Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation

Fredericks, Salim; ElSayed, Mostafa; Hammad, Mustafa; Abumiddain, Omneya; Istwani, Leila; Rabeea, Abdulla; Rashid‐Doubell, Fiza; Bella, Abdelhaleem

doi:10.1080/10872981.2021.1994691

Cited by 11 publications

(14 citation statements)

References 37 publications

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“…In the present study, learning by noninteractive teaching may also lead to excessive extraneous processing because it is likely to evoke a high level of negative emotional arousal in learners (Fredericks et al, 2021). Specifically, teaching a real peer face-to-face can make learners feel more nervous, thus leading to more extraneous processing than teaching an imaginary peer by recording an instructional video (Buchanan et al, 2014; Westenberg et al, 2009).…”

Section: Theoretical Framework and Predictionsmentioning

confidence: 77%

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Wang¹,

Cheng²,

Mayer³

2023

Journal of Educational Psychology

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Learning-by-teaching is a generative learning strategy in which students are asked to teach what they are learning to others (Fiorella & Mayer, 2015). In this study, college students watched a multimedia lesson on chemical synaptic transmission with instructions that afterward they would explain the materials by making a lecture video (teach-to-camera condition), explain to a student face-to-face (teach-to-student condition), or explain to seven students face-to-face (teach-to-group condition), and then they engaged in the corresponding teaching activity, respectively. Compared to the other two groups, the teach-to-camera condition performed significantly better on a transfer test, reported significantly lower social presence, experienced significantly lower arousal as measured by pulse rate, and engaged in significantly more generative processing via quality explanations, which were measured by a number of idea units, elaboration statements, and monitoring statements. The teach-to-camera condition significantly outperformed the teach-to-group condition on a retention test and reported significantly lower state anxiety, teaching difficulty, and cognitive load during teaching than the teach-to-group condition. The relation between audience presence and learning outcome was mediated by the negative impacts of distraction during teaching (e.g., anxiety or extraneous cognitive load ratings) and the positive impacts of generative processing during teaching (e.g., number of idea units generated). Teaching to an imaginary audience via video is more effective for learning than teaching to a student or group of students because it minimizes distraction while freeing up the capacity to increase active generative processing. Educational Impact and Implications StatementLearning from a multimedia lesson can be improved when students are asked to teach the lesson to another student. However, teaching face-to-face to a physically present audience can evoke excessive negative emotional arousal (e.g., stress, fear, worrying thoughts, anxiety, and nervousness), which distracts the student from making sense of the material thereby impairing learning. Teaching to an imaginary audience in one's mind in front of a video camera (i.e., by recording an instructional video) reduces these negative effects, improves deeper processing of the material, and facilitates better test performance.

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Section: Theoretical Framework and Predictionsmentioning

confidence: 77%

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Wang¹,

Cheng²,

Mayer³

2023

Journal of Educational Psychology

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“…On the one hand, a case can be made that closer proximity to the audience (e.g., as in giving face‐to‐face explanations or even online explanations) may foster motivation that leads to better learning outcomes (Hoogerheide, Visee, et al, 2019; Kreijns et al, 2022). On the other hand, our theory is based on the idea that too much social presence of the audience can also distract learners (e.g., via stressful, worried, and extraneous thoughts) that causes them have less capacity available for attending to and making sense of the to‐be‐learned material (i.e., engage in less essential processing and generative processing, Fredericks et al, 2021; Jacob et al, 2020, 2021; Plass & Kalyuga, 2019). In short, we hypothesize that the video group experiences enough social presence to be motivating but not so much as to be distracting.…”

Section: Methodsmentioning

confidence: 99%

“…However, the prospect of having to explain to others taps aspects of public speaking, which can be a stressful, threatening, or anxiety‐evoking event for learners (Baldwin & Clevenger, 1980; Hoogerheide, Visee, et al, 2019; Somerville et al, 2013). Thus, learning‐by‐teaching has the potential to hinder essential processing and generative processing as it may cause excessive negative emotions that consume processing capacity and distract the learner (e.g., Fredericks et al, 2021; Plass & Kalyuga, 2019; Smallwood et al, 2009). Specifically, teaching a real (and possibly unfamiliar) peer online or face‐to‐face can make learners feel more nervous and distracted, thus they may have less capacity available for attending to and making sense of the material (i.e., less essential and generative processing) than teaching an imaginary peer by recording an instructional video (Lachner et al, 2022; Lemasson et al, 2018; Vogel & Schwabe, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…This extraneous processing creates cognitive interference and results in fewer cognitive resources available for essential and generative processing during learning (Plass & Kalyuga, 2019; Smallwood et al, 2009). When limited working memory is engaged with processing negative emotions and distractions, the learner has less capacity available for attending to and making sense of the to‐be‐learned material, and therefore engage in less essential and generative processing (as measured by the number of idea units, elaborative statements, and monitoring statements, Lachner et al, 2021; Fredericks et al, 2021; Vogel & Schwabe, 2016). Specifically, we propose that teaching an unfamiliar real peer online or face‐to‐face can make learners feel more nervous and distracted, thus leading to less generative processing and poorer learning performance than teaching an imaginary peer by recording an instructional video (Lachner et al, 2022; Lemasson et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning‐by‐teaching hypothesis

Cheng

Wang

Mayer

2023

Computer Assisted Learning

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BackgroundLearning‐by‐teaching is a generative learning strategy in which students are told they will have to teach what they are learning to others. Although learning‐by‐teaching has been shown to be effective in some cases, few studies have established guidelines for how to optimize the benefits of learning‐by‐teaching as a generative learning strategy from a social presence perspective.ObjectivesThis study seeks to clarify the learning‐by‐teaching hypothesis and to pinpoint the optimal level of social presence during learning‐by‐teaching that is most conducive to learning.MethodsIn Experiment 1, college students received a lesson with instructions that afterwards they would explain the material to others by making a video, explain the material aloud to themselves, or restudy the material. In Experiment 2, college students viewed a multimedia lesson with instructions that afterwards they would explain the materials by making a video, explain to an onscreen student, or explain to a student in person.Results and ConclusionsTeaching by making a video was better than restudying, self‐explaining, and teaching face‐to‐face or online. Teaching quality was better in video teaching than self‐explaining and face‐to‐face or online teaching. Teaching by making a video is ideal because it primes generative processing while minimizing extraneous processing.ImplicationsThis study is the first to manipulate different levels of social presence of oral teaching to determine the optimal form of learning‐by‐teaching, which preliminarily clarifies generative learning and social presence theory and has implications for both empirical and theoretical research.

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“…Excessive anxiety may consume attention and drain working memory resources (Curci et al, 2013). Subsequently, it may affect the cognitive load — which refers to the working memory resources required to perform a cognitive task (Plass & Kalyuga, 2019) — and compromise learning, performance, and transfer of learning (Bhoja et al, 2020; Fraser & McLaughlin, 2019; Fredericks et al, 2021; Judd et al, 2019; Mavilidi & Zhong, 2019; Stein, 2022). However, Reed (2022) and Stein (2022) reported that healthcare students undertaking simulation training may cope positively with excessive anxiety without impact on their performance.…”

Section: Introductionmentioning

confidence: 99%

Healthcare Students’ Anxiety, Cognitive Load, and Trait-mindfulness during Interprofessional obstetric Simulation Training

Kamal,

Houssam,

Mohamed

et al. 2024

Simulation & Gaming

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Background Simulation anxiety can hinder healthcare students' learning. Trait-mindfulness may help reduce learners' anxiety and improve their cognitive load during simulation training. However, the relationship between healthcare students' anxiety, trait mindfulness, and cognitive load has not been studied together during undergraduate interprofessional obstetric emergency simulation training. Methods This observational correlational research examined the relationship between healthcare students' anxiety, trait-mindfulness, and cognitive load. Furthermore, it examined whether healthcare students' trait-mindfulness can moderate the effect of anxiety on cognitive load during undergraduate interprofessional obstetric emergency simulation training. Forty-six undergraduate medical and nursing students were enrolled in this study. Each participant (in a team of 3 to 4) completed one postpartum hemorrhage scenario. The French versions of the State-Trait Anxiety Inventory (STAI-Y; Gauthier & Bouchard, 1993), the Mindfulness Attention Awareness Scale (Germann et al., 2009), and Paas’s cognitive load scale (Paas, 1992) were used to measure anxiety, trait-mindfulness, and cognitive load, respectively. Results The study results show a positive correlation between healthcare students’ state-anxiety and cognitive load. Additionally, healthcare students’ mindfulness moderated the effect of state-anxiety on cognitive load during simulation training. Discussion As a personality trait, healthcare students’ mindfulness is associated with reduced simulation anxiety and improved cognitive load during obstetric emergency simulation training. Besides the learning tasks and simulation environment characteristics, simulation instructors should consider healthcare students’ anxiety and mindfulness to optimize their cognitive load during simulation training. Conclusion The study demonstrated that healthcare students’ trait mindfulness mitigates the magnitude of simulation anxiety on cognitive load during emergency simulation training. It suggests further examining healthcare students’ personality traits to detect potential interactions of their traits with the simulation learning process.

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Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation

Cited by 11 publications

References 37 publications

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Improving learning-by-teaching without audience interaction as a generative learning activity by minimizing the social presence of the audience.

Benefits of asking students to make an instructional video of a multimedia lesson: Clarifying the learning‐by‐teaching hypothesis

Healthcare Students’ Anxiety, Cognitive Load, and Trait-mindfulness during Interprofessional obstetric Simulation Training

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