Different types of redundancy and their effect on learning and cognitive load.

Background: What is redundancy? While most studies confirm that redundancy is harmful to learning, there are two theoretical approaches to redundancy. The first understands redundancy as a contentual overlap that puts demand on the limited cognitive capacities of the learner. The second understands redundancy as an ineffective combination of sources leading to an overload of the limited working memory modalities.

Language, ambiguity, and executive functions in adolescents' theory of mind.

Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, M  = 13.1 years, 55.

Targeting versus Tailoring Educational Videos for Encouraging Deceased Organ Donor Registration in Black-Owned Barbershops.

In the U.S., black men are at highest risk for requiring kidney transplants but are among those least likely to register for organ donation.

Including Medical Footage and Emotional Content in Organ Donation Educational Videos for Latinx Viewers.

We assessed whether videos with medical footage of organ preservation and transplantation plus sad, unresolved, or uplifting stories differentially affect deceased organ donor registration among clients in Latinx-owned barbershops and beauty salons. In a 2 × 3 randomized controlled trial, participants ( = 1,696, mean age 33 years, 67% female) viewed one of six videos. The control portrayed a mother who received a kidney (uplifting), excluding medical footage.

The cognitive impact of interactive design features for learning complex materials in medical education.

To identify the most effective way for medical students to interact with a browser-based learning module on the symptoms and neurological underpinnings of stroke syndromes, this study manipulated the way in which subjects interacted with a graphical model of the brain and examined the impact of functional changes on learning outcomes. It was hypothesized that behavioral interactions that were behaviorally more engaging and which required deeper consideration of the model would result in heightened cognitive interaction and better learning than those whose manipulation required less deliberate behavioral and cognitive processing. One hundred forty four students were randomly assigned to four conditions whose model controls incorporated features that required different levels of behavioral and cognitive interaction: Movie (low behavioral/low cognitive, = 40), Slider (high behavioral/low cognitive, = 36), Click (low behavioral/high cognitive, = 30), and Drag (high behavioral/high cognitive, = 38).

Optimizing educational video through comparative trials in clinical environments.

Although video is increasingly used in public health education, studies generally do not implement randomized trials of multiple video segments in clinical environments. Therefore, the specific configurations of educational videos that will have the greatest impact on outcome measures ranging from increased knowledge of important public health issues, to acceptance of a voluntary HIV test, remain largely unknown. Interventions can be developed to run on affordable handheld computers, including inexpensive tablets or netbooks that each patient can use individually, and to integrate video delivery with automated data collection.

Preimplementation predictors of website use: preliminary findings from the SCORE portal pilot study.

Background: in 2008, the Surgical Council on Resident Education selected 33 residency programs to pilot its General Surgery Resident Curriculum Website Portal. The portal aims to reduce program variability in curricula, align teaching and learning with essential content, and improve resident study and performance.

Methods: two online surveys were sent to all program directors and their residents before releasing the portal.

Assessing medical students' self-regulation as aptitude in computer-based learning.

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC.

Health education and multimedia learning: connecting theory and practice (Part 2).

Part 1 of this article reviewed the contributions of educational psychology to the early development of health behavior theory and the difficulties faced by health education in adopting some of the perspectives that today guide multimedia learning. Whereas Part 1 involved discussion at the theoretical level, the purpose of Part 2 is to connect theory and practice by describing the most relevant multimedia learning theories and by providing recommendations for developing multimedia health education programs. It also provides practitioners with specific examples of the features that may make computer-based interventions more attractive to their particular audiences.

Health education and multimedia learning: educational psychology and health behavior theory (Part 1).

When health education researchers began to investigate how individuals make decisions related to health and the factors that influence health behaviors, they referred to frameworks shared by educational and learning research. Health education adopted the basic principles of the cognitive revolution, which were instrumental in advancing the field. There is currently a new challenge to confront: the widespread use of new technologies for health education.

Assessment of cognitive load in multimedia learning using dual-task methodology.

In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.