جستجوی مقالات مرتبط با کلیدواژه "cognitive load" در نشریات گروه "علوم انسانی"

The purpose of the present study was to investigate the effect of generative learning teaching based to pattern cognitive Load on the memorization math of 7th grade students of in the academic year of 2021- 2022. The research method is quasi-experimental with pre-test and post-test with four groups: two control group and two experimental groups. The statistical population of the study consisted of all 7th grade male and female students of District 2 of Mashhad city that 112 person sample was selected by single stage cluster sampling method. The subjects in the experimental group involved in generative learning based to cognitive Load in 16 sessions and the control group did not receive any interventions. The research instrument consisted of a 20-questions researcher-made test. To analyze the obtained data, Multivariate analysis of covariance and SPSS version 24 software were used. The results showed that generative learning teaching based to approach cognitive Load have a positive and significant effect on 7th grade students' memorization math. Based on the findings, it can be concluded that one of the effective training on math memorization students is the use of generative learning on the based load cognitive pattern.

Nowadays, acquiring the necessary skills to learn self-regulation is one of the goals of educational programs and turning "teaching" into "learning" is considered essential. Therefore, educational environments should seriously emphasize the importance of acquiring these skills. The current research was conducted with the aim of determining the effectiveness of the flipped classroom based on cognitive load on students' self-regulation learning.

The research method was semi-experimental, of pre-test-post-test type with experimental and control groups. The statistical population included all female undergraduate students in the elementary education field of Farhangian University of Chabahar in the first half of the academic year 1402-1403, numbering 402 people. The sample required for the research was selected purposefully from among the students who had taken the research and professional development course that randomly replaced by lottery in experimental and control groups (30 people in the experimental group and 30 people in the control group). The data were analyzed using the method of variance analysis with repeated measurements.

The findings showed that there is a significant difference between the average scores of the post-test and follow-up self-regulation learning in the experimental and control groups. This means that teaching in a flipped classroom based on cognitive load had a positive effect on students' self-regulation learning (p < 0.05). According to the findings of this research, it can be concluded that the flipped classroom based on cognitive load can be effective in increasing students' self-regulated learning.

Therefore, using this educational method in universities can make classrooms inclusive and encourage students to be active in their learning.

The design process in architecture is one of the curricula of the field of architecture that is taught at different educational levels. For optimal educational planning, it is necessary to identify the variables related to it. Among the variables related to the design process and method are the epistemological beliefs and cognitive load of the learners. The purpose of the current research was to investigate the relationship between scientific epistemological and cognitive load with ideation in the design process of architecture students. The research method is a combination of quantitative (descriptive-correlation) and qualitative (analyzing samples of students' Sketches). Its statistical population included all architecture girl students in Hamadan universities. The desired sample of 120 people was selected in an accessible way. Scientific epistemology, cognitive load and idea evaluation scale questionnaires were used in the design. The research data were analyzed by descriptive statistics (mean, standard deviation, skewness and skewness statistics) and inferential statistics (Pearson's correlation and path analysis with the calculation of its defaults). The results of the research showed that there is a relationship between the beliefs of scientific epistemology and cognitive load with ideation in the design process of architecture students and it has provided a framework for recognizing and explaining the theoretical relationships between the components of scientific epistemological beliefs, cognitive load and the idea of sketches. The learning process in architectural design and cartography courses includes the stages of analytical comprehension, critical thinking, and creative processing, so scientific epistemological belief and cognitive balance or cognitive load are good explanations and predictors for ideas in students. Based on the results of the research, it is suggested to pay attention to the reduction of Intrinsic and Extraneous cognitive load in planning the education of architecture students, as well as Germane cognitive processing so that they can make better progress in the field of design. The development of scientific epistemological beliefs is also recommended for generating and analyzing ideas.

The present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.

Physical activity is one of the promising interventions with positive effects on the quality of sleep and cognitive function in multiple sclerosis (MS) patients. With the development of various physical programs, including physical-cognitive combined training,, it seems that these dual interventions may better affect neurodegenerative diseases, such as MS. In the same direction this study aimed to investigate the quality of sleep and psychomotor Vigilance of patients with MS by performing combined aerobic-cognitive training (Brythonic) and conventional aerobic training (Aerotonic).

30 patients (22 women and 8 men) with Relapsing-Remitting and Expanded Disability Status Scale (EDSS) less than four, an average age of 36.66±9.36 years, average height of 164.5±6.30 cm, average weight of 65.43 ± 9.80 kg and average body mass index 24.02 ± 3.02 kg/m2 were randomly divided into 3 groups of 10 people: Brythonic training, Aerotonic training, and control without training. Two groups, Brythonic and Aerotonic, during 10 weeks (20 sessions), two sessions per week, performed relevant online training at home, including 10 minutes of warm-up, 15 to 35 minutes of physical activities, and five minutes of cool-down. In the pre-test and also after 10 weeks of online practice at home (post-test), psychomotor vigilance test (PVT), and Pittsburgh Sleep Quality Index (PSQI), volunteer patients were measured. All the procedure was conducted under the supervision of neurologist with precision. Descriptive statistics (mean ± standard deviation) were used to analyze the data. To investigate the difference between the three groups and the intra-group differences before and after the training period, the repeated analysis of variance test with between-group factor was used and the significance level was considered P≥0.05.

Despite observing a relative improvement in most variables of the PVT test in the Brythonic group compared to the Aerotonic and control groups, these changes were not significant. Also, in the PSQI test, even though a 1-point improvement was observed in the sleep quality of patients in the Brythonic and Aerotonic groups, the changes were not significant.

This study showed that although the repetition of motivational words with aerobic movements in a short training period does not have a significant effect on the quality of sleep and the levels of psychomotor vigilance of patients with MS, due to the improving trend in the Brythonic training group, it is probably suggesting that significant changes in these variables may require more duration or intensity of exercise or cognitive interventions..

This investigation aimed to determine the role of using specific gestures in simple arithmetic. Forty-seven university students (25 females; Mage = 23.45 ± 3.51 years) voluntarily participated in this study. The participants completed two tasks. In the item-counting task, the participants were shown sets of identical colored squares and asked to count a specific color by either finger-pointing, nodding, or without any gestures while counting. After completing the counting task and for measurement of the working memory performance, the participants were asked to recall lists of alphabets that were previously to them. The results revealed that when using finger-pointing or nodding while counting, the participants counted faster and more accurately than when gestures were not allowed. The results of the memory task showed that the participants retrieved significantly more alphabets and more quickly when using finger-pointing or nodding while counting than when not gesturing. Thus, the gestures helped to free up cognitive resources. The findings support the hypothesis that gestures may facilitate cognitive functions by reducing cognitive load. This present investigation, consistent with previous research, suggests that we can benefit from using our hand and head movements to facilitate some simple arithmetic tasks.

This paper aims to investigate the impact of working memory capacity and excessive cognitive load on people's confidence after solving the Tower of Hanoi puzzle. For this purpose, two groups with different levels of cognitive load were formed for the study, and Iranian students in the age range of 20 to 40 years from universities in Tehran province were included in this study. After assessing working memory capacity, subjects in both groups solved the computerized version of the Tower of Hanoi problem. At the end, through a questionnaire that was designed and made for this study, they evaluated their confidence in their performance. This study started in 2019 and ended after one and a half years. However, the study did not find any relationship between the capacity of their visual-spatial working memory and their self-confidence, either alone or in interaction with the cognitive load, but there is a two-way relationship between bearing additional cognitive load and increasing final confidence. Therefore, people who bear more cognitive load are more confident about their cognitive performance at the end of the Tower of Hanoi problem-solving process.

The aim of this study was to determine the effect of augmented reality content on students' cognitive load and academic achievement. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical population was the students of educational sciences of Farhangian University who were selected by possible random sampling method of single-stage clusters of 126 people. Data collection tools were cognitive load questionnaire and academic achievement test, the validity of which was confirmed by experts and the reliability coefficient of the questionnaire was calculated by Cronbach's alpha method 92% and the test by split–half method was 0.96. Mean, standard deviation, one-way analysis of variance and Tukey post hoc test were used to analyze the data. The results showed that augmented reality content reduces cognitive load and increases academic achievement. Therefore, professors and students are recommended to use augmented reality content to accelerate, consolidate and deepen teaching and learning, because the design, production and application of augmented reality principles can make a great difference in teaching and learning.

The present study was conducted with the aim of investigating the effectiveness of teaching solved examples and explanations on the cognitive load and internal motivation of students in teaching English lesson. The semiexperimental research design was a 2x2 generalized randomized block design, during which there were 4 groups by lottery method self-explanation-normal group, self-explanation-false group, educational explanations-normal group, and explanation group. Educational-false ones were divided. The statistical population was all eighth grade students of Semnan city in the academic year 2018. 120 people were selected as a sample by random sampling. Education about solving the problems of English lessons was presented to the students in the form of solved examples. Questionnaires- the cognitive load questionnaire of Pas and Van Merenboer (1993) and the internal motivation questionnaire of Koas and Dyswick (2009) were implemented. The reliability coefficient using Cronbach's alpha method was reported as 0.90 in the cognitive load questionnaire and 0.83 in the internal motivation questionnaire, and its content and face validity were also confirmed. In order to analyze the data, the mean and standard deviation and the variance analysis test were used using SPSS-23 software. The results showed that the average of educational explanations (14.55±2.68) in normal solved examples is more than in the solved examples with errors (14.20±2.30). Is. Also, the mean of self-explanation in the solved examples with errors (22.40±3.26) is more than the normal solved examples (18.05±3.11). According to the obtained results, explanations can be used as effective solutions on students' internal motivation and cognitive load in teaching English and in school curricula to empower students. be included in solving scientific problems.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.

Sluggish Cognitive Tempo is one of the new disorders that has been seriously considered in cognitive psychology and can be influenced by various factors. Hence, the purpose of this study was develop a structural model to explain Predicting Sluggish Cognitive Tempo based on cognitive-emotional regularity and cognitive ability with the mediating variable of cognitive load in children. The research method was correlational and structural equation modeling. For this purpose, from among the statistical population of elementary school students in Tabriz city in the academic year of 1400-1401,Number of 200 students by screening method and using the SCT Penny et al scale (2009) were selected as the sample group. The instruments used in this study was include scales of Cognitive Emotion Regulation Garnfsky et al (2009), Cognitive Ability Questionnaire (Nejati, 2013),Cognitive load Klepsch et al (2017). the data were analyzed using structural equation modeling and SPSS 22 and SMART PLS software and Sobel test.The results showed that the conceptual model developed had a good fit with the data.The results of the structural relationships of the model showed that cognitive-emotional regularity and cognitive ability have a direct and significant effect on Sluggish Cognitive Tempo (p˂0.01). Also, cognitive ability had a direct and significant effect on cognitive load (p˂0.01), but cognitive-emotional regulation did not have a direct and significant effect on cognitive load (p˂0.15). The results of indirect relationships showed that cognitive-emotional regularity and cognitive ability with the mediating variable of cognitive load have a significant effect on Sluggish Cognitive Tempo (p˂0.01). Based on the results, the cognitive-emotional regularity and cognitive ability effect on cognitive load and Sluggish Cognitive Tempo.Therefore, by developing programs to educate and increase cognitive-emotional regularity and cognitive ability and reduce cognitive load in people with Sluggish Cognitive Tempo can be expected to improve Sluggish Cognitive Tempo in them.

Studying the decision-making process of non-professional users of financial information, due to their weakness in understanding and interpreting information, has always been interesting to law-making bodies, standard-setters and researchers in the Accounting field. They try to find solutions to improve financial reporting in order to protect the interests of this vulnerable group by decoding the black box of non-professional users decision-making behavior. In this regard, the current research aims to understand the recognition patterns (metacognition) of non-professional users while reading financial Statements, using eye tracking tool that enables researcher to look at documents through non-professional users eyes and documents and analyzes the observations.Therefore, 14 participants (their education is not related to finance) were asked to answer some questions about three basic financial statements (income statement, statement of financial position, and statement of cash flows) and their gaze data recorded along with it, then by using eye tracking data visualization techniques, the collected data was analyzed. the results indicated that Non-professional users face more cognitive load when reading the statement of financial position. Non-professional users do not have the ability to study the Financial Statements purposefully and they study them based on the sequence of information presentation. This group spends a lot of time understanding the description column of financial statements, which may be more than the time spent reviewing the relevant figures. they also rely on current year's information more than comparative figures, but also comparative figures is important to them. This finding can be useful from the point of view of standard-setting bodies in order to improve financial reporting and protect the interests of non-professional users of accounting information.

This research has aimed to study the effectiveness of training in cognitive-metacognitive strategies upon the cognitive load and working memory of senior primary school students with specific learning difficulties in reading by means of a semi-experimental method and using pre-tests and post-tests with a control group. The statistical population consisted of senior primary school students from the city of Miandoab in the school year of 2018-2019; using a random multi-stage sampling method, 30 students with specific learning difficulties in reading were selected and randomly divided into test and control groups. To collect data, The Wechsler Adult Intelligence Scale (Fourth Edition), whose content validity has been verified by experts and shown to have a split-half reliability coefficient of 0.71 to 0.86, the Dyslexia Symptoms Checklist devised by Mikaili and Farahani (2005), whose validity has been verified by experts and has a reliability of 0.92, the Paas Cognitive Load Test (1994), whose validity has been confirmed by experts and has a reliability of 0.89, and the N-back Working Memory Test, whose validity has been verified by experts and shows a reliability of 0.78, were used. The examinees in the test group received eighteen 90-minute sessions of training on cognitive-metacognitive strategies, while the examinees in the control group just received ordinary school training. Covariance analysis indicated a significant difference (p<0.001) between cognitive load and working memory grades between the two groups after training. Therefore, training on cognitive-metacognitive strategies as an intervention method can lead to reduced undesirable cognitive load and increased capacities of working memory in students with specific learning difficulties in reading.

Teaching young children and students is a bit more difficult than adults due to the difference in the amount and manner of focusing. Using multimedia in teaching the alphabet leads to an improvement in the educational quality of the alphabet due to the attractive environment it has for children. The purpose of the current research was the effect of following the principle of proximity in educational multimedia of alphabets on the cognitive load of first grade elementary school students. The statistical population of the research included all the first grade students of the boys' primary school in Bushehr province in the academic year of 1400-1401 with a total number of 1579 and the statistical population of our sample included two classes of 28 students. The data analysis was done using the co-variance test. The results of data analysis showed that the use of multimedia software in accordance with the principle of proximity in teaching alphabets has a significant effect on increasing the cognitive load of students.