Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

Abstract

Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

Hot topics and frontier evolution in college flipped classrooms based on mapping knowledge domains

“…This study divided the period from 2019 to 2021 as a growth period, and the keywords in this stage were mainly concentrated on “control system,” “automatic control,” “learning system,” “educational technology,” “classroom model,” “game,” and so on. Due to the emergence of big data, the Internet of Things, and artificial intelligence education, lecture content produced by digital technology, as well as audio and video related to teaching knowledge, provided technical support for the implementation of flipped classrooms and flipped classrooms had become a teaching strategy commonly used in universities ( 101 – 103 ). As a result of the outbreak of the COVID-19, the traditional university courses have changed dramatically from face-to-face teaching to online teaching ( 104 ).…”

Online Flipped Classroom in the Context of Transactional Distance and Cognitive Load: A Mixed-Methods Study

“…In other words, he had to use extraneous load and conduct germane processing more during these activities. Extraneous cognitive load can affect students' information construction processes (Chen, Fan & Fang, 2021) and can activate germane processing for processing the information deeply (Albus, Vogt & Seufert, 2021).…”

“…The students' CL levels could be higher in the FC than in the traditional learning process. The reason for this is that FC challenges students more cognitively (Chen, Fan & Fang, 2021). The FC lets students prepare for the lesson in advance, thus decreasing their intrinsic cognitive load.…”

Creación, evaluación e implementación de la aplicación para la Educación Superior MoILCaps

“…La revisión de Bernacki et al (2020) conecta estudiantado, recursos, profesores y expertos bibliotecarios. Chen et al (2021) compararon métodos tradicionales y flipped lessons, mostrando ventajas a favor de quienes emplearon apps. Otros estudios (Janssen & Kirschner, 2020;Zhong et al, 2021;Müller & Wulf, 2021) smartphones y sus aplicaciones (Rudolph, 2017;Li et al, 2019).…”