognitive load at each stage of e-PBL and what is the relationship between cognitive load and group performance? What cognitive difficulties are experienced by learners in e-PBL and what causes cognitive difficulties? In this study, we found that cognitive load was the highest in stage 1 and there was negative relationship between cognitive load at stage 1 and group performance. In addition, learners experienced difficulties during e-PBL such as the complexity of task, the difficulty in collaboration, and the lack of appropriate references. For further study, we will investigate some strategies regarding adjusting learners' cognitive load in the early stages of e-PBL.

• 정보관리학회지
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• 제37권3호
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• pp.177-202
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• 2020

In this study the author examines the health information seeking behavior of older adults from the perspective of cognitive load. Using a qualitative method, based on ground theory, data were collected using in-depth interviews. Twenty-eight participants were participating older adults living in G community city, South Korea who experienced seeking health information. Interview transcripts were analyzed using a qualitative thematic coding framework. Three themes describing older adults' health information seeking behaviors were focused: intrinsic, extraneous, and germane cognitive load. The findings are geared towards the context of older adults' information seeking to support an understanding of successful information seeking behaviors in this population and to contribute to their health and well-being. The intent is to present information on current research in the field of Library and Information Science and to demonstrate how a cognitive load approach can be used to address the problems of older adults' health information seeking behaviors.

• Nuclear Engineering and Technology
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• 제52권1호
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• pp.78-86
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• 2020

The operation and monitoring (OM) interface is the digital medium between nuclear power system and operators. The cognitive load of OM interface has an important effect on the operation errors made by operator during OM task between operator and computer. The cognitive load model of OM interface is constructed for analysing the composition and influencing factors of OM interface cognitive load. And to study the coping strategies and methods for cognitive load of nuclear power system. An experiment method based on eye movement is proposed to measure the cognitive load of OM interface. Experiment case is carried out with 20 subjects and typical OM interface of a nuclear power system simulator. The OM interface is optimized based on the experiment results. And the results comparison between the original OM interface and the optimized OM interface shows that the cognitive load model and proposed method is valuable contributions in reducing the cognitive load and improving the interaction efficiency of OM tasks.

• 의학교육논단
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• 제12권2호
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• pp.27-33
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• 2010

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

• Educational Technology International
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• 제10권2호
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• pp.145-166
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• 2009

The purpose of this study was to investigate why advance organizers (AO) are effective in promoting comprehension and mental model formation in terms of cognitive load. Two experimental groups: a concept-map AO group and a key-word AO group and one control group were used. This study considered cognitive load in view of Baddeley's working memory model: central executive (CE), phonological loop (PL), and visuo-spatial sketch pad (VSSP). The present experiment directly examined cognitive load using dual task methodology. The results were as follows: central executive (CE) suppression task achievement for the concept map AO group was higher than the key word AO group and control group. Comprehension and mental model construction for the concept map AO group were higher than the other groups. These results indicated that the superiority of concept map AO owing to CE load decrement occurred with comprehension and mental model construction in learning. Thus, the available resources produced by CE load reduction may have been invested for comprehension and mental model construction of learning contents.

• 컴퓨터교육학회논문지
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• 제10권1호
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• pp.67-75
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• 2007

본 연구는 인지 부하 이론에서 도출된 설계 원리를 적용하여 PDA를 활용한 학습 프로그램을 개발하는데 목적이 있다. 인지 부하 이론에 따르면, 학습 프로그램은 학습자의 활성기억고 내의 인지 부하를 최적화하도록 설계되어야 한다. 최적화란 학습자의 활성기억고 내에 있는 인지 부하 중에서 학습에 효과적인 인지 부하를 높이거나 비효과적인 인지 부하를 낮춘 상태이다. 본 연구에서는 비효과적인 인지 부하 중 하나인 외재적 인지 부하를 낮추는 양식, 중복, 주의 분산 멀티미디어, 해결된 예 원리를 적용하여 PDA 기반 학습 프로그램을 개발함으로써 효과적인 모바일 학습 프로그램을 위한 가능성을 탐색해보았다.

• 한국수학교육학회지시리즈A:수학교육
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• 제57권2호
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• pp.137-155
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• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• 대한의용생체공학회:의공학회지
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• 제43권1호
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• pp.52-60
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• 2022

Purpose: For now, cognitive load is assessed based on survey-based methods, which can be difficult to track the amount of cognitive load in real-time. In this study, we investigated the difference in electrophysiological activation due to different levels of cognitive load not only at sensor-level but also at source-level using electroencephalogram that might be potentially used for quantitative cognitive load evaluation. Materials and Methods: In this study, ten healthy subjects (mean age 24.3 ± 2.1, three female) participated the experiment. All participants performed 4 sessions of n-back task in different difficulties: 0-, 1-, 2-, and 3-back during electroencephalogram recording. For sensor-level analysis, we calculated the event-related potential and event-related spectral perturbation while low resolution brain electromagnetic tomography (LORETA) to estimate the source activation. Each result was compared between different workload conditions using statistical analysis. Results: Statistical results revealed that the accuracy of the task performance was significantly different between different cognitive loads (p = 0.018). The post-hoc analysis confirmed that the accuracy of the 3-back task was significantly decreased compared to 1-back condition (p = 0.018), but not with 2-back condition (p = 0.180). ERP results showed that P300 target amplitude between 1-back and 3-back had a marginal difference in Cz (p = 0.059) and Pz(p = 0.093). A significant inhibition in Cz high-beta activation (p = 0.017) and decrease in source activation of right parahippocampal gyrus was found in 3-back condition compared to 1-back condition (p < 0.05). Conclusion: In this study, we compared the sensor- and source-level differences in electroencephalogram between different levels of cognitive load, that were found to be in line with the previous reports related to cognitive load evaluation. We expect that the outcome of the current study can be used as a feature to establish a quantitative cognitive load assessment system.

• Educational Technology International
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• 제17권2호
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• pp.253-271
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• 2016

This study investigated the effect of generative concept maps according to learning achievements and cognitive load. A total of 78 students in the first grade of middle school participated in this study. Before the experimental treatment was implemented, students had to fill out a questionnaire assessing prior knowledge. The study was designed where all the students were presented the same learning contents regarding photosynthesis; however, the two experimental groups were provided with different concept map methods: a learner-generative concept map (GCM) and an instructor-provided concept map (PCM). GCM students were asked to make a concept map by themselves in small groups while they are reading material. PCM students were instructed to study in small groups in order to read the material; however, they were provided a concept map developed by their teacher. The control group (CG) had the teacher present the learning contents in traditional lecture format with no accompanying concept map. The results show that there were significant differences in the achievements among the groups. CG showed higher achievement than both the experimental groups. There was also a significant difference in cognitive load. Although the GCM group did not obtain higher achievement than the other groups, the GCM group showed higher mental effort and lower physical fatigue than the other groups. The GCM group might have invested more effort to find and connect ideas when drawing their concept map with peers which is unlike the conditions for the PCM group and CG. In conclusion, we should consider applying GCM in teaching and learning design in order to increase learning achievement and decrease extraneous cognitive load.

• 디지털융복합연구
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• 제10권11호
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• pp.323-329
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• 2012

본 연구는 스낵제품을 대상으로 기준점설정과 기준점의 조정과정(adjustment)에서 언어정보와 인지부하가 어떻게 작용하는지를 살펴보았다. 연구결과 1) 기준점설정에 관한 연구결과 응답자들은 개수가 5개 그려진 포장재보다 25개 그려진 포장재의 내용물(고래밥) 단위수를 더 많게 예측하였다. 따라서 손쉽게 얻을 수 있는 정보를 기준으로 자신의 판단이나 생각이 이루어진다는 기준점설정효과(anchoring effect)는 확인되었다. 2) 언어적 정보의 조절효과를 살펴보기 위하여 내용물을 설명해주는 언어적 정보(labeling)를 추가적으로 제시한 결과, 응답자간의 내용물 개수 예측치의 차이가 크게 줄어드는 결과를 확인하였다. 3) 인지부하(cognitive load)의 조절효과를 살펴보기 위하여 자리수가 다른 곱셈계산식을 제시(인지부하 조작)하고 포장재별 내용물의 개수를 예측토록 하였다. 그 결과 인지부하가 많을수록 포장재 간의 예측치 차이가 줄어드는 것으로 나타나 인지부하의 조절효과도 확인하였다. 본 연구는 정보제공방식의 프레임을 조정하거나 인지부하를 조정함으로써 기준점설정 및 조정과정에서 나타날 수 있는 오류나 편향을 감소시킬 수 있음을 보여주고 있다. 이는 소비심리를 연구하는 학자들은 물론 포장재 디자이너와 같은 마케팅실무담당자들에게 이론적 실무적 시사점을 제공한다.