Feedback, Media, and Cognitive LoadMaking Feedback UnderstandableAlbert Ingram, PhDBetzi Bateman, MLISKent State University

Why is feedback important?What are the functions of feedback?How can we make feedback effective?A Feedback Primer

Small-Scale FeedbackLarge-Scale Feedback Why is feedback important?

What are the functions of feedback?

How can we make feedback effective?What is effective feedback?Students should learn from itStudents should improve products with it

How can we make feedback effective?Variables

Why is Cognitive Load important in instruction?What does the research show?A Cognitive Load Primer

Why is Cognitive Load important in instruction?Working memory capacity is limitedLearning occurs when relevant information is connected and operated on in working memoryIf too much of the processing capacity is taken up with extraneous factors, learning is impaired

What does the research show?Research on integrating visuals and text, visuals and narrationForcing people to divide resources between different sources of information interferes with learningUsing methods that work together improves learning

Feedback and Cognitive LoadReducing cognitive load when delivering feedback should increase effectiveness

HypothesesResearch DesignResultsCurrent Study

HypothesesDecreasing the extraneous cognitive load imposed by how feedback is presented will increase learning from the feedback.Delivering feedback (on textual assignments) as audio will reduce cognitive load because there is less need to switch among stimuliDelivering feedback embedded into an assignment will reduce cognitive over delivering it separately

Research DesignUse intact classes and existing, real-world assignments that must be handed in as drafts and revised for a gradeRepeated measures, within-subjects design in which people receive feedback on multiple assignments in different ways

ResultsPilot StudyEducational Technology courseSeries of linked assignments

PlansEnglish Composition ClassesLarger NRevised assignmentsDetailed rubricsBalanced quasi-experimental design

ReferencesMayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. In Bruning, R., Horn, C. A., & PytlikZillig, L. M. (Eds.), Web-based learning: What do we know? Where do we go? Charlotte, NC: Information Age Publishing.Paas, F., Renkl, A., & Sweller, J, (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1-4.Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction,4, 295-312.