Impact of cognitive load and working memory on preschoolers' learning effectiveness

被引：2

作者：

Pack, Yun Hyun ^{[1
]}

Choi, Na Ya ^{[2
]}

Kim, Bokyung ^{[3
]}

机构：

[1] Myongji Univ, Dept Child Dev & Educ, 34 Geobukgol Ro, Seoul 03674, South Korea

[2] Seoul Natl Univ, Coll Human Ecol, Dept Child Dev & Family Studies, Seoul, South Korea

[3] Yonsei Univ, Coll Engn, Dept Microbiol, Seoul, South Korea

来源：

ASIA PACIFIC EDUCATION REVIEW | 2023年

关键词：

Instructional materials; Cognitive load; Working memory; Learning effectiveness; Preschoolers; Teaching plans; WORKED-EXAMPLES; ANIMATIONS; COMPONENT; STYLES;

D O I：

10.1007/s12564-023-09898-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the impact of cognitive load and working memory on preschoolers' learning effectiveness. A total of 184 5-year-old children in Korea participated in this study. Six types of instructional materials with different intrinsic and extraneous cognitive loads were developed. Preschoolers were randomly assigned to one of the six groups and participated in learning activities specific to their groups. Preschoolers' learning effectiveness was assessed using a learning effectiveness scale, and their working memory capacity was measured using digit span and Corsi memory tasks. The results revealed that learning effectiveness for preschoolers was high when intrinsic cognitive load in instructional materials was low, and it was low when extraneous cognitive load was added to instructional materials. Groups with high working memory capacity showed higher learning effectiveness than those with low capacity. Furthermore, in various teaching plan conditions, learning effectiveness varied depending on children's working memory capacity. These results guide suggestions for practical and customized teaching plans suitable for cognitive development in early childhood.

引用

页数：15

共 49 条

[1] Learning programming via worked-examples: Relation of learning styles to cognitive load
Abdul-Rahman, Siti-Soraya
du Boulay, Benedict
[J]. COMPUTERS IN HUMAN BEHAVIOR, 2014, 30 : 286 - 298
[2] Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning
Amadieu, Franck
van Gog, Tamara
Paas, Fred
Tricot, Andre
Marine, Claudette
[J]. LEARNING AND INSTRUCTION, 2009, 19 (05) : 376 - 386
[3] Multimedia learning: Cognitive individual differences and display design techniques predict transfer learning with multimedia learning modules
Austin, Katherine A.
[J]. COMPUTERS & EDUCATION, 2009, 53 (04) : 1339 - 1354
[4] Can the isolated-elements strategy be improved by targeting points of high cognitive load for additional practice?
Ayres, Paul
[J]. LEARNING AND INSTRUCTION, 2013, 23 : 115 - 124
[5] Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations
Ayres, Paul
Marcus, Nadine
Chan, Christopher
Qian, Nixon
[J]. COMPUTERS IN HUMAN BEHAVIOR, 2009, 25 (02) : 348 - 353
[6] Exploring the central executive
Baddeley, A
[J]. QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY SECTION A-HUMAN EXPERIMENTAL PSYCHOLOGY, 1996, 49 (01): : 5 - 28
[7] Working memory
Baddeley, Alan
[J]. CURRENT BIOLOGY, 2010, 20 (04) : R136 - R140
[8] The episodic buffer: a new component of working memory?
Baddeley, A
[J]. TRENDS IN COGNITIVE SCIENCES, 2000, 4 (11) : 417 - 423
[9] The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load
Berends, Inez E.
van Lieshout, Ernest C. D. M.
[J]. LEARNING AND INSTRUCTION, 2009, 19 (04) : 345 - 353
[10] Bobis J., 1993, Learning Instruction, V3, P1, DOI [DOI 10.1016/S0959-4752(09)80002-9, 10.1016/S0959-4752, DOI 10.1016/S0959-4752, https://doi.org/10.1016/S0959-4752(09)80002-9]

← 1 2 3 4 5 →