Cognitive Ergonomics in Educational Systems: Specific Relationships of the “Student-Educational Information” Structure

Abstract

The paper reveals the essence of the “cognitive system” concept, considered in cognitive ergonomics as a multi-level system that ensures implementing all the main cognitive functions and stages of the learning process. The specificity of cognitive analysis is shown as a tool for studying unstable and semi-structured environment, which provides understanding the existing problems, identifying contradictions and a qualitative analysis of ongoing processes. The relevance of applying cognitive analysis principles to find approaches to the quality of the interaction pattern “human – information” in educational systems in teaching and professional activities is indicated. The results of the conducted cognitive analysis aimed at studying the specifics of the existing ergonomic relationships in the cognitive system “student – educational information” are analysed and discussed. Conclusions are drawn and recommendations are made on taking into account the identified relationships in the specified system when designing the learning process at all levels of education to develop a typology of individual profiles of cognitive systems “student – educational information” and search for an optimal strategy that ensures the effectiveness of the pedagogical interaction between the teacher and the student and the dynamics of the cognitive system development. The paper indicates the necessity for analysing and modelling educational systems based on the principles of cognitive management in the future.