Applying cognitive load theory to the redesign of a conventional database Systems course By raina mason, Carolyn seton & graham cooper Presented by laurel powell

Citation Information Raina Mason, Carolyn Seton & Graham Cooper (2016) Applying cognitive load theory to the redesign of a conventional database systems course, Computer Science Education, 26:1, 68-87, DOI: 10.1080/08993408.2016.1160597 Images and Charts reproduced in this presentation are from the article above.

Introduction Cognitive Load Theory (CLT) Redesign of an Introductory Database Systems Course Low Student Satisfaction High Failure Rates

Cognitive Load Theory – Key Terms and concepts Interplay between long-term memory and working memory Long-term memory Schemas Working memory Limited Space Interactions between Elements Expert Schemas and Novice Schemas Sweller (cited many times – 1999 and on) based on information processing model of human cognitive architecture. Long term memory and working memory. Interplay between the two Schemas hierarchically structured networks of information stored in long term memory. Working memory. Nine elements (1956), 3 to 5 meaningful items (2001). Schema counts as an element in working memory Relationships between elements count as elements Expert schemas are much more complex and are easier to work with. More automated, and lesser cognitive load.

Cognitive Load Theory – Types of Cognitive load Germane Cognitive Load Construction, integration, automation of schemas Intrinsic Cognitive Load Complexity of the information to be learned Extraneous Cognitive Load Material Format and Learning Activities Add these together to get overall load. If there is too much extraneous or the intrinsic is too big them students won’t learn. Intrinsic complexity is tied to the content. It is hard to change. However, it can be reduced by lowering element interactivity. Extraneous cognitive load is where you want to make changes.

Implications for instruction Worked Examples for Novices Sub Goals Segmentation Split Attention Redundancy For Novices: Worked Examples stresses process. Tutored Problem solving is cognitive load high and puts the focus on getting the answer. You do need to switch to other things – faded work etc. Sub Goals and Segmentation focus on breaking down problems/content into smaller units. Sub goals are for problem solving and segmentation is good for schemas. Split Attention – multiple locations for material that needs to be integrated– increases load. Redundancy, same information multiple formats.

Redesigning the course – The Course 12 Week Database Systems Course Two Practical Assignments and a Final Exam High Failure Rate Student Feedback on the Course was below the University Average Difficulty with Queries and Excessive Reliance on Microsoft Access Database Fundamentals, administration, designing, developing, maintaining, SQL queries, etc. Final was closed book. Assignments were done in Access and involved some development 33% Failure Rate excluding withdrawals. 47% failure rate including students that did not withdraw. Other faculty that required students that passed to use the skills from this class were not happy. University Average 3.99 (5 pt. Likert) Course 3.59. Teacher eval 4.17.

Redesigning the Course – Application Building Schemas and Reducing Jargon Reduces Intrinsic and Extraneous Load Sequence of Material Kept all material but added another tool so students learned something other than just Access. Layman’s terms at first, encourage students to use ideas they already have, and only introduce the jargon when absolutely necessary. SQL integrated rather than lumped into a large chunk. Fundamentals first, to make better schemas. General to specific and concrete to abstract. Added consolidation time.

Redesigning the course – Application Integrated Text and Screenshots Reduces Cognitive Load from Split Attention Worked Examples Changes in Textbook, Software, and Assessments

Results Significantly Improved Student Satisfaction Student performance on the exam was significantly improved The same exam and marking guides were used Student’s were much more interested in SQL and instead of wondering why it was taught, wanted to know more about it.

Results

Conclusion Limited Small Study Strategic Changes to Presentation rather than Content Domain Experts Create the Course Material

Questions? Talking Points: Cognitive Load Theory in Class Experience with Cognitive Load Assumptions Experts Have that Novices Won’t