Cognitive Load Reduction Approach to Exploratory Learning and its Application to an Interactive Simulation-Based Learning System
Akihiro Kashihara, Kinshuk, K., Oppermann, R., Rashev, R., Simm, H. · 2022
Exploring domain concepts/knowledge is an effective way of learning particularly for task-oriented discipline. This exploratory learning is often accompanied by cognitive efforts to develop and apply the domain concepts/knowledge, which efforts would enhance learning effects. However, it is not so easy for learners to get good learning results. The cognitive efforts may cause cognitive overload. Some intelligent/adaptive support is therefore necessary. This paper describes a methodology for supporting exploratory learning which attempts to limit learning space, called exploration space, to adequately control the cognitive load the learners would face in their exploration process. We call this methodology `Exploration Space Control' (ESC). In ESC, the extent of the exploration space is controlled according not only to the domain complexity, but also to the learners' competence, understanding levels, experiences, characteristics, etc. The control is done by restricting exploration tools provided in user interface, tailoring information to be presented, recommending a few among a number of choices, etc. This paper also demonstrates an application of ESC to an interactive simulation-based system in the domain of human ear. This system aims to enhance learning of the structure and functionality of the ear and to improve appropriate skills in diagnosing and treating the related diseases. The system also provides several kinds of information resources for exploring the ear and user interface with several exploration tools.