The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.
The effect of implementing cognitive load theory-based design principles in virtual reality simulation training of surgical skills: a randomized controlled trial.
复制标题
DOI：
10.1186/s41077-016-0022-1
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Sørensen MS
中科院分区：
文献类型：
--
作者：
Andersen SAW;Mikkelsen PT;Konge L;Cayé-Thomasen P;Sørensen MS
认知负荷会抑制学习，基于认知负荷理论的教学设计原则可以用来优化学习情境。本研究旨在探讨应用认知负荷理论设计原则于乳突手术虚拟实境模拟训练的效果。18名新手医学生接受了1小时的乳突切除术程序的自主虚拟现实模拟训练，随机分为标准指令（对照）或认知负荷理论为基础的指令与工作的例子，然后由问题完成练习（干预）。然后，参与者完成了两个培训后的虚拟程序进行评估和比较。认知负荷在训练后的程序估计的反应时测试上的综合次要任务。由两名设盲专家评估者进行的最终产品分析用于评估虚拟乳突切除术的性能。与对照组相比，干预组的参与者在培训后程序中的认知负荷显著增加（52%对41%，p = 0.02）。这也反映在最终产品的表现上：干预组的最终产品得分显著低于对照组（13.0 vs. 15.4，p < 0.005）。最初的指令使用工作的例子，然后由一个问题完成练习并没有减少认知负荷或提高以下程序的新手的性能。当部分任务需要整合到训练后程序中时，认知负荷增加可能是一个可能的解释。在虚拟现实手术模拟训练中，还需要其他的教学设计和方法来降低新手的认知负荷，提高新手的表现。
Cognitive overload can inhibit learning, and cognitive load theory-based instructional design principles can be used to optimize learning situations. This study aims to investigate the effect of implementing cognitive load theory-based design principles in virtual reality simulation training of mastoidectomy. Eighteen novice medical students received 1 h of self-directed virtual reality simulation training of the mastoidectomy procedure randomized for standard instructions (control) or cognitive load theory-based instructions with a worked example followed by a problem completion exercise (intervention). Participants then completed two post-training virtual procedures for assessment and comparison. Cognitive load during the post-training procedures was estimated by reaction time testing on an integrated secondary task. Final-product analysis by two blinded expert raters was used to assess the virtual mastoidectomy performances. Participants in the intervention group had a significantly increased cognitive load during the post-training procedures compared with the control group (52 vs. 41 %, p = 0.02). This was also reflected in the final-product performance: the intervention group had a significantly lower final-product score than the control group (13.0 vs. 15.4, p < 0.005). Initial instruction using worked examples followed by a problem completion exercise did not reduce the cognitive load or improve the performance of the following procedures in novices. Increased cognitive load when part tasks needed to be integrated in the post-training procedures could be a possible explanation for this. Other instructional designs and methods are needed to lower the cognitive load and improve the performance in virtual reality surgical simulation training of novices.