Academic literature on the topic 'Cognitive Load Evaluation Management System (CLEMS)'

Summary Objectives : Developing a care plan for a patient is a complex task, requiring an understanding of interactions and dependencies between procedures and of their possible outcomes for an individual patient. Decision support for planning has broader requirements than are typically considered in medical informatics applications. We consider the appropriate design of software to assist medical planning. Methods : The likely cognitive loads imposed by planning tasks were assessed with a view to directly supporting these via software. Results : Five types of cognitive load are likely to be important. A planning support system, REACT, was designed to ameliorate these cognitive loads by providing targeted dynamic feedback during planning. An initial evaluation study in genetic counselling indicates that the approach is successful in that role. Conclusions : The approach provides the basis of a general aid for visualizing, customizing and evaluating care plans.

A learner’s cognitive load is highly associated with their academic achievement within learning systems. Diagnostic information about a learner’s cognitive load is useful for achieving optimal learning, by enabling the learner to manage and control their cognitive load in the e-learning environment. However, little empirical research has been conducted to obtain diagnostic information about the cognitive load in e-learning systems. The purpose of this study was to analyze a personalized diagnostic evaluation for a learner’s cognitive load in an e-learning system, using the Bayesian Network (BN) as a learning analytic method. Data from 700 learners were collected from Cyber University. A learner’s cognitive load level was measured in terms of three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The BN was built by representing the relationship among the extraneous cognitive load, intrinsic cognitive load, germane cognitive load, and academic achievement. The conditional and marginal probabilities in the BN were estimated. This study found that the BN provided diagnostic information about a learner’s level of cognitive load in the e-learning system. In addition, the BN predicted the learner’s academic achievement in terms of their different cognitive load patterns. This study’s results imply that diagnostic information related to cognitive load helps learners to improve academic achievement by managing and controlling their cognitive loads in the e-learning environment. In addition, instructional designers are able to offer more appropriately customized instructional methods by considering learners’ cognitive loads in online learning.

Declarative approaches to process modeling are regarded well suited for highly volatile environments as they provide a high degree of flexibility. However, problems in understanding and maintaining declarative process models impede their usage. To compensate for these shortcomings, Test Driven Modeling (TDM) has been proposed. This paper reports on an empirical investigation in which TDM is viewed from two different angles. First, the impact of TDM on communication is explored in a case study. Results indicate that domain experts are inclined to use test cases for communicating with the model builder (system analyst) and prefer them over the process model. The second part of the investigation, a controlled experiment, investigates the impact of TDM on process model maintenance. Data gathered in this experiment indicates that the adoption of test cases significantly lowers cognitive load and increases the perceived quality of changes.

The digitalization of society, changes in the structure of education, and increasingly rapid resources have accelerated the development of an open learning environment. The application of electronic learning and mobile learning raises several new problems such as alienating students from the real world, the difficulty of students focusing on learning goals, giving students opportunities to spend their learning time with entertainment, to the problem of increasing the cognitive load of students. Ubiquitous learning, as a continuation of the evolution of electronic learning and mobile learning, offers more than just the latest educational ideas or methods, where this system can accommodate students and their learning styles by providing adequate information anytime and anywhere based on their characteristics, needs, and desire to improve academic performance and productivity. The purpose of this study is to 1) develop the ubiquitous learning environment including the ubiquitous learning portal built with the Moodle LMS, and the ubiquitous learning course in the Instructional Media course 2) find out the feasibility of the ubiquitous learning environment that has been developed. This study used the R&D for Education model implementing some stages including analysis, design, development, and evaluation. All stages have been completed to make a portal and ubiquitous learning course in the Instructional Media course that meet the eligibility criteria as a source/instructional media and has feasibility to use in learning.

Nowadays, the implementation of chatbots in information systems is getting popular to increase user experience. In our previous research, we developed Undiksha Virtual Assistant (Shavira). Shavira is a knowledge management system (KMS) as Frequency Asked Question (FAQ) system to facilitate users to get an answer about their questions. The challenge on the existing Shavira system is that the users must open a website and type queries to get a list of answers. The text query must match with the keyword in systems. To address this problem and to avoid cognitive load, in this research we implemented a chatbot in Shavira. The purpose of the chatbot implementation in Shavira is to make information easier to be accessed and to increase user experience. The users can ask a question in natural language and get an answer immediately on their chat application such as: Telegram, Facebook, or Messenger. We used Rasa Framework as a chatbot engine in Shavira. Rasa Framework is an open-source virtual assistant engine based on artificial intelligence. The challenge in conducting this research is in integrating the existing FAQ system with Rasa Framework. This research consists of four phases, they are: adaptation data structure in the existing FAQ with data structure requested by Rasa framework, data integration and mapper, and evaluation. The result of this research is a new Shavira that is integrated with a chatbot and can be accessed from chat applications such as Telegram. We evaluated the accuracy of Shavira powered by Rasa Framework with ten topics about academic information. The results showed that the accuracy of Shavira is 90%. We also evaluated the usability of Shavira with Software Usability Scale (SUS) Questionnaire. The usability evaluation showed that Shavira satisfied users with value 81 (threshold 68) and categorized Excellent, Acceptable and Prometer.

Nowadays, the implementation of chatbots in information systems is getting popular to increase user experience. In our previous research, we developed Undiksha Virtual Assistant (Shavira). Shavira is a knowledge management system (KMS) as Frequency Asked Question (FAQ) system to facilitate users to get an answer about their questions. The challenge on the existing Shavira system is that the users must open a website and type queries to get a list of answers. The text query must match with the keyword in systems. To address this problem and to avoid cognitive load, in this research we implemented a chatbot in Shavira. The purpose of the chatbot implementation in Shavira is to make information easier to be accessed and to increase user experience. The users can ask a question in natural language and get an answer immediately on their chat application such as: Telegram, Facebook, or Messenger. We used Rasa Framework as a chatbot engine in Shavira. Rasa Framework is an open-source virtual assistant engine based on artificial intelligence. The challenge in conducting this research is in integrating the existing FAQ system with Rasa Framework. This research consists of four phases, they are: adaptation data structure in the existing FAQ with data structure requested by Rasa framework, data integration and mapper, and evaluation. The result of this research is a new Shavira that is integrated with a chatbot and can be accessed from chat applications such as Telegram. We evaluated the accuracy of Shavira powered by Rasa Framework with ten topics about academic information. The results showed that the accuracy of Shavira is 90%. We also evaluated the usability of Shavira with Software Usability Scale (SUS) Questionnaire. The usability evaluation showed that Shavira satisfied users with value 81 (threshold 68) and categorized Excellent, Acceptable and Prometer.

Even though it is acknowledged culture pervades learning and that emotions and context play a significant role in the learning process, Eurocentric instructional design models are based solely on cognitive, social and pedagogical approaches. These approaches do not contextualize the learning experience, i.e. they do not address cultural conceptuality (Cliver, 2013). Knowing a wide range of cultural influences impact on the engagement and success of adult learners, learning environments need to encourage learners to acknowledge and validate their cultural being. This identity – knowing who they are, where they come from and what factors influence their engagement – provides learners with a positive setting they feel comfortable in. These context sensitive, learner centric environments provide the fundamental confidence needed for learners to believe they can succeed in achieving their educational goals (Johnson, 2012). Therefore, designers need to provide context sensitive learning experiences, performance tasks and assessments that build familiarity, confidence and trust (Kennedy, 2013). This presentation will describe how Te Whare Wananga o Awanuiārangi has integrated the theories of cognitive load, social cognition, transformative learning and the processes of holistic assessment, the Ranga Framework, personal learning planning and noho delivery into a holistic cultural-self learning design platform. This integration of theory and process provides the foundation for a unique learning design approach, based on the concepts of feedforward, feedback, assessment and reflection, to be established (Clayton et al, 2019). The presentation will demonstrate how this approach can be applied in a learning management system segmented into seven interwoven but discrete spaces, Welcome / Mihi Whakatau: This space is focused on participants cultural self-enabling them to become familiar and comfortable with the approach to be used. Induction / Rangatahi: During this stage opportunities are provided for learners to clarify and understand these learning outcomes and performance criteria associated with the micro-credential. Engagement / Rangahau: During this stage learning activities are designed to build upon, rather than be independent of, learner’s current knowledge and beliefs. Mātauranga /Performance: During this stage opportunities will be provided for learners to engage in assessment tasks that confirm their capabilities. Rangatira / Capstone: During this stage participants will, with the guidance of tutors and peers, reflect on the outcomes of their learning activities and identify the learning strategies that were successful for them. Arotakenga: Evaluation: During this stage evidence will be collected on the impact of the micro-credential on stakeholders. NB: Participants are encouraged to bring their own devices as they will be provided with editing access to a working demonstrator within a Learning Management System. References Clayton, J., Gao, Y., Elliott, R., Geng, F. & Yang, J. (2019) Micro-credentials in professional and technical vocational education and training: A cultural self-approach, Positional Paper, Awanuiārangi Press, Whakatane, New Zealand Cliver, C., (2013), Comparison of Instructional Design Models, Course Notes - MEDT 7461, The University of West Georgia. Johnson, T. (2012). Self-assessment: A means to enhance academic self-efficacy in year 12 mathematics, (Masters Thesis). Massey University, Manawatu, New Zealand. Retrieved from https://mro.massey.ac.nz/bitstream/handle/10179/3310/02_whole.pdf?sequence=1&isAllowed=y Kennedy, C. P. (2013). Indigenizing student-centred learning: A western approach in an indigenous educational institution. Journal of International Education Research, 9(1), 1. Retrieved from https://search.proquest.com/docview/1433387182?accountid=33567

Background. The modern practice of teaching and training the specialists of higher education, in particular, choral performance specialists, introduces new requirements to the content of education and organization of the educational process, emphasizing the importance and necessity of using the independent work of students in nowadays conditions. In this connection, there is a need to determine the directions of the independent work of students and to systematize this type of work in the educational process. Objectives. The purpose of the article is to define and theoretically substantiate all aspects of the independent work of students in the process of the vocal education for the further formation of their professional skills. Methods. To solve this task, the following methods were used: studying the state of the problem in the practice of the present (analysis of curricula content and educational and methodical literature); the analysis of academic progress and performing activity of the vocal students; the research and generalization of pedagogical experience. Results. In the vocal training, the independent work of students involves organizing their educational activities both during practice in the classroom and in the process of working outside the classroom in such a way as to get the intended result. Planning the independent work on solo singing allows finding the concrete ways of the development of vocal skills and criteria for evaluation in the professional training of a specialist. The essence of organization of the independent work of students in the process of learning singing is concluded in the creation and implementation of a specific system of tasks, which takes in account general didactic principles and the interdisciplinary interactions arising in the educational process in the formation of vocal abilities and skills. The planning of this work is carried out on the basis of both the focused activity of the teacher, who poses the necessary tasks and controls the results of their implementation, as well as the organization of the student’s own extra-curricular work, containing moments of introspection and self-assessment of the achieved results. So, the organization of the independent work of students in the process of singing education should be carried out necessarily taking into account the person-oriented approach. The independent work on solo singing is considered as a specific form of the educational activity of the student and is characterized by a number of the following psychological and pedagogical peculiarities. First, it is a continuation and extension of the vocal-performing activity in classroom organized expediently by the teacher, which stimulates students to the further professional work in the lessons-free time. In this case, the educational and cognitive activity of the student during his/her individual classes is called to act as a kind of the algorithm for the independent work on the preparation of the vocal concert program. Secondly, the student’s independent work on solo singing should be understood by him/her as a chosen and internally motivated activity, which includes: a) the awareness of the goals of his/her activities; b) the adoption or setting of a vocal-performing or vocal-methodical task; c) the self-organization in the distribution of the educational load in time; d) the adjustment of own work on the basis of self-control and self-esteem. Thirdly, the students’ independent work on solo singing should be a highly organized form of the educational activity, and the methods of its execution should be conditioned by the level of development a number of student’s personal qualities. These include: self-regulation, which involves a certain level of the self-awareness; an adequate self-esteem; active thinking; independence; time management skills; purposefulness; the complex of will qualities, as well as the so-called substantive self-regulation. An important indicator of the formation of the student’s substantive self-regulation is the availability of skills related to the definition of the goal and the final results of the proposed tasks. In determining the tasks for the independent work of students, it is necessary to cover several aspects: the complexity on theoretical and practical levels; the necessity to include tasks with increasing complexity, as well as use of interdisciplinary connections. The tasks for self-mastering of material should adhere to the following principles: 1) the principle of minimizing the level of the complexity and amount of scientific information, vocal exercises and compositions; 2) the principle of coherence of the content of the educational material for the independent work with the previously presented scientific information, studied vocal material during individual classes; the reflection in the content of essential information on the topic being studied, interdisciplinary connections, stylistic diversity of the vocal music; 3) the principle of the correspondence of the volume and the complexity of the selected vocal material to the real possibilities and individual characteristics of the students and to the time interval allocated in accordance with the curriculum; 4) the principle of the content-technological continuity between the forms and methods of independent study of the material by the students, the self-examination of vocal knowledge, skills and abilities. Also, the article deals with: a) the ways of organizing the independent work of students on solo singing; b) the plan of the independent work on a vocal composition; and c) the conditions for the effectiveness of the students’ independent work. Conclusion. So, the independent work on solo singing is considered as a specific form of the educational work of the student and is characterized as an activity that is purposeful, internally motivated, structured and adjusted by the student himself/herself. Its implementation involves a sufficient level of self-awareness, self-discipline, personal responsibility, and creativity of the learner, which allows one to consider the independent activities of students as a process of self-improvement and self-knowledge. Independent work is a necessary component of the vocational training of the singer and a specific form of his educational activity, which is characterized by certain psychological and pedagogical features, namely: - it organically complements and continues the vocal and performing activity during the individual lessons in the classroom, contributing to the unveiling of the student’s creative potential and its formation as a thinking artistic personality; - independent work should be perceived by a student as a chosen and internally motivated activity, since the development of the motivational sphere stimulates the growth of his professional interest in vocal performance and nurtures his/her ability to develop strategies for forming a system of vocal skills, hence, the strategies of success.

The current study aimed to identify the relationship between psychological barriers and the cognitive load among Prince Sattam bin Abdulaziz University students who use the e-learning management system (BlackBoard) and to identifying the extent to which psychological barriers degrees contribute in predicting the degrees of perceived cognitive load, For data collection, the analytical descriptive approach was used the researchers applied the psychological barriers scale and the perceived cognitive load scale prepared by the researchers. Results revealed the following: There was a statistically significant positive correlative relationship between the psychological barriers, its' dimensions, the intrinsic, the extraneous perceived cognitive load and the total degree of cognitive load of university students, while there was no correlative relationship between psychological barriers, its' dimensions and the Germane perceived cognitive load of university students. The second axis (the external psychological barriers) was better in predicting the overall degree of perceived cognitive load, and that the arrangement of the sub-dimensions of external psychological barriers in terms of their ability to predict the overall degree of the perceived cognitive load was in the following order: realizing rumors, fear of negative evaluation, and expecting failure. There were no statistically significant differences between male and female university students and between the scientific and literary disciplines in psychological barriers and their dimensions, there were statistically significant differences between male and female university students in intrinsic, extraneous cognitive load and the overall degree in favor of female students. And there were differences between the scientific and literary disciplines in the intrinsic and extraneous perceived cognitive load, and the overall degree of the cognitive load in favor of the literary disciplines. there were no differences between male and female students and between the scientific and literary disciplines in Germane cognitive load.

Abstract Objectives: The SARS-CoV-2 pandemic has highlighted the need for rapid creation and management of ICU field hospitals with effective remote monitoring which is dependent on the rapid deployment and integration of an Electronic Health Record (EHR). We describe the use of simulation to evaluate a rapidly scalable hub-and-spoke model for EHR deployment and monitoring using asynchronous training. Methods: We adapted existing commercial EHR products to serve as the point of entry from a simulated hospital and a separate system for tele-ICU support and monitoring of the interfaced data. To train our users we created a modular video-based curriculum to facilitate asynchronous training. Effectiveness of the curriculum was assessed through completion of common ICU documentation tasks in a high-fidelity simulation. Additional endpoints include assessment of EHR navigation, user satisfaction (Net Promoter), system usability (System Usability Scale-SUS), and cognitive load (NASA-TLX). Results: A total of 5 participants achieved a 100% task completion on all domains except ventilator data (91%). Systems demonstrated high degrees of satisfaction (Net Promoter = 65.2), acceptable usability (SUS = 66.5), and acceptable cognitive load (NASA-TLX = 41.5); with higher levels of cognitive load correlating with the number of screens employed. Conclusions: Clinical usability of a comprehensive and rapidly deployable EHR was acceptable in an intensive care simulation which was preceded by < 1 hour of video education about the EHR. This model should be considered in plans for integrated clinical response with remote and accessory facilities.

A major research direction within higher education in Australia and internationally is the evaluation of learning design quality and the extent to which the design–teaching–learning–evaluation cycle is evidence based. The quest for increased evidence-based learning design, which has been influenced by evidence-based medical research standards, is driven by its link to improved learning outcomes, higher learner engagement levels and lower attrition rates. Cognitive Load Theory (CLT) has risen to prominence over the past three decades as an evidence-based framework for informing instructional design in traditional, blended and multimedia learning environments. CLT approaches learning from the perspective of engaging specific strategies to manage the loads imposed on a limited working memory in order to form and automate long-term memory schemas. CLT operates on the premise that optimal learning conditions may be obtained by aligning pedagogical strategies with the structure and functions of human cognitive architecture and the individual learner’s prior knowledge. CLT has contributed a suite of strategies derived from a unified model of human cognitive architecture and validated through randomised controlled trial (RCT) experiments as exerting strengthening effects on learning, thus suiting the CLT framework for use as an evidence-based standard in this study. Up to this point, a single digital system has not yet been developed for managing, monitoring and evaluating the implementation and impact of CLT strategies at scale. The key contribution of this study is a new prototype software instrument called Cognitive Load Evaluation Management System (CLEMS) that addresses this issue and also provides a model for its implementation. CLEMS is underpinned by a personalised model of teacher–learner interactions defined as mediative–adaptive in nature that includes diagnostic conversations (DCs) for identifying barriers to learning, interventions called Nodes of Expertise (NOEs) for advancing learners to new levels of understanding of complex knowledge, and validation conversations (VCs) for evaluating learner progress. In addition, the heutagogical or self-directed learning capability of learners, including motivation, has been brought to the fore as a significant factor contributing to schema automation. A qualitative Design-based Research (DBR) methodological approach was used to develop CLEMS, which emerged over three research iterations through the synthesis of literature review findings and empirical data from expert focus groups. Emergent data was continuously triangulated between research iterations and ongoing literature reviews to refine the design and development of CLEMS from a theoretical model to an operational digital prototype. The conceptual framework of the study has been derived from Critical Realism (CR) which posits an ontological–epistemological view of reality that is stratified and multi-mechanistic, thus aligning with the complex nature of authentic learning environments as well as the multi-faceted model of human cognitive architecture contributed by CLT. The implications of the study have been discussed with reference to stakeholders including teachers, learners and educational institutions. Recommendations for future research include the ongoing development of CLEMS for the systematic implementation of CLT strategies at scale.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020