Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

Chen, I-Jung; Chang, Chi-Cheng

doi:10.25115/ejrep.v7i18.1369

Cited by 47 publications

(51 citation statements)

References 32 publications

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“…Findings of present study did not fully support the results of study from Chen and Chang [5]. In the study, Chen and Chang showed that anxiety positively predict cognitive load which was assessed as a single construct.…”

Section: Discussioncontrasting

confidence: 99%

“…The finding of a study from Chen and Chang [5] in English learning context showed that anxiety positively predicted cognitive load. The other studies from Fraser, Ma, Teteris, Baxter, Wright, and McLoughlin [6] indicated that positive emotions had negative prediction on cognitive load, whereas negative emotions had positive prediction on cognitive load.…”

Section: Introductionmentioning

confidence: 96%

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The Prediction of Academic Emotions on Cognitive Load in Hypermedia Learning Environment

Sunawan¹,

Xiong²

2016

Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership

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Abstract-The purpose of current study was to investigate the prediction of academic emotions (namely, happiness, sadness, anxiety, and angry) on each type of cognitive load (namely, intrinsic load, extraneous load, and germane load). Thirty university students were involved in the experiment which required them to study the circulatory topics in hypermedia learning environment with hierarchical navigation system. The findings showed that angry positively correlated with extraneous load, happiness positively correlated with germane load, and sadness positively correlated with fixation. Discussions of present findings were focused to understand the contribution of academic emotions on cognitive performance in hypermedia learning environment context.

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Section: Discussioncontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 96%

The Prediction of Academic Emotions on Cognitive Load in Hypermedia Learning Environment

Sunawan¹,

Xiong²

2016

Proceedings of the 6th International Conference on Educational, Management, Administration and Leadership

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“…Both anxiety and cognitive load are inversely correlated with performance because both factors consume the working memory's processing resources (Chen and Chang 2009). Ashcraft and Kirk (2001) investigated this concept and found that the aspects of mathematics performance that rely heavily on working memory are the same aspects that are most affected by mathematics anxiety.…”

Section: Review Of Literaturementioning

confidence: 99%

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Gillmor¹,

Poggio²,

Embretson³

2015

Numeracy

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This study explores a new item-writing framework for improving the validity of math assessment items. The authors transfer insights from Cognitive Load Theory (CLT), traditionally used in instructional design, to educational measurement. Fifteen, multiple-choice math assessment items were modified using researchbased strategies for reducing extraneous cognitive load. An experimental design with 222 middle-school students tested the effects of the reduced cognitive load items on student performance and anxiety. Significant findings confirm the main research hypothesis that reducing the cognitive load of math assessment items improves student performance. Three load-reducing item modifications are identified as particularly effective for reducing item difficulty: signalling important information, aesthetic item organization, and removing extraneous content. Load reduction was not shown to impact student anxiety. Implications for classroom assessment and future research are discussed.

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“…It interferes with cognitive channels (Castillejo 2018) and decreases foreign language achievement (Onwuegbuzie, Bailey, and Daley 2000). It increases cognitive load and overwhelms working memory (Chen and Chang 2009). Anxious learners shift their cognition from the learning to the threat (Pappamihiel 2002), which obstructs cognitive processes and reduces performance (Maclntyre and Gardner 1994).…”

Section: Introductionmentioning

confidence: 99%

Identifying Foreign Language Anxiety When Using an E-Learning System

Ismail¹,

Hastings²

2019

Proceedings of the International Conferences Interfaces and Human Computer Interaction 2019 Game and Entertainment Technologies

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In addition to the cognitive, developmental, and pedagogical challenges of learning a second language, foreign language learners also face emotional obstacles. Negative emotions such as confusion, frustration, and anxiety interfere with the cognitive channels, which in return, moderates the learning. These emotions also diminish the sense of self-efficacy, producing a disinclination toward beneficial practice. In this research, we are focusing on foreign language anxiety (FLA). Our long-term goal is to recognize FLA and overcome it within the context of an intelligent foreign language learning system. As a first step, we are focusing on the recognition of FLA within a simple e-learning system for English language learners. To identify FLA, we correlated physical measurements (eye fixation, heart rate, and blood pressure) with emotional self-report. We found that the compound predictors of self-report of language difficulty, self-report of system difficulty, and exercise score can identify language anxiety. This finding will allow us to build a sensor-free anxiety detector which we will use to help overcome foreign language anxiety in the future.

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Cognitive Load Theory: An Empirical Study of Anxiety and Task Performance in Language Learning

Abstract: Introduction. This study explores the relationship among three variables-cognitive load,

Cited by 47 publications

References 32 publications

The Prediction of Academic Emotions on Cognitive Load in Hypermedia Learning Environment

The Prediction of Academic Emotions on Cognitive Load in Hypermedia Learning Environment

Effects of Reducing the Cognitive Load of Mathematics Test Items on Student Performance

Identifying Foreign Language Anxiety When Using an E-Learning System

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