The Effect of Motivation on Cognitive Load Coursework

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Research Topic

Cognitive load is the capacity of working memory and is affected by the design of instructional material. Intrinsic cognitive load is associated with the effort put into internalizing a specific topic. For information to sink faster in the brain, the inherent cognitive load should be optimal, which can be achieved by simplifying the schemas. Extraneous cognitive load entails how learning material is presented to the learner, and it depends on the design of instructional material. Before information is stored in the long-term memory called schemas, it undergoes processing, construction, and automation, constituting what is known as germane cognitive load (Klepsch et al., 2017). The number of working resources affects the completion of tasks and is influenced by the design of instructional material and information weight. External distractors can also affect the cognitive by either motivating or demoralizing a learner. Therefore, the main concern is to understand the extent motivation affects cognitive load.

Need for the Study

John Sweller’s Cognitive load theory (CLT) mainly focuses on improving cognitive learning outcomes by exploring the mechanisms and strategies which can enhance the practical learning process. Other researchers have also focused on reducing cognitive load by exploring instructional design and split attention effects. However, little effort has been put into evaluating how motivation can affect intrinsic, extraneous, and germane cognitive loads. CLT analyzes how the human cognitive system can be integrated with appropriate instructional design to enhance learning (Zheng, 2017). Conversely, if fundamental conditions such as motivation or emotions are not met, the learning process can be compromised. Motivation affects the direction, intensity, and tenacity of behavior, hence, influencing learning persistence (Cheng, 2017). When individuals are motivated to learn, they will be eager and determined to comprehend any instruction despite how complicated it can be (Mack et al., 2005). The study will explore how the cognitive load theory changes the learning process for the better and decreases students’ cognitive load. This goal will be achieved by collecting, organizing, and analyzing various data.

Advancing Scientific Knowledge

CLT is proven to equip teachers with the necessary expertise to ease students’ learning procedures by reducing the cognitive load. Therefore, discussing the topic in detail will expand the knowledge of professionals and benefit the contemporary world of education and teaching. Teachers may start to use innovative methods and make their students more encouraged to receive new knowledge. Occasionally, learners attend the lessons while their minds are not settled. In everyday life, people face different challenges which affect their emotions. When individuals continue thinking of their social life, economic, or political issues, they will be distracted and may not concentrate on the education process (Wlodkowski & Ginsberg, 2017). The loss of concentration affects behavior, persistence, and intensity of learning and, as a result, increases the cognitive load. Therefore, despite the number of times a learner practices knowledge structures or schemas, the behaviors will still be a challenge to develop, hence, slowing down the automation.

Theoretical Foundations

As mentioned above, motivation affects the intensity and persistence of behaviors. Consequently, the learning process is not influenced by the design of instructional material and cognitive system alone. The depth of comprehension is also affected by the state of one’s mind. It is believed that those who are happy in life are the healthiest and most successful. This is due to their mental health is always optimal, enabling them to put maximum effort into whatever they do (Kalyuga & Singh, 2016). They can achieve their goals or even surpass them since they are energized, focused, and persistent. When instruction is given to them, they will concentrate more on lowering their cognitive load.

In conclusion, a study on the relationship between motivation and cognitive load is crucial owing to the diversity being experienced in societies. Due to socioeconomic issues, not all students are able to pay attention as required in the learning environment. This study is significant since it will expand the knowledge of professionals and benefit the contemporary world of education and teaching. Educators may start to use innovative methods and make their students more encouraged to receive new knowledge.

References

Cheng, K. H. (2017). Reading an augmented reality book: An exploration of learners’ cognitive load, motivation, and attitudes. Australasian Journal of Educational Technology, 33(4), 171-234. Web.

Kalyuga, S., & Singh, A. M. (2016). Rethinking the boundaries of cognitive load theory in complex learning. Educational Psychology Review, 28(4), 831-852. Web.

Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8, 1-18.

Mack, N., Woodsong, C., MacQueen, K. M., Guest, G., & Namey, E. (2005). Qualitative research methods: A data collector’s field guide. Web.

Zheng, R. Z. (2017). Cognitive load measurement and application: A theoretical framework for meaningful research and practice. Routledge

Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. John Wiley & Sons.

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