Reducing Cognitive Load in e-Learning Instruction

Dianna M. Hamby
Capstone Project EDU699

Abstract

The design of any instruction should be designed in a manner that allows

the learners working memory to process the information into meaningful
long term learning, or the learners cognitive load. Working memory has
limited capacity and if the information being formed in the working memory
is overloaded, then learning becomes ineffective (Sweller, 1988). This
paper researches results from experiments conducted using the modality
principle, metaphorical interface, and chunking sequence instructional
design environments and their relationship toward lowering the effects of a
learners cognitive load and allow the working memory process information
into meaningful long term learning. The experiment described in this paper
is a suggestion for future research when resources are available.

Problem Statement

Problem Statement

The learning process consists of a learners working memory to process

information into long term memory. Working memory has a limited capacity
and if the information being formed in working memory is overloaded then
learning becomes ineffective.

The goal of this project is to discover ways to design e-Learning environments

to balance the cognitive load of information presented to learn and to enable
long term learner retention for the student to recall in the future when it is
necessary. The research findings for this project will be useful to assist school
teachers to improve or use different means of technology-based learning in
the classroom and to further their skills in presenting instructional content to
achieve greater learner retention and reduce cognitive overload. What type
of instructional design will lower cognitive load?

Research Question

Research Questions

What is the Cognitive Load Theory and how does the design of
instruction affect it?

How much information does a learner retain after 1 hour, 24

hours, and 1 week after taking the lesson?

How do modality principles, metaphorical interface, and content

sequencing in combination help the learner manage cognitive
load and enhance meaningful learning?

Literature Review

Literature Review Summary

The importance of the learning process consists of a learners working

memory to process information into long term memory. Working memory
has a limited capacity and if the information being formed in working
memory is overloaded, then learning becomes ineffective (Sweller, 1988;
Cooper, 1998; Kalyuga & Liu, 2015). The meaningful long term learning is
known as a schema architecture and this is the ultimate goal of the
cognitive load. It is the responsibility of an instructional designer to
determine what forms of instructional strategies can be used when
presenting instruction. There has been many research experiments being
conducted in the area of cognitive load theory and instructional design;
specifically in e-learning environments. Research studies date as far back
as 1988 with John Sweller and his team when first theorizing cognitive load.

Literature Review Summary (Cont.)

According to Art Kohn (2014), within the first hour after completing a
lesson, learners lose 50% of learned information; 70% of learning is
lost after 24 hours; and up to 90% of learning is lost after a week. The
lower retention effect is attributed to a cognitive overload, whereas too
much information is presented to the learner in a short period of time
and working memory is unable to construct the information into a
schema for it to process into long term memory retention. Cognitive
overload can be also attributed to the instructional design of an elearning environment (Wenger, 2015).

Literature Review Summary (Cont.)

Cognitive Load Theory
Intrinsic cognitive load, the learning process, or working memory
consists of the learners base knowledge or established schema in long
term memory.
Extraneous cognitive load, the learning process that is established
from external sources such as an e-learning environment design (Alasraj,
freeman, & chandler, N.D.).
Germane cognitive load, the learners free space of working memory
to process the knowledge base (intrinsic cognitive load) and the new
knowledge (extraneous cognitive load) to form meaningful learning
(Alasraj, freeman, & chandler, N.D.).

E-Learning Environments

Modality Principles. The modality principle is a combination of

visual information with verbal information (Moreno, 2006).

A metaphorical interface is an entire online environment that

represents the inherent structure of the learning contents with
graphical overview or structural cueing (Cheon, J, & Grant, M. M.,
2007).

Sequence learning is the ability to recognize and produce ordered

sequences is a defining feature of the brain and a key component of
many cognitive performances (Fonollosa, Neftci, & Rabinovich, 2015)

Research and Methodology

Project Methodology

In order to determine which types of e-learning environments reduce a

learners cognitive load, this will be studied through experimental research
methodology. The e-learning environment designs that are part of the
research study are: modality principles, metaphorical interface, and
content sequencing to determine if any of the designs help a learner
manage cognitive load and enhance meaningful learning.

Project Design

The population will consist of 20 adult learners are enrolled in

a similar e-learning course. The participants will be randomly
assigned to two separate groups of ten. The experiment will
be conducted with one group of ten being the control group.

Project Design

The experiment will consist of the control group participants

receiving a text-based lesson format on a computer display and
the experiment group will receive the same lesson with a
combination of navigation, visual, animation, and short
activities. Both groups will receive a post assessment upon
lesson completion, and post assessments one hour, 24 hours,
and one week after lesson completion.

Data Collection/Analysis

Data collection will be gathered and analyzed in two separate methods

to answer the research questions. The first data that will be collected is
the average combination scores of the post assessments between the
two experimental groups.

These averages will be compared in a side-by-side manner to determine

whether the experiment group receiving the lesson with navigation,
visual, animation effects with short activities received better scores
than the control group. The results will prove the experiment group had
a lower cognitive load effect than those in the control group.

Data Collection/Analysis

The second portion of the data collection gathered will be each

learners post assessments compared to each other to determine
whether Kohns (2014) theory of learning retention:

After one hour, 50% of learning is retained.

After 24 hours, 30% of learning is retained.

After one week, 10% of learning is retained.

Evaluations and Assessments

Self-Assessment

I based my problem statement with my core concentration of Instructional

Design and Technology in mind. I determined that the questions to
research were challenging and of beneficial reasons for further research.

I gathered a great deal of information consisting of various formats: peer

reviewed literature/articles to doctoral dissertations and past
experimentation.

The information in the research report and project are well organized and
shows insight in drawing conclusions from the information gathered.

My project communicates ideas that are persuasive to an instructional

design audience. I demonstrated precise and effective use of PowerPoint
and to create a professional product/deliverable appearance.

Self-Assessment (Continued)

My research report/project was properly written in APA style with properly

citations and reference list of all resources used throughout the paper.

I thoughtfully communicated my reflection of the research process or

product in a clear manner and identified areas for improvement.

I made most deadlines, with the exception of one deadline where I

misunderstood the requirements for the information to be turned in. The
deadline was met, but with the incorrect paperwork.

My report and portfolio are properly assembled and all the required
information has been input. The PLE for the project was properly
designed and the report and PowerPoint were accessible.

Panel Review

The summary of the panel review was of the opinion that my research
project was well written and the information that I proposed was clearly
identified and easily duplicated.
One of the suggestions from the panel was to compress the
conclusion and the problem statement because the supporting data
detracts from the actual problem statement.

Panel Review
The second panel review suggests that there should be additional
constraints put into place for the experiment and control groups such as;
pre-assessment to determine that all learners are on the same knowledge
scale, that no interaction be permitted between the control and experiment
groups so there is no information compromise, and that there should be a
forced progression written into the navigation pages of the lesson.
The third panel review suggests that I presented a strong rationale that
would support further investigation of the problem statement. The review
also suggests that this research design can easily be duplicated and would
provide accurate results that were presented in the problem statement.

Project / Deliverable

Implementation

Currently, this project will not be implemented due to the following factors:

No experiment population has been identified at this time.

The e-learning environments are still being constructed and not completely ready for
implementation.

Control Group Lesson

(Live lesson link: http://elearning.easygenerator.com/f72e256a-d6f5-422d-ad98-6aadc9a8a61e)

Experiment Group Lesson

(Live lesson link: http://elearning.easygenerator.com/c67a9387-762a-4de2-946b-e480755e0006

End of Lesson Assessment

(Live lesson link: http://elearning.easygenerator.com/2dd84a53-0001-47fa-94cb-7df0a568fc48)

Implementation

The population was a group of 20 adult learners enrolled in a similar

lesson. The learners were separated into two separate groups that
were labeled Control and Experiment groups.

The experiment group was presented with a lesson that allowed the
learner to have control and interaction. The learners were given the
ability to answer review questions at the end of each section for
practice and retention purposes.

Implementation

The control group was given a non-interactive lesson with no practice

questions or activities to retain the lesson information. The lesson was
just generic in text.

Once the learners were finished with the lessons they were given an
end of course assessment to determine learning. The scores were
averaged by control and experiment group and compared to each
other. This determined which group experienced a lower cognitive
load.

Implementation

In order to prove or disprove Arthur Kohns (2014) theory of learning retention, the
learners were given three other post assessments pertaining to the lesson to
determine the amount of learning retention.

Learners were given an assessment one hour after the lesson to determine if there
was still a 50% or more learning retained.

Learners were given an assessment 24 hours after the lesson to determine there was
more than 30% learning retained.

Learners were given an assessment one week after the lesson to determine there
was more than 10% learning retained.

Reflection and Discussion

Reflection
When I first started pursuing my masters degree, it was only to get the credits necessary
to qualify for a federal instructional system design position. After beginning the education
courses and interacting with my fellow students in the education degree program, I began to
realize getting my masters degree in education was much more important than being able to
qualify for the federal job. The courses have opened my eyes to many possibilities that
technology and the variety of instruction design methods can be so beneficial in the
classroom.
I have grown so much over the past two years and see education in an entirely different
way. I have found myself constantly thinking about methods and ways that I, myself, can
change the education system. For example, I have read some articles about virtual reality in
the classroom and the use of technology to allow children with autism or other types of social
disorders to be part of a classroom, but they are still in their safe space physically at home.

Reflection
I envision one day that students will attend a classroom where each student has their own
tablet that can be setup on their table top to reveal a virtual keyboard. The front of the classroom
would have an interactive white board that also sends the same screen to each students tablet to
follow along. This classroom would also include augmented reality capability so the teacher can
create a three dimensional image that allows them to interact with the image. For example, a
science or health teacher would generate an augmented reality image of a heart or an atom and
with this image, the teacher would be able to zoom in to certain areas of the image to demonstrate
or show the students or be able to remove molecules of the atom and show the students what
happens to the atom after the change.
I initially learned instructional design while working for a government contract through the
military. The only method of instructional design that I learned at the time was the ADDIE model.
The instructional design concentration through Post taught me other methods that I have found
valuable to my current professional career.

Reflection
I felt Professor David Perkins (2008) book Making Learning Whole: How Seven Principles
of Teaching Can Transform Education contained some powerful information for teachers
and ways to enhance learning for their students. Perkins uses a baseball game analogy to
describe the seven principles of teaching that makes it easy to remember (2008).
During my courses at Post, I was invited to compete in the AETC competition with a
fellow student. The competition was for graduate student teams (2 per team) to create an
RFP based on the scenario that AETC presented. My partner and I used many of the
instructional design skills that we had and were still learning through Post. We began our
RFP structure using the ADDIE model for the initial construction of the design concept, then
we moved into using Blooms Taxonomy. After we were selected to move forward to phase
two of the competition, we used Kirkpatricks Four Levels of Training Evaluation to explain
how our team would evaluate the instructional design process if we were selected as a
team for the final phase of the competition (Kirkpatrick, 1994). We also used our project
management design and budgeting skills to create the proposal budget.

Reflection
When I was first presented with the idea of writing a capstone project for
graduation, my first reaction was that we were going to write another paper like we
had been for the last couple of years. Before I started EDU687, I start to think about
the latest technology advances in education; for example, the major topic in my mind
was Virtual Reality or Augmented Reality.
Once I learned that we were creating an action research project and in order to
complete the project, I had to write a problem statement. This was the hardest part of
the entire capstone; writing a creative and properly formatted problem statement. I
believe I changed and reformatted my problem statement at least one hundred times
before I was pleased with the results. I also had to change the topic idea since virtual
and augmented reality are the newest technology and I was not able to find enough
research to create a well-defined problem statement.

Reflection
I finally settled my topic on the Cognitive Load Theory and e-Learning
environments. During one of my earlier courses during my degree, we learned about
the Cognitive Load Theory and how it is possible for a learners working memory to be
so over inundated with information that effective long term learning retention is
almost impossible. I also thought of my son and the trouble he had in college because
there was so much information being thrown at him that he had trouble remembering
anything by the time he was to take an exam. Since my masters core concentration
was Instructional Design and Technology, I knew that there must be some research
and experimentation begin done to determine the best types of learning environments
that are beneficial in lowering a learners cognitive load and create effective learning
retention. There is a wealth of research and experimentation in the area of designing
effective learning environments to lower cognitive load and enable effective learning.

Reflection
Some of the problems that I encountered throughout this capstone project, were
such things as writing a properly formatted problem statement. If I was to do this
project over, I may have selected another problem statement approach about
Cognitive Load Theory and e-Learning environments. I found in the literature research
portion of the project, it was much harder to find the information that I needed to
maintain focus on my problem statement.
I am pleased that after reviewing my panel results, there was one subject matter
expert that pointed out some things that I did not consider when writing the research
and design portion of my project. For example, there is a need to have all the learners
take a pre-assessment test in the subject area of the lesson to determine that all
learners have the same knowledge about the lesson before, there should be no
communication between the control group and experimental groups in order to
protect from information compromise.

Reflection
In closing of my reflection, I must mention one person who has been a great
influence though out my entire degree program, Dr. Linda Kaiser. She has been
very supportive throughout my program, as well as encouraging toward my
success. She has even discussed and cheered me on when I struggled through this
capstone project. We have discussed the idea of turning this research project
concept into an actual implementation and publishing a paper together. Just
having Dr. Kaiser tell me that she would like to work with me and publish a paper
was an honor in itself. I, on my own, would never think about publishing a paper.
We have had many discussions about continuing my education on to the doctorate
of education program. I have considered it many time, but right now I am ready for
a break from education for a little while. If I do decide a pursuit in a doctorate
program, it would have to be in educational psychology and working with special
needs learners.

References

References
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e-learning environments. University of Wollongong, Wollongong, NSW, Australia.
Burkes,K.M. (2007). Applying cognitive load theory to the design of online learning
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Clark,R.C., Nguyen,F., & Sweller,J. (2006). Efficiency in learning: Evidence-based
guidelines to manage cognitive load. San Francisco, CA: Wiley.
Cooper,G. (1998). Research into cognitive load theory and instructional at UNSW.
School of Education, The University of New South Wales, Sydney, Australia.

References
Cooper,G. (1998). Research into cognitive load theory and instructional at
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Fonollosa, J., Neftci, E., Rabinovich, M. (2015). Learning of chunking
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References
Kohn,A. (2014). Brain science: The forgetting curve-the-dirty secret of corporate
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References
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