Matching Items (5)
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- All Subjects: cognitive load
- Creators: Atkinson, Robert
- Creators: Jones, Scott Spenser
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States. The approximate demographics of this college as of the academic year 2016 – 2017 are as follows: 53% women, 47% men; 61% ages 24 and under, 39% 25 and over; 43% Hispanic/Latino, 40% White, 7% other. Participants listened to an approximately 9-minute video lecture on solving a logarithmic equation. There were four dependent variables: encoding as measured by a posttest – pretest difference, perceived cognitive effort, attitude, and notes-quality/quantity. The perceived cognitive effort was measured by a self-reported questionnaire. The attitude was measured by an attitude survey. The note-quality/quantity measure included three sub-measures: expected mathematical expressions, expected phrases, and a total word count. There were two independent factors: note-taking method and learner control. The note-taking method had three levels: the Learning Agenda (LA), unguided note-taking (Usual), and no notes taken. The learner control factor had two levels: pausing allowed and pausing not allowed. The LA resulted in significantly improved notes on all three sub-measures (adjusted R2 = .298). There was a significant main effect of learner control on perceived cognitive effort with higher perceived cognitive effort occurring when pausing was not allowed and notes were taken. There was a significant interaction effect of the two factors on the attitude survey measure. The trend toward an improved attitude in both of the note-taking levels of the note-taking factor when pause was allowed was reversed in the no notes level when pausing was allowed. While significant encoding did occur as measured by the posttest – pretest difference (Cohen’s d = 1.81), this measure did not reliably vary across the levels of either the note-taking method factor or the learner control factor in this study. Interpretations were in terms of cognitive load management, split-attention, instructional design, and note-taking as a sense-making opportunity.
ContributorsTarr, Julie Charlotte (Author) / Nelson, Brian (Thesis advisor) / Atkinson, Robert (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2018
Description
Smartphone privacy is a growing concern around the world; smartphone applications routinely take personal information from our phones and monetize it for their own profit. Worse, they're doing it legally. The Terms of Service allow companies to use this information to market, promote, and sell personal data. Most users seem to be either unaware of it, or unconcerned by it. This has negative implications for the future of privacy, particularly as the idea of smart home technology becomes a reality. If this is what privacy looks like now, with only one major type of smart device on the market, what will the future hold, when the smart home systems come into play. In order to examine this question, I investigated how much awareness/knowledge smartphone users of a specific demographic (millennials aged 18-25) knew about their smartphone's data and where it goes. I wanted three questions answered: - For what purposes do millennials use their smartphones? - What do they know about smartphone privacy and security? - How will this affect the future of privacy? To accomplish this, I gathered information using a distributed survey to millennials attending Arizona State University. Using statistical analysis, I exposed trends for this demographic, discovering that there isn't a lack of knowledge among millennials; most are aware that smartphone apps can collect and share data and many of the participants are not comfortable with the current state of smartphone privacy. However, more than half of the study participants indicated that they never read an app's Terms of Service. Due to the nature of the privacy vs. convenience argument, users will willingly agree to let apps take their personal in- formation, since they don't want to give up the convenience.
ContributorsJones, Scott Spenser (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed.
ContributorsBrown, Andrew (Author) / Nelson, Brian (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2016
Description
The purpose of this experimental study was to investigate the effects of textual and visual annotations on Spanish listening comprehension and vocabulary acquisition in the context of an online multimedia listening activity. 95 students who were enrolled in different sections of first year Spanish classes at a community college and a large southwestern university were randomly assigned to one of four versions of an online multimedia listening activity that contained textual and visual annotations of several key words. Students then took a comprehension and vocabulary posttest and a survey to measure cognitive load and general attitudes towards the program. Results indicated that textual annotations had a significant positive effect on listening comprehension and that visual annotations had a significant positive effect on how successful students felt. No statistically significant differences were found for other variables. Participants also reported positive attitudes towards vocabulary annotations and expressed a desire to see more annotations during multimedia listening activities of this type. These findings provide further evidence of the impact that multimedia may have on language acquisition. These findings have implications for multimedia design and for future research. Language listening activities should include a variety of vocabulary annotations that may help students to understand what they hear and to help them learn new vocabulary. Further research is needed outside of the laboratory, in the online and increasingly-mobile language learning environment in order to align the research with the environment in which many students currently study. The incorporation of motivation into multimedia learning theory and cognitive load should be explored, as well as new measures of cognitive load.
ContributorsCottam, Michael Evan (Author) / Savenye, Wilhelmina (Thesis advisor) / Klein, James D. (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2010