The Relationship Between Student Satisfaction with Learning Online and Cognitive Load
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Transcript of The Relationship Between Student Satisfaction with Learning Online and Cognitive Load
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The Relationship Between Student Satisfaction with Learning Online and
Cognitive Load
16th Annual Sloan ConsortiumInternational Conference on Online Learning
November 4, 2010George R. Bradford, Ph.D.
University of Central Florida
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Agenda Null Hypothesis Significance to Field Instrument
Development Online Learner
Experience Model Data Collection Instrument Reliability
& Validity
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Interesting Findings Correlation of Scales Factor Analysis Correlations Among
Factors Significant ANOVAs The Narrative Conclusions Future Directions Q&A
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“There is no relationship between perceived cognitive
load and satisfaction with online learning experience.”
SatisfactionCognitive Load?
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Significance to Field of Instructional Design
Contribute to discussion of theory developmentEstablish link between constructsDevelop research to improve designRetain student focus in online learning
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Instrument Development
Need scalesOnline learning contextCognitive load
Literature search produced no seminal work
Required assembly from multiple sources
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Online Learner Experience Model
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Learner’s Goals1
Context of Online
Learning2
Satisfaction
Cognitive Load Theory3
Information Processing
Model4
Mental Effort
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1, 2, 3, 4 – see References slide at end
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Data CollectionDirect faculty support solicitationDifficult to get responses
Requested fellow instructional designers
Went to SGA, received enthusiastic support
Instrument Delivery: Own instance LimeSurvey
Response rate: unknown - Completion rate: 94%
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Instrument Reliability & Validity
Satisfaction:Context - .79Goals-Rewards - .71
Cognitive Load - .49
Each item tied to theoretical foundation
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Reliability
Validity
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Results
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Interesting findings
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8786
75Per
cent
Visual+Audio
Organizevisuals
Cleardirections
Trackprogress
Set futuregoals
Cognitive Load Satisfaction
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Correlation of Scales
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r = .5 r2 = .25
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Factor Analysis
Principal Components Analysis
3 Emergent Factors:
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AwarenessChallenge
Engagement
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Correlations Among Factors: Principal Components Analysis
Factor Awareness Challenge Engagement
Awareness --
Challenge .00 --
Engagement .32 .31 --
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Significant ANOVAs:Demographics
Item Significance
Age --
Marital status --
Academic Standing .01 (Satisfaction)
Gender .02 (Cognitive Load)
Number of children --
Employment --
Ethnicity --
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The Narrative:Some interesting comments
4 Survey items, 60 – 95% response rate (n = 1,401)
“I feel that the required material for my online course is very much overwhelming. The required reading material is scattered, and confusing having nothing in common with the text book material.”
“I have an online class where the Powerpoints are confusing and contain a lot of extra information.”
“I need to know how I am doing so all grades need to be available as soon as they are graded.”
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Conclusions
Some sort of relationship exists between cognitive load and satisfaction
Elevates importance of student satisfaction
Directs immediate follow-on research
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Future Directions
How does relationship influence performance?
Can cognitive load scale be improved, explored further?
Will the findings be same in wider study?
Do the findings vary in specific disciplines?
Replicate study in business environments?
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Information Processing Model
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Expertise
Sensory Memory
Working Memory
Long-Term Memory
Words Ears
Eyes
Sounds Verbal Model
Images Pictorial Model
Prior Knowledge
Pictures
Multimedia Presentation
selecting
words
selecting
images
organizing
words
organizing
images
integrating
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Three Types of Cognitive Load Processing
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Processing Type Refers to cognitive processes that are…
Representational Holding
Aimed at holding a mental representation in working memory over a period of time
Essential Required for making sense of the presented material• Selecting• Organizing, and • Integrating words and images
Incidental Not required for making sense of the presented material• Primed by the design of the learning task
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Mayer’s Five Cognitive Overload Scenarios (1 OF 2)
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Type 1: Essential processing in visual channelVisual channel is overloaded by essential processing demands
Type 2: Essential processing in both channelsBoth channels are overloaded by essential processing demands
Type 3: Essential processing + incidental processingOne or both channels overloaded by essential and incidental processing
Attributable to extraneous material
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Mayer’s Five Cognitive Overload Scenarios (2 OF 2)
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Type 4: Essential processing + incidental processingOne or both channels overloaded by essential and incidental processing
Attributable to confusing presentation of essential material
Type 5: Essential processing + representational holdingOne or both channels overloaded by essential processing and representational holding
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Sample Survey Items (1 of 3)
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3) The material to learn is difficult, there is a lot of material to learn, and I find that some of the material is extra, or not really necessary.
3.1) I would be satisfied when the material includes extra content.
3.2) I would be satisfied when the extra material is removed
3.3) I would be satisfied when I receive instruction on how to use the extra material.
Type 3: Essential processing + incidental processing
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Sample Survey Items (2 of 3)
9) The material to learn is difficult, there is a lot of material to learn, and I had to put in a lot of effort to learn it.
9.1) To be successful, I need to be motivated to participate in online course activities.
9.2) I need activities that follow a routine, such as weekly quizzes, readings, or discussions, to keep me engaged in my online class.
9.3) I believe actively communicating, discussing, or debating is necessary for online courses to be effective.
Satisfaction: Context
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Sample Survey Items (3 of 3)
12) The material to learn is difficult, there is a lot of material to learn, and I am challenged with the situation.
12.1) I look for the potential of reward when I must learn difficult course material in an online course.
12.2) I set my goals based on future satisfaction.
12.3) I find myself more satisfied when an online course is difficult than when it is not.
Satisfaction: Goal
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Pilot Study: Instrument Validation
Received input from faculty, students
Revealed faculty issues
Discovered problem with logic structure
Forced to reframe instrument
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References and Contact Information
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Dr. George Bradford: [email protected]
Slide CitationOnline Learner Experience Model 1. Cognitive Approach of Motivation (Deci, 1975)
1. ARCS Model (Keller, 2006)2. Context of Online Learning - Sloan Model (Dziuban et al., 2007)3. Cognitive Load Theory (Mayer & Moreno, 2003; Sweller, van
Merrienboer, & Paas, 1998)4. Information Processing Model (Baddeley, 1986, 2001; Cowan, 2001;
Miller, 1956, 1994; Salomon, 1984; Sweller, 1988)
Information Processing Model “Nine ways to reduce cognitive load in multimedia learning,” by R. E. Mayer and R. Moreno, 2003, Educational Psychologist, 38(1), p. 46.
Three Types of Cognitive Load Processing Mayer & Moreno (2003)
Five Cognitive Overload Scenarios Table adapted from Mayer & Moreno (2003)