Conference Presentation Lim, T. (2010, November). The relationship between reading purpose and presentation format for optimized cognitive load. Concurrent session presentation at the meeting of the 4th International Cognitive Load Theory Conference, Hong Kong.

1. Taehyeong Lim
Chonnam National University, South Korea
International Cognitive Load Theory Conference 2010

2.  e-Learning and Multimedia Learning
 Readability on Computer Screen
 Cognitive Load and Effective Screen Design

3. Purpose of study was to investigated
the effect of Reading Purpose
and Presentation Format
on Comprehension Test
and Cognitive Load Factors

4. Reading for study
Reading for
Entertainment
Cognitive
Strategies
Memorization
Paraphrasing
Rereading
Evaluating
Emotional
response
Associations

5. Keyhole mode Carousel mode
* Cited from Barrett, 2002 “Implementing RSVP as an Image Browser”

6. Keyhole mode Carousel mode
Good to focus on one
page
Good to compare
information on different
pages

7.  Participants
98 university students (37 males, 61 females)
Independent
Variables
Reading Purpose
Presentation
Format
Dependent
Variables
Comprehe
nsion Test
Reading
Time
Response
Time
Mental
Effort
Task
Difficulty
Usability

8. N=98
Presentation Format
Keyhole Carousel
Reading
Purpose
Study 18 16
Entertain. 16 15
Control 18 17

9. Keyhole mode Carousel mode
Presentation Format

10. Training
Session
Treatment
Cognitive
Load
survey
Comprehe
nsion Test
Procedure

11. Comprehension Test
Reading Time
Response Time
Mental Effort
Task Difficulty
Usability
Main Effect at
reading purpose
Main Effect at
presentation format
Interaction

12. Source SS df MS F p
Reading purpose (R) 53950.93 2 26975.47 3.54 .033*
Presentation formats (P) 108.37 1 108.37 .01 .905
R × P 1271.27 2 635.64 .08 .920
Error 700626.23 92 7615.50
Total 756456.31 97
*p < .05
Reading Time

13. Reading for study is longer than other conditions
Reading Time

14. Source SS df MS F p
Reading purpose (R) 2698.79 2 1349.40 .28 .754
Presentation formats (P) 378.21 1 378.21 .08 .779
R × P 33301.29 2 16650.65 3.50 .034*
Error 438180.15 92 4762.83
Total 473417.27 97
*p < .05
Response Time

15. Study x Carousel is the fastest
Response Time

16. Cognitive load factors (MEN,DIF,USE)
Source
Dependent
Variable
Wilks’ Lambda
F p ƞ2
Reading
purpose(R)
MEN
.88
(p=.074)
2.82 .065 .058
DIF .52 .596 .011
USE 2.63 .077 .054
Presentation
format (P)
MEN
.95
(p=.180)
.94 .335 .010
DIF .26 .609 .003
USE 4.61 .034* .048
R × P MEN
.96
(p=.660)
.49 .614 .011
DIF .51 .605 .011
USE .55 .580 .012
*p < .05
MEN : Mental Effort
DIF : Task Difficulty
USE : Usability

17. Usability
Carousel mode is higher

18. Comprehension Test
•Study purpose is longer.Reading Time
•Study X Carousel is the fastest.Response Time
Mental Effort
Task Difficulty
•Carousel mode is higher.Usability

19. The comprehension test was not transfer test
The materials consist of four pages
Image information
Eye-tracking