The relationship between e-learning personalisation and cognitive load

doi:10.1080/02680513.2021.2019577

2021-12-26

PRE

Christopher Lange *

DOI：10.1080/02680513.2021.2019577

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摘要

En 中文

Cognitive processing issues online may be reduced through e-learning personalisation, which allows learners to address individual learning needs by controlling how they process information. While some research shows that e-learning personalisation may actually complicate information processing under specific circumstances, this study examines whether it can be successful over the course of an entire semester. Survey responses from a group of university students taking massive online learning classes in South Korea (n = 2,160) were analysed to investigate relationships involving e-learning personalisation and various elements of cognitive load. Results showed that as e-learning personalisation levels increased, negative aspects of cognitive load decreased. These results support cognitive load reduction strategies in ways that traditional lectures replicated in online environments cannot.

Keyword:

Cognitive load

e-learning personalisation

extraneous load

germane load

intrinsic load

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期刊

Open Learning

IF:

3.1

论文数:

171

被引数:

633

机构

Dankook University

学者数:

5.7K

论文数: 5.7K

被引数: 5.1K

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