首页> 外文学位 >Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load
【24h】

Instructional Designer Awareness and Application of Strategies to Manage Cognitive Load

机译:教学设计者的意识以及管理认知负荷的策略的应用

获取原文
获取原文并翻译 | 示例

摘要

This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, and delivery media within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The research design involved the collection of quantitative data from the participants during an initial web-based questionnaire and a second collection of both quantitative and qualitative data as the participants completed a design activity using a think-aloud protocol. The triangulation of data through observation of activity and debriefing interviews was used to clarify data gathered through the protocol.;The results of the study indicated that both novice and expert practitioners frequently used several strategies to manage extraneous load (worked examples, completion tasks, and dual modality) as prescribed by theory, as well as the simple-to-complex presentation strategy to manage intrinsic load. They also exhibited a moderate use of the variability strategy to manage germane load as recommended by theory, but overall use of strategies to address germane load was infrequent across all participants. While participants frequently acknowledged differences in the levels of learner expertise within the instructional scenario, few employed strategies prescribed to address the expertise reversal effect as outlined by theory. Participants described a number of barriers preventing them from using additional strategies to manage cognitive load, ranging from those common to all instructional strategies (such as time constraints and lack of formative evaluation) to those specific to cognitive load strategies (such as lack of instructor buy-in regarding cognitive load and the extra design effort to create worked examples).
机译:这项研究检查了实践中的教学设计师如何在标准化的情况下管理认知负荷,因为他们选择并实施了教学策略,消息设计,内容排序以及在不同领域与不同专业水平的学习者一起使用的交付媒体。这项研究采用了一种准实验性的混合方法设计,以深入了解实践中的教学设计师如何感知他们对管理认知负荷并在标准化设计方案中实施这些策略的策略的意识。研究设计涉及在最初的基于网络的问卷调查中从参与者收集定量数据,以及在参与者使用思考协议完成设计活动时第二次收集定量和定性数据。通过观察活动和汇报访谈对数据进行三角剖分,以阐明通过协议收集的数据;研究结果表明,新手和专家从业人员都经常使用几种策略来管理无关的负载(工作示例,完成任务和双重模式),以及理论上规定的从简单到复杂的表示策略来管理内在负载。他们还展示了理论上建议的适度使用可变性策略来管理锗负荷的方法,但是在所有参与者中很少有整体使用策略来解决锗负载的问题。尽管参与者经常承认教学情景中学习者专业水平的差异,但很少有采用策略来解决理论所概述的专业知识逆转效应的情况。参与者描述了许多障碍,这些障碍阻止他们使用其他策略来管理认知负荷,从所有教学策略的通用策略(例如时间限制和缺乏形成性评估)到特定于认知负荷策略的障碍(例如缺乏教练购买) -关于认知负担和额外的设计工作来创建有效的示例)。

著录项

  • 作者

    Sentz, Justin A.;

  • 作者单位

    Old Dominion University.;

  • 授予单位 Old Dominion University.;
  • 学科 Instructional design.;Educational technology.
  • 学位 Ph.D.
  • 年度 2018
  • 页码 116 p.
  • 总页数 116
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 古生物学;
  • 关键词

  • 入库时间 2022-08-17 11:52:56

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号