Correlation between the change of cognitive load and learning performance in video-based learning

Hye Jeong Park; Il Hyun Jo

Correlation between the change of cognitive load and learning performance in video-based learning

Hye Jeong Park, Il Hyun Jo

Department of Educational Technology

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

Abstract

This study explore whether cognitive load arising from learners' self-directed activities are significantly related to learners' cognitive activities in video-based environment where self-directed learning elements are implemented. Eye tracking and learning performance data of the experimental group (n = 60) of self-directed learning environment and comparison group (n=49) without the self-directed elements were collected in the first semester of 2018. Statistical difference verification and correlation analysis was performed subsequently. Study shows significant difference of cognitive load between two groups. In comparison group, the variables related to fixation and saccade have a significant correlation with learning achievement. There was no correlation between the indicators of cognitive load and learning performance in the experimental group. However, there have been differences in the kinds of indicators that correlate with performance between two groups, indicating that the variables related to cognitive load may differ depending on the supporting factors available to learners.

Original language	English
Title of host publication	14th International Conference of the Learning Sciences
Subtitle of host publication	The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings
Editors	Melissa Gresalfi, Ilana Seidel Horn
Publisher	International Society of the Learning Sciences (ISLS)
Pages	913-914
Number of pages	2
ISBN (Electronic)	9781732467262
State	Published - 2020
Event	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Nashville, United States Duration: 19 Jun 2020 → 23 Jun 2020

Publication series

Name	Computer-Supported Collaborative Learning Conference, CSCL
Volume	2
ISSN (Print)	1573-4552

Conference

Conference	14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
Country/Territory	United States
City	Nashville
Period	19/06/20 → 23/06/20

Bibliographical note

Publisher Copyright:
© ISLS.

Cite this

Park, H. J., & Jo, I. H. (2020). Correlation between the change of cognitive load and learning performance in video-based learning. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 913-914). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Park, Hye Jeong ; Jo, Il Hyun. / Correlation between the change of cognitive load and learning performance in video-based learning. 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. editor / Melissa Gresalfi ; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. pp. 913-914 (Computer-Supported Collaborative Learning Conference, CSCL).

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abstract = "This study explore whether cognitive load arising from learners' self-directed activities are significantly related to learners' cognitive activities in video-based environment where self-directed learning elements are implemented. Eye tracking and learning performance data of the experimental group (n = 60) of self-directed learning environment and comparison group (n=49) without the self-directed elements were collected in the first semester of 2018. Statistical difference verification and correlation analysis was performed subsequently. Study shows significant difference of cognitive load between two groups. In comparison group, the variables related to fixation and saccade have a significant correlation with learning achievement. There was no correlation between the indicators of cognitive load and learning performance in the experimental group. However, there have been differences in the kinds of indicators that correlate with performance between two groups, indicating that the variables related to cognitive load may differ depending on the supporting factors available to learners.",

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Park, HJ & Jo, IH 2020, Correlation between the change of cognitive load and learning performance in video-based learning. in M Gresalfi & IS Horn (eds), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. Computer-Supported Collaborative Learning Conference, CSCL, vol. 2, International Society of the Learning Sciences (ISLS), pp. 913-914, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020, Nashville, United States, 19/06/20.

Correlation between the change of cognitive load and learning performance in video-based learning. / Park, Hye Jeong; Jo, Il Hyun.
14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. ed. / Melissa Gresalfi; Ilana Seidel Horn. International Society of the Learning Sciences (ISLS), 2020. p. 913-914 (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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Park HJ, Jo IH. Correlation between the change of cognitive load and learning performance in video-based learning. In Gresalfi M, Horn IS, editors, 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings. International Society of the Learning Sciences (ISLS). 2020. p. 913-914. (Computer-Supported Collaborative Learning Conference, CSCL).

Correlation between the change of cognitive load and learning performance in video-based learning

Abstract

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Conference

Bibliographical note

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Cite this