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Assessing the indirect effect of interface design via cognitive workload on a learning task

Wijenberg, Mandy J.A. (2021) Assessing the indirect effect of interface design via cognitive workload on a learning task.

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Abstract:This study aimed to find whether human-machine interface indirectly influences the engagement level of students on learning tasks due to cognitive overload induced by the human-machine interface. This was examined by comparing two groups with different human-machine interface’s for an online learning environment. The experimental design was created based on the design implications of Johnson (2013) to reduce cognitive workload, the other design was used in previous research. Eye-tracking and a questionnaire were used to subtract data about the cognitive workload and the engagement level of students. The results showed that the group with the experimental human-machine interface has significantly less cognitive workload. The results also showed that increased cognitive workload leads to an increased engagement level for the overall group, but not within groups. Due to the absence of a significant relationship between cognitive workload and engagement level within groups further research is recommended. We recommend that cognitive workload induced by the online learning platform is kept low by using the design implications of Johnson (2013).
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
Link to this item:http://purl.utwente.nl/essays/87353
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