• The Journal of Korean Association of Computer Education
• /
• v.10 no.1
• /
• pp.67-75
• /
• 2007

The purpose of the study is to develop handheld learning tool based on design principles drawn from cognitive load theory. To optimize learner's cognitive load, the learning program should be developed for maximizing the effective load and(or) minimizing ineffective load. The principles, which were applied to developing the learning program, for minimizing the extraneous cognitive load, one of the ineffective loads, are modality, redundancy, split-attention, multimedia, and worked-out example. In this study, we will show possibilities for designing an effective mobile learning program.

• Korean Medical Education Review
• /
• v.12 no.2
• /
• pp.27-33
• /
• 2010

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

• Journal of the Korean Society for information Management
• /
• v.37 no.3
• /
• pp.177-202
• /
• 2020

In this study the author examines the health information seeking behavior of older adults from the perspective of cognitive load. Using a qualitative method, based on ground theory, data were collected using in-depth interviews. Twenty-eight participants were participating older adults living in G community city, South Korea who experienced seeking health information. Interview transcripts were analyzed using a qualitative thematic coding framework. Three themes describing older adults' health information seeking behaviors were focused: intrinsic, extraneous, and germane cognitive load. The findings are geared towards the context of older adults' information seeking to support an understanding of successful information seeking behaviors in this population and to contribute to their health and well-being. The intent is to present information on current research in the field of Library and Information Science and to demonstrate how a cognitive load approach can be used to address the problems of older adults' health information seeking behaviors.

• The Journal of The Korea Institute of Intelligent Transport Systems
• /
• v.8 no.3
• /
• pp.71-82
• /
• 2009

As a solution to spectrum under-utilization problem, Cognitive radio (CR) introduces a dynamic spectrum access technology. In the area, one of the most important problems is how secondary users (SUs) should choose between the available channels, which means how to achieve load balancing between channels. We consider spectrum load balancing problem for CR system in frequency domain and especially in time domain. Our objective is to balance the load among the channels and balance the occupied time length of slots for a fixed channel dynamically in order to obtain a user-optimal solution. In frequency domain, we refer to Dynamic Noncooperative Scheme with Communication (DNCOOPC) used in distributed system and a distributed Dynamic Spectrum Load Balancing algorithm (DSLB) is formed based on DNCOOPC. In time domain, Spectrum Load Balancing method with QoS support is proposed based on Dynamic Feed Back theory and Hash Table (SLBDH). The performance of DSLB and SLBDH are evaluated. In frequency domain, DSLB is more efficient compared with existing Compare_And_Balance (CAB) algorithm and gets more throughput compared with Spectrum Load Balancing (SLB) algorithm. Also, DSLB is a fair scheme for all devices. In time domain, SLBDH is an efficient and precise solution compared with Spectrum Load Smoothing (SLS) method.

• The Mathematical Education
• /
• v.57 no.2
• /
• pp.137-155
• /
• 2018

From the assumption that an individual's working memory capacity is limited, the cognitive load theory is concerned with providing adequate instructional design so as to avoid overloading the learner's working memory. Based on the cognitive load theory, this study aimed to provide implications for effective problem-based collaborative teaching and learning design by analyzing the level of middle school students' cognitive load which is perceived according to the problem types(short answer type, narrative type, project) in the process of collaborative problem solving in middle school function part. To do this, this study analyzed whether there is a relevant difference in the level of cognitive load for the problem type according to the math achievement level and gender in the process of cooperative problem solving. As a result, there was a relevant difference in the task burden and task difficulty perceived according to the types of problems in both first and second graders in middle schools students. and there was no significant difference in the cognitive effort. In addition, the efficacy of task performance differed between first and second graders. The significance of this study is as follows: in the process of collaborative problem solving learning, which is most frequently used in school classrooms, it examined students' cognitive load according to problem types in various aspects of grade, achievement level, and gender.

• Educational Technology International
• /
• v.20 no.2
• /
• pp.137-168
• /
• 2019

This study examined the effects of information volume and distribution on learners' cognitive load and recall in a mobile augmented reality (AR) environment. Information volume refers to the degree of information users are provided in a learning task, while information distribution indicates the way in which information is distributed, either in a virtual or real format. Sixteen undergraduate students participated in the study, which employed a 2 × 3 randomized block factorial design with repeated measures. Information volume and distribution were independent variables, and factors in learners' cognitive load (mental effort, perceived ease of use, and perceived task difficulty) and recall test scores were the dependent variables. Information volume had significant main effects on perceived ease of use and task difficulty, and recall test scores, while information distribution had significant main effects on perceived task difficulty and test scores. A detailed discussion and implications are provided.

• Educational Technology International
• /
• v.11 no.1
• /
• pp.93-117
• /
• 2010

The purpose of this study was to develop the problem solving instruction facilitating novice learner to represent the problem. For the purpose, we mainly focused on three aspects of problem solving. First, learner should represent the targeted problem and its solutions for problem solving. Second, from crucial notions of cognitive load theory, learner's mental load should be optimized for problem representation. Third, for optimizing students' mental load, experts may support making their thinking more visible and mapping from their intuition to expert practice. We drew the design principles as follows. First, since providing worked examples for the targeted problem has been considered to minimize analogical errors as well as reduce cognitive load in problem representation at line of problem solving and instructional research, it is needed to elaborate the way of designing. The worked example alternatively corresponds to expert schema that consists of domain knowledge as well as strategies for expert-like problem representation and solution. Thus, it may help learner to represent what the problem is and how to solve it in problem space. Second, principle can be that expert should scaffold learner's self-explanations. Because the students are unable to elicit the rationale from worked example, the expert's triggering scaffold may be critical in that process. The unexplained and incomplete parts of the example should be completed not by expert's scaffold but by themselves. Critical portion of the expert's scaffold is to explain about how to apply and represent the given problem, since students' initial representations may be reached at superficial or passive pattern of example elaboration. Finally, learner's mental model on the designated problem domain should be externalized or visualized for one's reflection as well as expert's scaffolding activities. The visualization helps learner to identify one's partial or incorrect model. The correct model of learner could be constructed by expert's help.

• Korean Journal of Cognitive Science
• /
• v.19 no.4
• /
• pp.369-396
• /
• 2008

The purpose of this article is to investigate the effect of visual working memory, the types and contents of graphic annotations on English learning. The participants of the experiments were 5th and 6th graders. The result showed that animation was effective only in the word test for children with large visual working memory, whereas text-only-annotation yielded better performance in the comprehension test in Experiment 1. The effect of relevance of animations was tested in Experiment 2. Context-relevant-animations yielded better comprehension than the animations denoting the typical meaning, whereas the opposite pattern was reported in the word test. The result of the two experiments was interpreted in terms of cognitive load theory and the generative theory of multimedia learning.

• Korean Journal of Cognitive Science
• /
• v.13 no.3
• /
• pp.47-60
• /
• 2002

The study investigated the effects of types of presentation and cognitive load on multimedia learning. In experiment 1, subject were 90 elementary school students. The subject were assigned in three conditions: Narration and Text (NT) condition, Animation and Narration(AN) condition, Animation and Text(AT) condition. The result showed that AN condition improved the learning performances in comparison with AT condition, NT condition. Experiment 2 was administrated to 87 undergraduate students. They were participated in three conditions, also. The conditions were Animation and Text (AT) condition, Animation and Narration (AN) condition, Animation, Narration and Text (ANT) condition. the results showed that AN condition was greater in AT, ANT condition. The results from a series of these experiments imply that varying the types of presentation of identical learning materials had influences on the performances. Multimedia presentation(animation and verbal conditions) improved the learning performances in comparison with monomedia presentation(verbal condition), and the advantage was raised when learners were provided the learning material in the multimodal and multimedia environment(AN condition). Also, it came out that redundant text identical to narration disrupted learning when learners were in the picture (either animation or illustration) and narration conditions. Likewise, also for adults, performances were improved in the multimodal conditions and redundant text identical to narration was not helpful for learning. These results are evidences for the dual-coding theory and the cognitive load theory.

• Korean Journal of Child Studies
• /
• v.9 no.2
• /
• pp.133-156
• /
• 1988

This study investigated developmental change with reference to continuity theory in the acquisition of concepts of kin relation, task difficulty with reference to cognitive complexity, and interrelationships in the performance of cognitive tasks of kinship concepts with reference to cognitive parallelism. The subjects consisted of 6-, 8-, 10, and 12-year-old randomly selected children attending kindergartens or elementary schools in Seoul. The schools were located in various residental areas regarded as either middle or lower class. The 81 boys and 80 girls participated in 3 experiments on classification, seriation, and grouping. The instrument for the classification, seriation, and grouping tasks was composed of 10 10cm black on white line drawings of the head and upper torso area of persons in kin relationship. The data was analyzed with MANOVA. A significant age effect was found in the 3 quasi- experiments. There were significant effects on task difficulty. The biosocial power distribution indirectly influenced children's acquisition of kin relational concepts; that is, children performed better in male-kin than in female-kin tasks. There was a high correlation in performance between the 3 cognitive tasks. These findings support the continuity theory (except for seriation), a model which arranges kin-names in order of cognitive load, the centric status of men in society, and the theory of cognitive developmental parallelism.