Over last few days I was reading a bunch of papers from the Cognitive Load Theory area that could have something to do with my work. Most of them had very interesting methodology. Below are few notes about each:
[currently I am investigating a new line of literature, where business people implement the same techniques as CLT to investigate interfaces which are interruption-safe in working conditions, i.e. Speier, Vessey, Valacich 2003]. I will blog about it next. I also had a meeting With Nadine, where we discussed possible avenues and designs of experiments with shoogle. I will blog about them early next week]
// LITERATURE 1 ///
Chandler, Sweller 1996, Cognitive load while learning to use computer
- 'Hypothesizes that instructional design only takes on a crucial role when there is a high level are in the of interaction between learning elements, resulting in those elements having to be simultaneously held in working memory'
- secondary task used was a program running on a second screen which every eight seconds was attracting attention with the sound and displaying a letter for two seconds. participants had to memorise that letter and in the same time say out loud what the previous letter was
–three learning scenarios were used presenting exactly the same learning information (how to use a software package) in three different types of tutorials. tutorials differed by how much split attention split occurred (extraneous cognitive load) when they were used ( one with words and screenshots which didn't requiring using of computer [low load], one only with commands which were to be followed on a computer screen, and one with text and screenshots which had to be followed and compared with computer [highest split/load]).
- secondary task, , confirmed the order of cognitive load ratings, while skills test confirmed that for complicated tasks ( those with high element interactivity, connected in the long chains of actions) were learned much better with tutorials which did not require a lot of split of attention.
Salomon, '84 ' television is easy and print this tough':
- children were asked about their perceived usefulness of TV and text for learning. They were also asked about realism and possible reasons to fail and succeed in learning with that media. After the children were presented at TV story and equivalent text description.
– It was found that efficacy (usefulness) was in negative correlation with TV and positive with next. Children who rated TV as easy invested less mental effort and hvad worse results. This suggests that there is a connection between preconceptions about interface and its usefulness.
Sweller 2010, element interactivity and intrinsic, extraneous and germane cognitive Load:
- author argues that element interactivity is a defining mechanism not only of intrinsic cognitive load but also underlies extraneous could be developed. ' The same information may impose an intrinsic or an extraneous cognitive load depending on what needs to be learnt'. In other words explanation which is important for a novice can be just slowing down and obscuring learning material for an expert.
- In turn germane cognitive load may not be our separate source of cognitive load, but rather resources used up to handle element interactivity. When the useless interactivity is added the extra use load increases while germane decreases - material seems to be messy, and patterns can be created.
- if Materials are too easy then to remain cognitive load is not activated.
–It might be useful to measure cognitive load during the task rather than after and before
–this possible to determine overall cognitive load, but it may be difficult to determine which cognitive load is of what kind
–goal free approach seems to activate more germane than extraneous load, because learners explored by creating schemas, rather than forcing the information in.
- Introducing interactive elements separately and then joining them produces better learning outcomes than presenting old elements in the same time, in other words it might be useful to train participants in using every element of the interface separately.
–Modality effects can be explained by assigning more resources, while imagination effects increases germane and intrinsic mode only for experts
Chan, Black 06, direct manipulation animation: incorporating the haptic channel in the learning process the suburbs middle school students in science learning a mental model position:
- text, visual and a game context were used to teach children physics problems of different difficulty. ' Findings showed that as the content became increasingly complicated (i.e. increased levels of interactivity between system entities) game like animation proved to be an effective support for students to comprehend the content'.
- This might provide proof that using purpose-built interfaces is suitable only for difficult tasks
Abrams, Davoli 2007: altered vision near the hands:
–participants were asked to perform different vision tasks while their hands were positioned right next to the monitor and when they were positioned at the participants knees.
- In visual search task participants performed better with your hands next to screen only when the task was difficult. During inhibition of return task participants took longer to disengage their attention with their hands next to the monitor. During the attention blink experiment proximity of the screen had negative effect on second task performance right after the first task happened. - attention blink was longer and more severe when object is near our hands.
Wagner, Nusbaum 2004. Probing the mental representation of gesture columns is handwriting spatial?:
- Groups of participants were asked to explain mathematical problems while using or not using gestures. Those using gestures had better learning outcomes.
–He was found that propositional (carrying a meaning) gestures were more useful than simply pointing.
Brunken, Steinbacher, et al 2002 - assessment of cognitive load in multimedia learning using dual task methodology
–when a task is more difficult it requires more cognitive resources, which can be measured by performance on a secondary task.
–"To evaluate variant of interface design drafts for a multimedia system that differ with respect to the format in which information is presented, it is conceivable that this approach could be used to determine the amount of cognitive load induced in the user by each design. On the basis of such an economics of the revelation one could determine for example which interface design variant minimises cognitive load"
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