Converging Subjective and Psychophysiological Measures of Cognitive Load to Study the Effects of Instructor-Present Video

Autor/inn/en	Wang, Jiahui; Antonenko, Pavlo; Keil, Andreas; Dawson, Kara
Titel	Converging Subjective and Psychophysiological Measures of Cognitive Load to Study the Effects of Instructor-Present Video
Quelle	In: Mind, Brain, and Education, 14 (2020) 3, S.279-291 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Jiahui) ORCID (Antonenko, Pavlo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12239
Schlagwörter	Cognitive Processes; Difficulty Level; College Students; Video Technology; Brain; Retention (Psychology); Lecture Method + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Collegestudent; Gehirn; Merkfähigkeit
Abstract	Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self-reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor-present video improved learners' ability to transfer information and was associated with a lower self-reported intrinsic and extraneous load. Event-related changes in theta band activity also indicated lower cognitive load with instructor-present video. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01