Giving feedback in instruction may be affected by the constraints of cognitive load as well as presentation of instruction is. We have begun a research project to explore this.

1. Feedback, Media, and Cognitive Load Making Feedback Understandable Albert Ingram, PhD Betzi Bateman, MLIS Kent State University

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

3. Small-Scale Feedback Large-Scale Feedback Why is feedback important?

4. What are the functions of feedback?

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

6. How can we make feedback effective? Variables

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

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

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

10. Feedback and Cognitive Load Reducing cognitive load when delivering feedback should increase effectiveness

11. Hypotheses Research Design Results Current Study

12. Hypotheses Decreasing 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 stimuli Delivering feedback embedded into an assignment will reduce cognitive over delivering it separately

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

14. Results Pilot Study Educational Technology course Series of linked assignments

15. Plans English Composition Classes Larger N Revised assignments Detailed rubrics Balanced quasi-experimental design

16. References Mayer, 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.