Controlling split attention and redundancy in physical therapy instruction
Controlling split attention and redundancy in physical therapy instruction
复制标题
控制物理治疗指导中的注意力分散和冗余
DOI：
10.1007/s11423-007-9062-5
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Gary R. Morrison
中科院分区：
文献类型：
--
作者：
F. Pociask;Gary R. Morrison
在这项研究中，我们检查了旨在控制复杂骨科物理治疗技能教学中冗余和分散注意力的教学材料的有效性。参与者包括 41 名一年级物理治疗学生。修改后的教学组接受了旨在减少认知负荷的修改后的教学单元，而对照组则接受了传统设计的教学单元。测试了与认知和精神运动测试成绩、认知负荷评级和任务完成时间相关的四个假设。多变量分析对四个假设中的三个产生了显着的结果 (ES = +0.52)。正如预测的那样，接受修改后的教学材料的参与者在书面后测和精神运动任务上的得分明显更高，而这两项任务的认知负荷水平较低。这些结果表明，设计者可以通过良好的教学和信息设计实践减少无关的认知负荷，从而增加相关的认知负荷。
In this study, we examined the effectiveness of instructional materials designed to control redundancy and split attention in the teaching of complex orthopedic physical therapy skills. Participants included 41 first-year physical therapy students. The modified instruction group received a modified unit of instruction designed to reduce cognitive load, while the control group received a traditionally designed unit of instruction. Four hypotheses were tested relating to achievement on cognitive and psychomotor tests, ratings of cognitive load, and task completion times. The multivariate analysis yielded significant results for three of the four hypotheses (ES = +0.52). As predicted, the participants receiving the modified instructional materials scored significantly higher on the written post-test and psychomotor tasks, while reporting a lower level of cognitive load on both tasks. These results suggest that designers can increase the germane cognitive load by reducing the extraneous cognitive load through good instructional and message design practices.
影响因子：
5.4
作者：
SHIFFRIN, RM;NOSOFSKY, RM
通讯作者：
NOSOFSKY, RM