An Exploration of Instructional Design and Its Effectiveness of Using Cognitive Load Perspective into Electronics Experiment Course
- Resource Type
- Conference
- Authors
- Chang, Pei-Hua; Cheng, Su-Fen; Cheng, Chi-Wei; Tang, Jing-Jou; Tzeng, Ching-Biau
- Source
- 2022 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE) TALE Teaching, Assessment and Learning for Engineering (TALE), 2022 IEEE International Conference on. :415-422 Dec, 2022
- Subject
- Computing and Processing
Engineering Profession
General Topics for Engineers
Correlation
Costs
Education
Cognitive load
electronics experiment
cognitive load
modality
worked-example
completion problem
- Language
- ISSN
- 2470-6698
For beginners who are to learn in electronics experiment course, it is important for instructional design to understand how to effectively guide their use of working memory to construct schemas and to reduce extraneous cognitive load. The purpose of this study is to explore the learning effectiveness of applying 3 effects of modality, worked-example and completion problem to reduce participants’ cognitive load. The research results showed: (1) a significant difference between experiment reports and "mental effort cost" in the round 2; (2) a significant difference between learning effectiveness and "mental effort cost"; (3) a significant correlation between practice and "understanding of knowledge"; (4) a significant correlation between practice and "germane load"; and (5) a significant correlation between learning effectiveness and "understanding of knowledge". Based on the results, several suggestions are proposed to instructional design in teaching materials and course activities.