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Improving Business IT learning outcomes using Cognitive Load Optimization - a case study in Chinese Graduate studies |
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| รหัสดีโอไอ | |
| Creator | Chompu Nuangjamnong |
| Title | Improving Business IT learning outcomes using Cognitive Load Optimization - a case study in Chinese Graduate studies |
| Contributor | Stanislaw Paul Maj |
| Publisher | Assumption University Press |
| Publication Year | 2566 |
| Journal Title | AU-GSB e-Journal |
| Journal Vol. | 16 |
| Journal No. | 2 |
| Page no. | 167-179 |
| Keyword | Cognitive Load Optimization (CLO), Learning Theories, Business IT, Student?s Learning Performance, Student?s Engagement |
| URL Website | http://www.assumptionjournal.au.edu/index.php/AU-GSB/article/view/7401 |
| Website title | AU-GSB e-Journal |
| ISSN | 1906-3296 |
| Abstract | This study aims to assess the effectiveness of implementing cognitive load optimization in the instruction of STEM subjects within graduate studies, focusing on the perspective of Chinese students. The primary objective is to scrutinize the influence of this approach on both the student's learning performance and engagement levels. Additionally, this research endeavors to evaluate several key factors, including students' expectations regarding their efforts, the inspiration drawn from lecturers, the conducive learning environment, the anticipation of their performance, their personal innovative thinking, and the perceived relative benefits of this teaching method. By integrating cognitive load optimization strategies into the teaching of STEM disciplines to graduate students, the study seeks to augment their learning performance and enhance their engagement in the subject matter. Particularly, in disciplines like business studies, specialized streams such as IT management may necessitate comprehension of intricate STEM concepts like cybersecurity. Often, business students lack a technical background, resulting in their instruction being reliant on rote memorization of technical information. However, this superficial learning approach often leaves students with an inadequate grasp of the technologies, limiting their applicability in real-world scenarios. To address this challenge, Cognitive Load Optimization (CLO) methodology is employed, converting intricate technical knowledge into easily assimilated mental schemas. These schemas offer the most efficient cognitive pathways for learning, minimizing cognitive load. They serve as the foundation for instructional design and teaching, providing students with structured frameworks for understanding complex concepts. Implementing CLO has demonstrated significant enhancements in learning outcomes, even when dealing with demanding remote and online learning modalities. In this study, a cohort of Chinese graduate students engaged in remote learning were instructed in an IT unit using CLO principles. Their learning experiences were evaluated across six parameters, yielding remarkably high results for five parameters and a high result for the remaining parameter. These findings underscore the potential of cognitive load optimization in enhancing the learning experiences of students, particularly in challenging learning environments. |
