Measurement of Cognitive Load

Thanks to the people at IEEE and multidisciplinary researchers, methods of measuring cognitive load are becoming more precise.   Being able to measure cognitive load means that Instructional Designers and others can determine which types of animations, text, and multimedia enhanced material has increased learning effectiveness.

An EEG-Based Cognitive Load Assessment in Multimedia Learning Using Feature Extraction and Partial Directed Coherence, MOONA MAZHER, AZRINA ABD AZIZ, (Member, IEEE), AAMIR SAEED MALIK, AND HAFEEZ ULLAH AMIN, Centre for Intelligent Signal and Imaging Research, Department of Electrical and Electronic Engineering, Universiti Teknologi PETRONAS, Seri Iskandar 32610, Malaysia Corresponding author: Azrina Abd Aziz (azrina_aaziz@utp.edu.my), July 26, 2017, date of current version August 14, 2017.Digital Object Identifier 10.1109/ACCESS.2017.2731784-3536  2017 IEEE Access.

Translations and content mining are permitted for academic research only. Personal use is also permitted, but republication/redistribution requires IEEE permission.

See http://www.ieee.org/publications_standards/publications/rights/index.html for more information.  http://ieeexplore.ieee.org/document/7992998/?denied

 

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Critiques on use of mobile apps and animations for learning

Some of the research on the use of mobile apps and animations for learning shows no difference in performance, some show increased learning and some are not so sure that learning might be declining. This is nice review of various studies which also wishes to pinpoint the differences and compare not only the studies but the applications. “The ultimate goal is to provide guidelines that will help educators better identify those apps, animations, or other instructional technologies that will be most beneficial in terms of encouraging deep student understanding of course material.”

Holden, Mark and Twyman, Alexandra () “Apps and Animations: Choosing Web-based Demonstrations to Support Student
Learning,” Teaching Innovation Projects: Vol. 7 : Iss. 1 , Article 4.
Available at: http://ir.lib.uwo.ca/tips/vol7/iss1/4

http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=1069&context=tips

Media Literacy

http://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1261&context=jmle
A. Song / Journal of Media Literacy Education 2017 9(1), 64 – 78
Available online at http://www.jmle.org

Critical Media Literacies in the Twenty-First Century:
Writing Autoethnographies, Making Connections, and Creating Virtual Identities

Rather lengthy article but good for finding other resources. Also contains ideas for educators to use with students to produce their own views of who they are and where they come from, to share their views and to be exposed to other views.

Combining animation, video and text

According to numerous researchers, the efficient way to deliver complex instruction would combine the video or animation with synchronous text that can be annotated and reviewed.   The article refers to QFD, Quality Function Deployment theory which is a branch of TQM, Total Quality Management, with a focus on the customer.  The development of a tool that will allow the text to appear along with the video and animation and that allows the student to annotate and take notes is very cool.

Design of 3D Animation Special Effects in Animation 3DModeling Teaching Based on QFD Theory, Journal of Emerging Technologies in Learning (iJET), 2017 v.12https://doi.org/10.3991/ijet.v12i07.7218 Qiong Wang, University of Science and Technology Liaoning,