Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Systematicity of students' independent work in operating systems classes

The research investigates the systematicity of students' learning activity as a parameter of the student's model, as well as the influence of systematicity on learning outcomes in the course "Operating Systems." As a theoretical framework, the importance of equipping the student himself as the subject of the educational process with the abilities and proper pedagogical forecasting tools for independent choice of the right variation of educational activity is demonstrated. Model parameters in such a pedagogical diagnostics system are proposed and analyzed. Empirical work has been completed on the basis of the learning management system Moodle and allows for the analysis of the association between students' timeliness in completing learning tasks and their educational achievements, as well as the structure of students' time planning at homework. Recommendations to improve the educational process have been suggested.The research investigates the systematicity of students' learning activity as a parameter of the student's model, as well as the influence of systematicity on learning outcomes in the course "Operating Systems." As a theoretical framework, the importance of equipping the student himself as the subject of the educational process with the abilities and proper pedagogical forecasting tools for independent choice of the right variation of educational activity is demonstrated. Model parameters in such a pedagogical diagnostics system are proposed and analyzed. Empirical work has been completed on the basis of the learning management system Moodle and allows for the analysis of the association between students' timeliness in completing learning tasks and their educational achievements, as well as the structure of students' time planning at homework. Recommendations to improve the educational process have been suggested