Effects of Cognitive-, Social-, and Group-Awareness Tools on Learners' Cognitive Load in Computer-Mediated Writing Classes

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2025-05-07 DOI:10.1111/jcal.70053

Shunmeng Chen

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引用次数: 0

Abstract

Background

Computer-mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework.

Objectives

This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group-awareness tools in reducing cognitive load in this context.

Methods

This investigation employed a pretest-posttest randomised experimental design to scrutinise the influence of awareness tools (cognitive, social, and group) on cognitive load management and computer-mediated writing performance among 144 EFL learners. Descriptive statistics and ANOVA were utilised to process the data.

Results

The outcomes demonstrated no statistically significant disparities in computer-mediated writing performance scores between the experimental and control groups during the pretest phase. However, in the posttest phase, the control group displayed markedly higher scores in comparison to the experimental groups that were exposed to cognitive, social, and group awareness tools. Importantly, the social and group awareness tools positively impacted writing performance scores.

Conclusions

The results suggest that incorporating social and group-awareness tools into computer-mediated writing activities may contribute to elevated writing performance among EFL learners. Consequently, teachers and instructional designers should contemplate implementing group activities and collaboration tools within computer-mediated writing tasks to cultivate the social and collaborative aspects of writing.

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认知、社会和群体意识工具对计算机辅助写作课堂学习者认知负荷的影响

近年来，以电脑为媒介的写作课程越来越受欢迎，成为在网络环境下提高写作技能的一种有效方式。本研究旨在通过调查认知、社会和群体意识工具在减少认知负荷方面的有效性，弥合文献中的空白。方法采用前测后测随机实验设计，考察认知工具（认知工具、社会工具和群体工具）对144名英语学习者认知负荷管理和计算机介导的写作表现的影响。采用描述性统计和方差分析对数据进行处理。结果结果显示，在测试前阶段，实验组和对照组在计算机介导的写作成绩上没有统计学上的显著差异。然而，在测试后阶段，与使用认知、社会和群体意识工具的实验组相比，对照组的得分明显更高。重要的是，社交和群体意识工具对写作成绩有积极影响。研究结果表明，将社会和群体意识工具纳入计算机介导的写作活动可能有助于提高英语学习者的写作表现。因此，教师和教学设计师应该考虑在计算机介导的写作任务中实施小组活动和协作工具，以培养写作的社会和协作方面。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope