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首页> 外文会议>International Conference on Computer Supported Education >On the Reliability, Validity and Sensitivity of Three Mental Workload Assessment Techniques for the Evaluation of Instructional Designs: A Case Study in a Third-level Course
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On the Reliability, Validity and Sensitivity of Three Mental Workload Assessment Techniques for the Evaluation of Instructional Designs: A Case Study in a Third-level Course

机译：关于教学设计评估三种心理工作量评估技术的可靠性，有效性和敏感性 - 以第三级课程为例

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Cognitive Load Theory (CLT) has been conceived for instructional designers eager to create instructional resources that are presented in a way that encourages the activities of the learners and optimise their performance, thus their learning. Although it has been researched for many years, it has been criticised because of its theoretical clarity and its methodological approach. In particular, one fundamental and open problem is the measurement of its cognitive load types and the measurement of the overall cognitive load of learners during learning tasks. This paper is aimed at investigating the reliability, validity and sensitivity of existing mental workload assessment techniques, borrowed from the discipline of Ergonomics, when applied to the field of Education, Teaching and Learning. In details, a primary research involved the application of three subjective mental workload assessment techniques, namely the NASA Task Load Index, the Workload Profile and the Rating Scale Mental Effort, in a typical third-level classroom for the evaluation of two instructional design conditions. The Cognitive Theory of Multimedia Learning and its design principles have been used as the underlying theoretical framework for the design of the two conditions. Evidence strongly suggests that the three selected mental workload measures are highly reliable within Education and their moderate validity is in line with results obtained in Ergonomics.
机译：认知负荷理论（CLT）被认为是渴望创造教学资源，以鼓励学习者的活动并优化他们的表现，因此他们的学习。虽然已经研究了多年，但由于其理论清晰度及其方法论方法，它受到批评。特别是，一个基本和开放的问题是测量其认知载荷类型和学习在学习任务期间学习者整体认知负荷的测量。本文旨在调查现有精神工作量评估技术的可靠性，有效性和敏感性，从人体工程学的纪律借用，当时应用于教育，教学和学习领域。详细信息，初级研究涉及三个主观精神工作量评估技术，即NASA任务负载指数，工作负载简介和评级规模精神努力，在典型的第三级课堂中进行评估，以评估两个教学设计条件。多媒体学习的认知理论及其设计原则已被用作两个条件设计的基础理论框架。有证据表明，三种选定的心理工作量措施在教育中高度可靠，其中等有效性符合人体工程学中获得的结果。

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