The Interplay between Cognitive Load and Self-Regulated Learning in a Technology-Rich Learning Environment

Autor/inn/en	Wang, Tingting; Li, Shan; Lajoie, Susanne
Titel	The Interplay between Cognitive Load and Self-Regulated Learning in a Technology-Rich Learning Environment
Quelle	In: Educational Technology & Society, 26 (2023) 2, S.50-62 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-3647
Schlagwörter	Cognitive Processes; Difficulty Level; Learning Strategies; Technology Uses in Education; Short Term Memory; Medical Students; Clinical Diagnosis; Simulation; Teaching Methods; Skill Development; Protocol Analysis; Path Analysis + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kurzzeitgedächtnis; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenzentwicklung; Qualifikationsentwicklung; Pfadanalyse
Abstract	Cognitive load can be induced by both learning tasks and self-regulated learning (SRL) activities, which compete for limited working memory capacity. However, there is little research on the relationship between cognitive load and SRL. This study explored how cognitive load interplayed with SRL behaviors and their joint effects on task performance (i.e., diagnostic efficiency) in the context of clinical reasoning. Specifically, twenty-seven (N = 27) medical students diagnosed three virtual patient cases in BioWorld, a simulation-based learning environment to improve medical students' clinical reasoning skills. Students' SRL behaviors were automatically recorded in BioWorld log files as they accomplished the tasks. We employed text mining techniques to extract four linguistic features from students' concurrent think-aloud, i.e., "cognitive discrepancy," "insight," "causation," and "positive emotions," which were further used to represent students' cognitive load. The latent profile analysis was then performed to cluster students into high- and low-load group. We also conducted a path analysis to investigate the mediation roles of SRL behaviors in the relationship between cognitive load and diagnostic efficiency (task performance). The results revealed that cognitive load negatively affected diagnostic efficiency, mediated by the ratio of SRL behaviors in the self-reflection phase. This study provides theoretical and methodological insights regarding the measurement of cognitive load and its interplay with SRL. This study informs the design of effective interventions for managing cognitive load in SRL within intelligent tutoring systems. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01