scholarly journals Structured Query Language Learning: Concept Map-Based Instruction Based on Cognitive Load Theory

IEEE Access ◽  
2020 ◽  
Vol 8 ◽  
pp. 100095-100110
Author(s):  
Shin-Shing Shin
Keyword(s):  
Cognitive Load ◽  
Language Learning ◽  
Cognitive Load Theory ◽  
Query Language ◽  
Concept Map ◽  
Load Theory ◽  
Structured Query Language ◽  
Based Instruction ◽  
Learning Concept

The implications of Cognitive Load Theory and exposure to subtitles in English Foreign Language (EFL)

2018 ◽  
Vol 4 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Language Learning ◽  
Cognitive Processing ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Load Theory ◽  
Colloquial Language ◽  
Language Classroom

Abstract The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.

scholarly journals Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

2017 ◽  
Vol 7 (18) ◽  
Author(s):  
I-Jung Chen ◽  
Chi-Cheng Chang
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Language Learning ◽  
Cognitive Load Theory ◽  
Rating Scale ◽  
Subjective Rating ◽  
Load Theory ◽  
Language Classroom ◽  
Subjective Rating Scale ◽  
And Task

Introducción. Este estudio explora la relación entre tres variables: carga cognitiva, ansiedad hacia el idioma extranjero (IE) y, rendimiento en las tareas. La carga cognitiva hace referencia a la carga que lleva la memoria de trabajo mientras se realiza una tarea en específico. Los autores mantienen la hipótesis de que la ansiedad resta recursos a la memoria de trabajo, dejando reducida capacidad para las actividades cognitivas, e impidiendo así la eficacia.Método. Los participantes fueron 88 estudiantes matriculados en carreras de cuatro años en una universidad técnica de Taiwán. Estudiantes de filología inglesa fueron excluidos. La Foreign Language Classroom Anxiety Scale [Escala de ansiedad en el aula de idioma extranjero] se utilizó para evaluar sus niveles de ansiedad; la Cognitive Load Subjective Rating Scale [Escala para el baremo subjetivo de la carga cognitiva] se utilizó para medir la carga cognitiva mientras realizaban una tarea de comprensión oral en inglés.Resultados. Los estudiantes con mayor ansiedad hacia el idioma extranjero también incurrían en una mayor carga cognitiva. La ansiedad hacia el IE y la carga cognitiva presentaban una correlación negativa con la comprensión oral.Discusión. Los aprendices que sufren más ansiedad incurren en una mayor carga cognitiva y consiguen peores resultados en sus exámenes. Para favorecer la eficacia del aprendizaje, se recomienda a los docentes que identifiquen las situaciones que provoquen ansiedad y que creen un ambiente de apoyo en el aprendizaje, lo que permitiría que los aprendices dedicasen los recursos de la memoria de trabajo totalmente a las tareas de aprendizaje.

scholarly journals Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

2015 ◽  
pp. 18-34 ◽  
Author(s):  
Jeff Howarth
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Information Technologies ◽  
Geographic Information ◽  
Future Research ◽  
Introductory Course ◽  
Load Theory ◽  
Cognitive Studies ◽  
Geographic Information Technologies ◽  
Based Instruction

This article presents a teaching model to support learning by solving problems with geographic information technology. Using the case study of a re-designed introductory course in geographic information systems, I present research from studies of expertise and Cognitive Load Theory that identify learning objectives and methods for problem-based instruction. I illustrate a general template for learning geographic technology by solving a problem based on a process of understanding the problem, developing a plan, and implementing the plan. This template also reinforces learning during practice and exam problems. The article aims to encourage future research on problem-based instruction of geographic information technologies that integrate cognitive studies of learning, spatial thinking, and problem solving. 

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory
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