{"title":"教学与互动反馈对英语学生数字讲故事认知负荷的影响","authors":"Cindy Zagita, J. Sun","doi":"10.1109/ICALT52272.2021.00091","DOIUrl":null,"url":null,"abstract":"This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.","PeriodicalId":170895,"journal":{"name":"2021 International Conference on Advanced Learning Technologies (ICALT)","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The Effect of Instructional and Interactive Feedback on EFL Students’ Cognitive Load in Digital Storytelling\",\"authors\":\"Cindy Zagita, J. Sun\",\"doi\":\"10.1109/ICALT52272.2021.00091\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.\",\"PeriodicalId\":170895,\"journal\":{\"name\":\"2021 International Conference on Advanced Learning Technologies (ICALT)\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2021 International Conference on Advanced Learning Technologies (ICALT)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/ICALT52272.2021.00091\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2021 International Conference on Advanced Learning Technologies (ICALT)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/ICALT52272.2021.00091","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
The Effect of Instructional and Interactive Feedback on EFL Students’ Cognitive Load in Digital Storytelling
This ongoing study proposes two types of feedback for reducing learners’ cognitive load in digital storytelling, namely instructional and interactive feedback. An expected number of 60 students in northern Taiwan will be participated, assigned to the control group (no feedback), experimental group A (instructional feedback), and experimental group B (interactive feedback). The hypothesis of this study is the interactive feedback can significantly reduce learners’ cognitive load. Thus, after getting the result, we hope the findings of this research can be used as a reference for teachers’ curriculum planning, as strategies to reduce students’ cognitive burden in speaking English using digital storytelling, and can contribute to the application of digital learning in the future.
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