Managing Cognitive Load in Information Literacy Instruction
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ERIC Institute of Education Sciences
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| Main Authors: | , |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2021
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| Subjects: | |
| Online Access: | |
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| _version_ | 1867181357316177920 |
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| author | Hostetler, Kirsten Luo, Tian |
| author_facet | Hostetler, Kirsten Luo, Tian Hostetler, Kirsten Luo, Tian |
| collection | Education Resources Information Center |
| contents | Managing Cognitive Load in Information Literacy Instruction Hostetler, Kirsten Luo, Tian Cognitive Processes Difficulty Level Information Literacy Library Instruction Reaction Time Skill Development Instructional Effectiveness This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve learning outcomes for a common library instructional delivery model. The study employed a between-subjects, quasi-experimental design to compare how instructional sessions would impact information literacy competency and response time, using a dual-task measurement of cognitive load. The results of this study indicated there are limited gains in competency following instruction via this delivery model and participants disengaged from the primary task, indicating a need for future research into motivational design when cognitive capacity is strained. |
| format | Recurso educativo Open Access |
| id | eric_EJ1295985 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2021 |
| record_format | eric |
| spellingShingle | Managing Cognitive Load in Information Literacy Instruction Hostetler, Kirsten Luo, Tian Cognitive Processes Difficulty Level Information Literacy Library Instruction Reaction Time Skill Development Instructional Effectiveness Managing Cognitive Load in Information Literacy Instruction Hostetler, Kirsten Luo, Tian Cognitive Processes Difficulty Level Information Literacy Library Instruction Reaction Time Skill Development Instructional Effectiveness This study examined how instructional librarians can incorporate principles from cognitive load theory to engage students in research and improve learning outcomes for a common library instructional delivery model. The study employed a between-subjects, quasi-experimental design to compare how instructional sessions would impact information literacy competency and response time, using a dual-task measurement of cognitive load. The results of this study indicated there are limited gains in competency following instruction via this delivery model and participants disengaged from the primary task, indicating a need for future research into motivational design when cognitive capacity is strained. |
| title | Managing Cognitive Load in Information Literacy Instruction |
| topic | Cognitive Processes Difficulty Level Information Literacy Library Instruction Reaction Time Skill Development Instructional Effectiveness |
| url | https://eric.ed.gov/?id=EJ1295985 |