The document discusses research on how to make feedback more understandable by reducing cognitive load. It describes a pilot study that found audio feedback may reduce cognitive load compared to text feedback. The researchers plan to conduct a larger study with composition students that compares embedding feedback into assignments versus providing it separately, and measuring the impact on cognitive load and learning. They seek feedback on their planned study design and hypotheses.

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

2. Background on FeedbackBackground on Cognitive LoadPilot StudyFuture PlansAgenda

3. Small-Scale FeedbackLarge-Scale Feedback Types of Feedback?

4. What are the functions of feedback?

5. What is effective feedback?Students should learn from itStudents should improve products with it

6. Further Reading on FeedbackTagg, J. (2003). The Learning Paradigm College. Bolton, MA: Anker Publishing Company, Inc.Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.

7. 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

8. 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

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

10. Further Reading on CLMayer, 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.

11. HypothesesResearch DesignResultsPilot Study

12. 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

13. 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

14. InstrumentAdapted from:Yao, Y. & Gill, M. (2009). The effect of hypertext annotation presentation formats on perceived cognitive load and learner control. Journal of Interactive Learning Research, 20, 359-373.Yeung, A. S., Lee, C. F., Pena, I. M., & Ryde, J. (2000, January). Toward a subjective mental workload measure. Paper presented at the International Congress for School Effectiveness and Improvement, Hong Kong, China.

15. InstrumentFour categories measuring perceived cognitive loadDifficulty (“I think the feedback was easy to follow.”)Incompetence (“I was not able to tell what to modify based on the feedback.)Negative Affect (“I like receiving feedback in this format.”)Lack of Effort (“I worked hard on my revision.”5-point Likert-type scale (many items reverse-coded)

16. Results of Pilot StudyEducational Technology course (N=64; 48% response rate)Series of linked assignments (but no revision of individual assignments)Very simple feedback = very low perceived cognitive loadAudio feedback: 31.75, 28.27Text feedback: 23.7, 21.67 (out of possible score of 80)Feedback was not embedded as initially planned

17. More QuestionsFour respondents REALLY disliked audio feedbackGender or style of narrator?Entity vs. Incremental Theories?Is it even harder for those sensitive to negative feedback to receive it in audio format?Procedural feedback not conducive to audio format?Text or graphics more conducive for procedural feedback?

18. PlansEnglish Composition ClassesLarger NRevised assignmentsRich feedbackDetailed rubricsBalanced quasi-experimental designEmbedded vs. Separate DocumentPerceived cognitive load and student achievement

19. Time for YOUR Feedback!Is this a DUH! Study?Does embedding vs. separate document matter?What do you think of the survey instrument on perceived cognitive load?