Using Cognitive Loads for Practical uses to Adjust the Task Arrangement in High School Students

DOI

10.2991/assehr.k.220704.210How to use a DOI?

Keywords

cognitive load; study efficiency; task arrangement; multitask

Abstract

The focus of this review is on how cognitive load theory can be applied to manage teachers’ teaching programs and learners’ learning programs. The purpose of this paper is to provide some assistance to confused teachers and learners by using the aforementioned knowledge from social psychology. The method used in the development of the lesson plan is known as “instructional design”. Through the use of avoiding visual clutter, building on existing mental models, and offloading tasks, this approach can be of much help to teachers. In the self-study section, this paper refers to a cognitive approach called ‘multitasking’, which focuses on creating a relatively low cognitive load environment and ensuring that one’s attention and learning efficiency only tends to increase. In this case, productivity can be greatly increased. This paper is of great importance in the study of particular approaches to time management. The use of cognitive load theory in the field of education will be a key point to focus on in future research.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Quanxin Deng
AU  - Zipeng Wang
PY  - 2022
DA  - 2022/07/11
TI  - Using Cognitive Loads for Practical uses to Adjust the Task Arrangement in High School Students
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 1159
EP  - 1163
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.210
DO  - 10.2991/assehr.k.220704.210
ID  - Deng2022
ER  -