dc.description.abstract | Cognitive load must be measured with a questionnaire, but the questionnaire measurement can only conduct once every two or three weeks in practice, and frequent measuring will also cause students are aware of questionnaire fatigue. After collecting the response of the questionnaire, it takes time to perform a statistical test for understanding students′ real reflection. Therefore, when teachers know the degree of cognitive load of the students, the semester is almost at the end. Teachers have difficulty giving timely interventions for counseling accordingly. Besides, for some questions related to time in the questionnaire, if students answer through reflection, may lead to wrong answers because of the recall process or subjective consciousness. However, it is more reliable and real-time if we could unveil students′ cognitive load by using learning logs generated from the learning management system, and the adjustment of teaching content, interventions and counseling accordingly can also obtain immediate benefits.
In this study, we conducted a system programming course with 113 college students and collected students′ learning logs from a learning management system. We encode learning logs into sequences to maintain the integrity of the learning process, and cluster similar learning sequences to detect patterns in students′ learning strategies.
Adopting a sequence cluster analysis, we extracted five learning strategies from the collected learning logs. Moreover, experimental results demonstrated that those learning strategies could unveil the degree of cognitive load of students. This study also estimated the correlation relationships between students′ learning performance and students′ learning strategies. The results present two factors that are under a positive and significant relationship. Furthermore, if students want to get better learning performance, how to properly match the course materials and videos is very important. The study found that the order that students watch videos and take quizzes is a critical factor. Students who skip the videos and take quizzes directly with higher cognitive load in the classroom, and it needs to give intervention immediately. On the contrary, if students correctly use the course materials and videos to learn, and understand the teaching content step by step, it will be of positive help to learning. | en_US |