samaneh Ghadiri; Mohammad ALi Rostaminezhad; Nasrin Mohammadhasani; Mohsen Ayati
Abstract
AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate ...
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AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.
Faezeh Dalirinia; Mohammad ALi Rostaminezhad; Mohammad Akbari Bourang; Taleb Zandi
Abstract
Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools ...
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Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.