Semsar Azin, McGowan Hannah, Feng Yuanyuan, Zahiri Hamid R, George Ivan M, Turner Timothy, Park Adrian, Mentis Helena M, Kleinsmith Andrea
University of Maryland, Baltimore County, Baltimore, Maryland, US.
Anne Arundel Medical Center, Annapolis, Maryland, US.
AMIA Annu Symp Proc. 2020 Mar 4;2019:1197-1206. eCollection 2019.
We investigated the cognitive load effect of a trainer providing surgical instruction by pointing/drawing over laparoscopic video to a trainee. Results showed that while cognitive load is higher overall with the use of the instructional system, there is a decrease by the second experience of being instructed by the Virtual Pointer. Further analysis showed that trainees were more likely to perform the surgical task and watch/listen to the trainer's instruction at the same time when the instructional system was used. This is thought to be an indication of more efficient communication when using the instructional system. Thus, although there is a small cognitive overload with the instructional system initially, the more efficient communication allows trainees to better integrate the knowledge and instructions being conveyed into the actions they must perform - indicating a better learning environment.
我们研究了培训师通过在腹腔镜视频上进行指点/绘图向学员提供手术指导时的认知负荷效应。结果表明，虽然使用该教学系统时总体认知负荷较高，但在第二次接受虚拟指针指导时有所下降。进一步分析表明，使用教学系统时，学员更有可能同时执行手术任务并观看/听取培训师的指导。这被认为是使用教学系统时沟通更高效的一个指标。因此，尽管最初教学系统会带来较小的认知过载，但更高效的沟通使学员能够更好地将所传达的知识和指导融入到他们必须执行的行动中——这表明学习环境更好。
