The relationship between e-learning personalisation and cognitive load

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH
C. Lange
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引用次数: 1

Abstract

ABSTRACT Cognitive processing issues online may be reduced through e-learning personalisation, which allows learners to address individual learning needs by controlling how they process information. While some research shows that e-learning personalisation may actually complicate information processing under specific circumstances, this study examines whether it can be successful over the course of an entire semester. Survey responses from a group of university students taking massive online learning classes in South Korea (n = 2,160) were analysed to investigate relationships involving e-learning personalisation and various elements of cognitive load. Results showed that as e-learning personalisation levels increased, negative aspects of cognitive load decreased. These results support cognitive load reduction strategies in ways that traditional lectures replicated in online environments cannot.
网络学习个性化与认知负荷的关系
在线认知加工问题可以通过电子学习个性化来减少,它允许学习者通过控制他们处理信息的方式来满足个人学习需求。虽然一些研究表明,在特定情况下,电子学习个性化实际上可能会使信息处理复杂化,但这项研究考察了它是否能在整个学期的课程中取得成功。对韩国一组参加大规模在线学习课程的大学生(n = 2160)的调查反馈进行了分析,以调查涉及电子学习个性化和各种认知负荷因素的关系。结果表明,随着网络学习个性化水平的提高,认知负荷的负面方面减少。这些结果支持认知负荷减少策略,而传统讲座在网络环境中无法复制。
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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