Department of Health Care Sciences, Wayne State University, 259 Mack Ave, Detroit, MI 48201, USA.
Am J Occup Ther. 2013 Sep-Oct;67(5):e92-9. doi: 10.5014/ajot.2013.008078.
Cognitive load theory is a field of research used to improve the learning of complex cognitive tasks by matching instruction to the learner's cognitive architecture. We used an experimental posttest control-group design to test the effectiveness of instruction designed to reduce cognitive load (CL) and improve instructional effectiveness in teaching complex instruction to 24 first-year master's students under authentic classroom conditions. We modified historically taught instruction using an isolated-to-interacting-elements sequencing approach intended to reduce high CL levels. We compared control and modified instructional formats using written assessment scores, subjective ratings of CL, and task completion times. Analysis of variance revealed significant differences for postinstruction, posttest CL ratings, and delayed written posttest scores (p < .05). No significant differences were identified for posttest completion times. Findings suggest that this approach can be used to improve instructional efficiency in teaching human locomotion to occupational therapy students.
认知负荷理论是一种用于通过将教学与学习者的认知结构相匹配来提高复杂认知任务学习效果的研究领域。我们采用实验后测控制组设计，在真实的课堂环境下，测试了为降低认知负荷（CL）和提高复杂教学指导的教学效果而设计的教学的有效性，共涉及 24 名一年级硕士研究生。我们使用旨在降低高 CL 水平的从孤立到相互作用元素的排序方法，对历史上的教学进行了修改。我们使用书面评估分数、CL 的主观评价和任务完成时间来比较控制组和修改后的教学形式。方差分析显示，教学后的、后测的 CL 评分和延迟后的书面后测评分存在显著差异（p <.05）。后测完成时间没有发现显著差异。研究结果表明，这种方法可用于提高职业治疗学生人体运动教学的教学效率。
