Stimulus overload in online learning environments: An empirical inquiry of design and organizational factors.

摘要

Information overload is a common complaint of students registered in online courses, and these students often report feeling more overloaded in courses using online learning environments compared to traditional face-to-face courses that do not use such environments. It is possible that certain online environmental factors might contribute to stimulus overload and perhaps to perceived overload rather than information overload per se. User characteristics, and a range of design and organizational factors that might contribute to students' perceived overload are discussed and it is hypothesized how such factors might affect learning outcomes. Three experiments were conducted to test predictions that (i) stimulus-rich online environments, (ii) environments using hypertext material, (iii) environments in which participants have control over the organization of material to be learned, and (iv) user experience, affect learning outcomes, perceptions of how much information is presented, perceptions of overload, and perceptions of having enough time to complete certain experimental tasks. A total of 582 participants were tested in the research program and findings suggest that stimulus rich environments might have a negative impact on learning outcomes for students ranked high on experience with computers and online learning technologies, but no impact on learning outcomes for other students. Perceptual load hypotheses are discussed to explain what initially seem to be counterintuitive results. Findings here suggest that stimulus overload affects only experienced students. Findings also suggest that hypertext environments and online environments in which participants have control over the organization of material to be learned might also have a negative impact on learning outcomes, misconceptions of information, and perceived overload. Alternative explanations are also considered with regards to these introductory findings. Consistently, students ranked high on experience with computers and online learning technologies reported having enough time to complete experimental tasks more often than students ranked low on experience with computers and online learning technologies. Factors that might affect online learning, strategies for how teachers can ensure positive outcomes for the technology-based classroom, and strategies for avoiding online pitfalls that might leave students frustrated or burdened with feelings of overload are discussed.