An Exploration of Instructional Design and Its Effectiveness of Using Cognitive Load Perspective into Electronics Experiment Course

2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) Pub Date : 2022-12-01 DOI:10.1109/TALE54877.2022.00074

Pei-Hua Chang, Sumei Cheng, Chi-Wei Cheng, Jing-Jou Tang, Ching-Biau Tzeng

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Abstract

For beginners who are to learn in electronics experiment course, it is important for instructional design to understand how to effectively guide their use of working memory to construct schemas and to reduce extraneous cognitive load. The purpose of this study is to explore the learning effectiveness of applying 3 effects of modality, worked-example and completion problem to reduce participants’ cognitive load. The research results showed: (1) a significant difference between experiment reports and "mental effort cost" in the round 2; (2) a significant difference between learning effectiveness and "mental effort cost"; (3) a significant correlation between practice and "understanding of knowledge"; (4) a significant correlation between practice and "germane load"; and (5) a significant correlation between learning effectiveness and "understanding of knowledge". Based on the results, several suggestions are proposed to instructional design in teaching materials and course activities.

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认知负荷视角在电子学实验课教学设计中的应用及其有效性探讨

对于初学电子实验课程的学生来说，如何有效地引导他们利用工作记忆构建图式，减少外部认知负荷，是教学设计的重要内容。本研究旨在探讨运用模态效应、样例效应和完成性问题效应来降低被试认知负荷的学习效果。研究结果表明:(1)实验报告与第二轮“脑力劳动成本”存在显著差异;(2)学习效果与“心理努力成本”存在显著差异;(3)实践与“对知识的理解”存在显著相关;(4)实践与“相关负荷”显著相关;(5)学习效能与“对知识的理解”显著相关。在此基础上，对教材设计和课程活动提出了几点建议。

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2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)

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