Old Dominion University ODU Digital Commons OTS Master's Level Projects & Papers STEM Education & Professional Studies Fall 2017 The Influence of Cognitive Load on Infotec Students Participating in Online Learning Joe Price Old Dominion University Follow this and additional works at: https://digitalcommons.edu/ots_masters_projects Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Online and Distance Education Commons Recommended Citation Price, Joe, "The Influence of Cognitive Load on Infotec Students Participating in Online Learning" (2017). OTS Master's Level Projects & Papers.edu/ots_masters_projects/589 This Master's Project is brought to you for free and open access by the STEM Education & Professional Studies at ODU Digital Commons. It has been accepted for inclusion in OTS Master's Level Projects & Papers by an authorized administrator of ODU Digital Commons. For more information, please contact digitalcommons@odu.
i THE INFLUENCE OF COGNITIVE LOAD ON INFOTEC STUDENTS PARTICIPATING IN ONLINE LEARNING by Joe Price B. August 2014, Old Dominion University A Research Paper Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE OCCUPATIONAL AND TECHNICAL STUDIES OLD DOMINION UNIVERSITY Fall 2017 Approved by: SEPS 636 Instructor ii ABSTRACT THE INFLUENCE OF COGNITIVE LOAD ON INFOTEC STUDENTS PARTICIPATING IN ONLINE LEARNING The theory of cognitive load has been developed to help educators, instructional designers, and developers of e-learning curriculum and materials, anticipate learning outcomes by fully understanding the cognitive capabilities and limitations of the learner. The theory is broad enough to be used in many educational environments because the focus is on making learning as effective and efficient as possible in regards to the human brain’s ability to process information. By reducing the complexity of the information to be learned and the manipulatives used to produce understanding, the curriculum developer can focus their energies on producing lessons that are streamlined and geared to the way the human mind works best.
Infotec, a computer training facility in Virginia Beach, Virginia has historically offered classes in a traditional face-to-face format. More recently, they have converted many of their classes into web only curriculum. After conducting these web-based courses they found that student’s success rates and certification test scores had dropped. The purpose of this study was to determine whether this format change had increased the cognitive load on the learner and to develop techniques which can be used to reduce cognitive load.
The study divided students into three classroom environments; (Group I) traditional face- to-face, (Group II) web-based with e-book, and (Group III) web-based with e-book and dual computer monitors. The identical curriculum was delivered to all three groups. Traditional iii methods of reducing cognitive load such as using “worked examples” and reducing the redundancy of materials seemed to have a similar ameliorative effect on all groups. Methods for reducing split attention cognitive load were conducted using Group III.
Cognitive load seems to have increased slightly for male participants in Group II, using a single monitor and e-book with online instruction. The data demonstrates that there was a tangible increase in cognitive load in female participants in Group II. Reducing the split-attention effect using multiple computer monitors produced a minor positive effect on males within Group III, but seemed to have a significant positive effect on female participants of the same group. As part of the study, instructors also recorded communication frequency to determine if students in e-learning environments have similar communication regularity as traditional face-to-face instruction.
Results showed a slight reduction in communication for individuals participating in online learning environments. In conclusion, results showed that the format change to a web-based learning environment at the Infotec Information Technology (IT) training school increased the cognitive load on the students. According to the results of the survey used in the study, as well as the certification exam scores, the increase in cognitive load seems to be more profound in female participants than their male counterparts. Furthermore, results showed that using a dual computer monitor in the e-learning environment helps to reduce cognitive load, and the use of dual monitors seems to have had a greater ameliorative effect on female participants.
Keywords: Cognitive Load Theory, e-Learning, Use of Dual Computer Monitors iv Table of Contents ABSTRACT. ii LIST OF TABLES. vi LIST OF FIGURES. vii CHAPTER I: INTRODUCTION.
1 Statement of the Problem. 2 Purpose of the Study. 2 Background and Significance. 5 Definition of Terms.
6 Summary and Overview. 7 CHAPTER II: REVIEW OF LITERATURE. 8 Early Works in Human Cognitive Ability. 8 Cognitive Load Theory.
9 Extraneous Cognitive Load. 10 Intrinsic Cognitive Load. 10 Germane Cognitive Load. 11 Educational Strategies for Reducing Cognitive Load.
12 Split Attention Effect. 12 Worked Example Effect. 15 Cognitive Load Theory and Human Computer Interaction. 18 CHAPTER III: METHODOLOGY.
23 Instructional Methods and Materials for the Study. 24 Split-Attention Effect. 25 Data Collection Tools. 25 Data Collection Procedure.
27 CHAPTER IV: FINDINGS. 28 Data Analysis and Results. 38 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS. 62 vi LIST OF TABLES Table Page Table 1:Experimental Conditions.
6 Table 2: Description of Groups I-III. 28 Table 3:Responses to survey questions, values presented are mean ± standard deviation. 30 Table 4:Comparison between Male and Female Groups for each Category of Question Across Groups I-III. 35 Table 5: Worked-out examples (Likert scale 1-7, No effect to very effective).
36 Table 6: Communication log. 37 Table 7: CompTIA A+ Pass rates. 37 vii LIST OF FIGURES Figure Page Figure 1: Means plot of Ease of use across Groups I-III, error bars indicate standard deviation. 30 Figure 2: Means plot of Focus on Instructional Content across Groups I-III, error bars indicate standard deviation.
32 Figure 3: Means plot of Managing Educational Resource across Groups I-III, error bars indicate standard deviation. 33 1 CHAPTER I: INTRODUCTION The world of education has changed dramatically with the advancement of online instructional technology. In the past, students who needed formal education were forced to find a school that was in close driving proximity, often limiting the field of study that they could pursue. As Thomas and Cunningham have explained, “Many non-traditional students work full- time in addition to having to juggle the demands of family, find time to attend class, and prepare assignments.
Distance learning is education that is accessible at a time, place, location, and pace that is convenient to the user. The most commonly used distance education tool would be e- learning (online) courses” (Thomas & Cunningham, 2002). As improvements in technology occurred, educational institutions began to explore various ways to use the technology to promote learning. Electronic books were developed as well as learning management systems (LMS) such as Blackboard, Moodle, and Instructure.
These systems were often used for asymmetric communication between the student and teacher. The instructor could load PowerPoint lectures, syllabi, as well as assignments into the LMS for the students to find. The students could submit their assignments by loading attachments into the LMS. As technology and bandwidth capabilities expanded the opportunities for real-time, synchronous communication, educational institutions began to adopt new methods of delivering information and training.
Web training tools such as Instructure, GoToMeeting, and WebEx were employed to teach students a variety of fields of study regardless of the student location. Students encountered a portal that allowed them to interact with their teacher by voice, video, and chat communication methods (Codone, 2001). They could also research topics online with search engines and by perusing their e-book. Students were confronted with a myriad of media to manipulate in order to learn and interact with their instructor and fellow students.
2 Statement of the Problem Infotec, an information training school in Virginia Beach recently made a large portion of their classes available completely online with the use of tools such as WebEx, Instructure, and other online resources such as e-books and online simulations. After months of conducting these courses, instructors and administrators identified a noticeable decline in test scores and certifications achieved. Administrators were concerned that the new technology was adding to the cognitive load of the students. The concern was that the many varied online tools were more of a distraction and not organized in a way that was actually conducive to learning.
The administration’s desire was to find if cognitive load increased with the use of the new media, as well as to identify strategies that may reduce the cognitive load on the students leading to better test scores and higher frequency of certification success. Purpose of the Study The purpose of this study was to evaluate the impact of cognitive load on students involved in newly introduced e-learning courses at the Infotec Information Technology (IT) training school. Students in these courses have produced lower test scores than individuals participating in the same course in a more traditional setting. Research Questions To guide this study, the following objectives were developed, targeted to e-learning courses at the Infotec IT training school: 1.
Does the medium of e-learning introduce unique cognitive load problems? 2. What portion of the educational experience is most impacted by increases in cognitive load? 3 3. What strategies can be employed in e-learning programs to reduce cognitive load on the student? 4. Does e-learning increase cognitive load by decreasing formal and informal communication? Hypothesis Statements: Null: Cognitive load is no different between students in a traditional curriculum and an e- learning based curriculum.
Alternate (Research): Cognitive load is greater in students enrolled in an e-learning based curriculum compared to students enrolled in a traditional curriculum. Background and Significance Understanding the effects of cognitive load on students using e-learning is important in order to understand the challenges that students face. Infotec is an instructional organization that provides technical certifications to thousands of civilian and military students. The initial outcome of incorporating online technology in course delivery at Infotec resulted in a significant reduction in student test scores and passing certifications.
The Computer Technology Industry Association (CompTIA) is an organization that provides certification in the IT field. CompTIA is highly respected as one of the top IT associations in the industry. In order to achieve a CompTIA A+ certification, a student must score a 675 on the first certification exam and a 700 on the second certification exam. In the traditional (brick and mortar) classes conducted at the training facility nearly 85% of participants achieved certification by passing both exams.
After conducting the same courses using WebEx, 4 Instructure, and with the use of e-books the certification scores dropped by nearly 35 points for the first exam and 25 points for second exam, and there was a 15% reduction in students achieving certification success. This study will focus on the first week certification exam which is often regarded as the “hardware” section of the certification. It should be noted that about 35%- 50% of the second week curriculum is redundant information covered during the first certification exam. It is imperative to evaluate the different online platforms that are available in order to identify the technology that allows for both efficient use, and student success (Plass, 2010).
As more technology emerges for students to incorporate into the learning, functions regarding cognitive load should be analyzed to ensure that the new technology will not become a hindrance to acquiring necessary information (Sweller, 2006). Limitations This research was confined to traditional students, as well as online students that are using WebEx, Instructure, and other online media in the completion of their course activities at Infotec learning centers. Further, CompTIA A+ certifications scores were used to test the significance of cognitive load on the students. All of the research was conducted at the training facility at Virginia Beach, VA.
Assumptions The students who seek certification in CompTIA A+ are individuals who have generally spent more than two years in the IT field.