THÔNG TIN TÀI LIỆU
MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION NGUYEN THI CUC TEACHING DIGITAL TECHNOLOGY FOR TECHNICAL PEDAGOGICAL STUDENTS ACCORDING TO COGNITIVE LOAD THEORY Major: Theory and Methodology of Teaching Industrial Technology Code: 14 01 11 THE SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE HA NOI - 2022 This thesis has been completed at the Faculty of technical pedagogy Hanoi National University of Education Scientific instructors: Assoc Prof., Dr Nguyen Van Khoi Assoc Dr Vu Xuan Hung Reviewer 1: Assoc Prof., Dr Mac Van Tien National institute for Vocational Education and training Reviewer 2: Assoc Prof., Dr Nguyen Trong Khanh Hanoi National University of Education Reviewer 3: Assoc Prof., Dr Nguyen Quoc Cuong Hanoi University of Science and Technology The thesis will be defended by an institute-level board of thesis evaluation at Hanoi National University of Education At… :00, ….2022 A copy of the thesis is available at: - Vietnam National Library - Library of Hanoi National University of Education INTRODUCTION Rationale In the context of the digital technology era, which has been and continues to develop continuously in order to smarten and modernize the system, improve the quality of communication and control systems Today's explosion of hightech products largely follows the birth and development of digital technology and digital information systems Especially the fourth industrial revolution is called Industry 4.0 Industry 4.0 focuses on digital technology The process of digital transformation at enterprises in all activities from management to production; The Internet of Things (IoT) has penetrated almost every step of the manufacturing process Other sectors of the economy are also in the process of accelerating the application of the achievements of digital transformation in all activities Especially in education and training, the digital transformation process is also taking place very strongly at schools That affects the innovation of teaching and learning methods in the new context Innovation must aim at practical and effective contents such as diversifying content, learning materials, meeting the requirements of different levels of education, educational and training programs and learning needs throughout people's lives; promote positivity, initiative, creativity and application of knowledge and skills of learners; overcome the one-way imposed transmission, remembering machines Focusing on teaching how to learn, how to think, encouraging self-study, creating a basis for learners to update and renew knowledge, skills, and capacity development Shift from studying mainly in class to organizing diverse learning forms, paying attention to social activities, extracurricular activities, and scientific research Promote the application of information and communication technology in teaching and learning Digital technology is a subject of the basic knowledge block in the training program of engineering majors and technical pedagogy at universities of Technology and Education The course aims to equip students with basic knowledge about digital systems, how to represent quantities by digital systems, principles of analysis and design of digital circuits, thereby helping learners to master the fundamental technical elements in digital systems Digital circuits applied in Electrical-Electronic devices, are the knowledge base for students to learn specialized modules in the training program However, in digital technology learning, students still have difficulty in mastering the rules for representing quantities by number systems, the laws and relationships of logical algebra, the methods of minimalism for logic circuits, operation of logic gates and logic circuits, the design of logic circuits is still wrong or optimal in digital circuit design The content of the module is highly abstract, the relationship between the content elements is still complicated, causing a high cognitive load in the learning process for students Therefore, the digital technology learning outcomes of students are still low As a branch of cognitive theory, cognitive load theory is a learning theory that studies information processing according to memory models and the types of cognitive loads induced during processing manage information in the working memory area, thereby orienting measures in teaching to reduce cognitive load in students' learning Innovating teaching methods to contribute to improving the quality of Digital technology teaching according to cognitive load and teaching design and teaching organization so as not to overload students is very necessary Therefore, the author has chosen “Teaching digital technology for technical pedagogical students according to cognitive load theory” Research objectives Proposing teaching processes and methods according to cognitive load theory to improve the effectiveness in Digital technology teaching for technical pedagogical students Object, participants and scope of the research 3.1 Object of the research The process of teaching the Digital technology for technical pedagogical students 3.2 Participants of the research The process and methods of teaching the Digital technology for technical pedagogical students according to cognitive load theory 3.3 Scope of the research - Scope of research on content: the process and methods of teaching the Digital technology for technical pedagogical students according to cognitive load theory - Scope of the situation study: Scope of investigation, survey on the current situation of Digital technology teaching according to cognitive load theory at universities of technology education: Hung Yen University of Technology and Education, Nam Dinh University of Technology Education, HCMC University of Technology and Education, Vinh University of Technology Education, Vinh Long University of Technology Education - Scope of pedagogical testing: Experimenting with teaching some typical contents of the Digital technology to test the feasibility of teaching processes and methods according to cognitive load theory at Hung Yen University of Technology and Education Scientific hypothesis If the cognitive load of technical pedagogical students can be controlled in the Digital technology learning process through the design process and teaching methods according to cognitive load theory, it will bring effective and positive impact in teaching Digital technology to technical pedagogical students Research tasks 5.1 Determining the theoretical and practical basis of teaching the Digital technology for technical pedagogical students according to cognitive load theory 5.2 Developing the design process and Digital technology teaching methods for technical pedagogical students according to cognitive load theory 5.3 Design Digital technology teaching according to the proposed process and methods according to cognitive load theory 5.4 Testing and evaluating the correctness, rationality and feasibility of the process and methods of teaching some content in the Digital technology teaching for technical pedagogical students according to cognitive load theory Research method 6.1 Theoretical research Analyze and synthesize, classify, and systematize theoretical documents at home and abroad on learning theories on the basis of cognitive theory and cognitive load theory; teaching according to cognitive load theory; Theoretical documents related to information processing model, teaching design model to reduce cognitive load, thereby giving the process, principles, characteristics and methods of digital teaching according to the theory cognitive load theory to develop the theoretical basis for the topic 6.2 Practice-based resarch - Method of investigation by questionnaire, interviewing lecturers to find out the current situation of Digital technology teaching from the perspective of cognitive load theory in some universities of technical education - Observational method to understand the digital technology teaching activities of teachers during class hours, observing the teaching environment at Faculty of Electronic and Electrical Engineering, Hung Yen University of Technology and Education From there, identify the overloaded manifestations of students in the learning process of the Digital technology module - Pedagogical experimental method to test digital technology teaching methods according to cognitive load theory for technical pedagogical students - An expert method to evaluate the necessity and feasibility of digital technology teaching methods according to cognitive load theory for technical pedagogical students The expert's assessment of the quality of the illustrative lesson design in the topic is to confirm the quality of the lessons conducted in pedagogical experiments 6.3 Other method Support - Processing data and information from the survey method by questionnaire on the actual situation of teaching Digital technology subjects from the perspective of cognitive load theory in some universities of technology education using MS.Excel software - Processing pedagogical experimental data according to "Independent Samples T-test" in SPSS - Process data and information from experts using MS.Excel software New contributions to the thesis 7.1 Theoretical - Systematize the theoretical basis of memory models, information processing in the brain, teaching design models - Determining the basis of cognitive loads in the digital technology learning process of technical pedagogical students according to cognitive load theory - Identify factors that cause cognitive overload in Digital technology teaching From there, the process, design measures and organization of digital technology teaching are determined according to cognitive load theory 7.2 Practical - Design and organize teaching some digital technology content for technical pedagogical students according to cognitive load theory at Hung Yen University of Technology and Education - Evaluate the feasibility and effectiveness of lessons designed and organized according to cognitive load theory The structure of the thesis In addition to the introduction, conclusion, list of references, appendices, thesis content includes chapters: Chapter 1: Rationale and practice of digital technology teaching according to cognitive load theory Chapter 2: Digital technology teaching methods for technical pedagogical students according to cognitive load theory Chapter 3: Testing and Evaluating CHAPTER RATIONALE AND PRACTICE OF DIGITAL TECHNOLOGY TEACHING ACCORDING TO COGNITIVE LOAD THEORY 1.1 Overview of research on technical teaching according to cognitive load theory From the overview of works related to the cognitive load theory, research on teaching according to cognitive load theory and technical teaching according to cognitive load theory, we can draw some following comments: - There are many researches in the world contributing to the development of cognitive load theory Studies also suggest how to measure learners' cognitive load in the learning process - In the world, cognitive load theory is applied in teaching many different professions and levels These researches have been tested and evaluated to show the effectiveness of applying cognitive load theory towards solving problems in teaching design to reduce the load on learners - In Vietnam, there are also many authors who have studied the application of learning theories to teaching at different levels of study in different specialties There is also research on applying cognitive load theory in teaching, however, the number of studies to specify the applications in teaching according to cognitive load theory is not much, In particular, there are not many and no works exploiting from the perspective of cognitive load theory to propose the process and organization of digital technology teaching major in Electrical and Electronic Engineering Technology As an evolving branch of cognitive theory, cognitive load theory conceives of learning as the process of processing information to solve problems; in which, the learner's memory (memory) is under pressure of types of load: intrinsic cognitive load; extraneous cognitive load (external); germane cognitive load (Schema) Thus, in order to teach according to cognitive load theory, it is necessary to clarify the following issues: (1) What model is the process of information processing and problem solving? (2) In teaching design according to cognitive load theory, which models can be based? (3) How to teach according to cognitive load theory to facilitate learners in information processing? Those are the issues the thesis concerns and solves 1.2 Some basic concepts 1.2.1 Cognition There are many concepts of "cognition" that are interpreted in different ways from the point of view of Marxist-Leninist philosophy or in psychology and cognitive science, but the concepts all point to cognition as the processing that occurs in the brain in order for people to improve their understanding of the world In the thesis, cognition is understood as the process of receiving, coding and processing information in the mind when learners participate in the learning process through which learners build their own knowledge 1.2.2 Cognitive load From the concept of "learning load is the physical and mental pressure placed on students by the learning task, in other words it is the pressure that the learning task puts on the students' cognitive ability" of Author Thai Duy Tuyen and the concept of cognitive load according to cognitive load theory, the concept of schema construction and schema automation, “Cognitive load is generally considered a multidimensional construct that represents the load that performing a particular task imposes on the cognitive system of a learner” "cognitive load is defined is the total amount of mental activities placed on working memory to perform learning tasks, that load is determined by the sum of intrinsic cognitive load, extrinsic cognitive load, and schema cognitive load” 1.2.3 Cognitive load theory Thus, cognitive load theory is a learning theory according to the analysis of human cognitive structure and information processing in the brain with the following statements: - Working memory is limited and can be overloaded during information processing and if overloaded, learning, memorization and application ability will be negatively affected - Identify three cognitive load sources that appear when learners perform a learning task that affects working memory - Types of cognitive load that can be controlled through teaching design such as: + Control the level of intrinsic cognitive load by controlling the level of the learning task to a level that fits the learner If the intrinsic cognitive load caused by a complex task could be reduced by breaking it down into smaller, simpler steps that the learner could complete individually + To reduce the type of extraneous cognitive load when designing teaching, it is necessary to pay attention to how to present information and organize appropriate learning activities + Increased germane cognitive load will learning efficiency 1.2.4 Teaching In the thesis, teaching is understood as a collaborative process between teachers and students; The teacher is the one who organizes and controls the learning by creating the teaching environment and conditions to promote the learner's process of comprehension, self-discipline and activeness in order to form and develop personality 1.2.5 Teaching according to cognitive load theory The thesis defines the concept of teaching according to cognitive load theory which is the process of organizing and controlling learners' knowledge acquisition with the goal of controlling learners' cognitive load based on cognitive structure analysis and information processing in the learning process of learners 1.3 Rationale of digital technology teaching according to cognitive load theory 1.3.1 Psychophysiological basis of cognitive processes From the perspective of pure meridian physiological activities, the nature of the process of organizing teaching and learning activities is the process of forming conditioned reflexes a According to J Piaget, that cognitive process is the formation of an individual's mental map Learning is the process of creating one's own knowledge, creating one's own practice and balancing with the environment Interplay between intrinsic mapping and environmental balance – assimilation and accommodation In assimilation, stimuli are processed to suit the imposition of the existing scheme Subject adaptation is forced to change the old diagram to suit the new situation Thus, assimilation is growth and accommodation is development b Based on the memory model of information processing, the learning process is an information processing process consisting of three basic steps: encoding, storing and retrieving Information received must be passed through three basic memory regions before it can be stored and retrieved The three basic memories are: sensory memory, working memory (short-term memory) and longterm memory: 1/sensory memory is the place to remember information that affects the visual organs and hearing Temporary memory can take in a huge amount of information, but it only holds information for a second or fraction of a second 2/ Working memory (short term memory) can store 5, or data The storage capacity of this memory is limited In working memory coding occurs 3/ Longterm memory is a place to store information in the form of cognitive structure diagrams and retrieve the necessary data when performing tasks 1.3.2 Teaching content, signs of cognitive load and overload in digital technology teaching The object of study of Digital technology is a system of technical objects represented in the form of information: facts (specifications), concepts, principles (principles), processes, procedures and the structure of the engineering physical system When accessing technical information content, students may appear cognitive loads such as: Intrinsic cognitive load comes from the complexity in composition and abstract characteristics of technical information; or because students not have enough knowledge and experience in logical algebra or how to work with technical objects because this is a basic course and integrates a lot of knowledge of logical algebra; External cognitive load mainly focuses on the processing of imported documents; The cognitive load schema is a necessary load in the learning process, it is identified as the information processing activity to build into cognitive schemas that are stored in the longterm memory region Expression of overload through answering behavior or external actions of students such as: Wrong answer to the question; applying knowledge in solving problems still confused; not being able to use the required equipment; failed to propose solutions to the problem; the knowledge is not fully presented and the presentation is incoherent; not participate in learning activities; less positive attitude, lack of interest… 1.3.3 The essence of digital technology teaching according to cognitive load theory The essence of the learning process according to cognitive load theory is the process of building, storing and using cognitive schemas and the teaching process based on cognitive load theory with the goal of controlling the cognitive load ensure convenience for learners in the learning process Therefore, the essence of the Digital technology teaching process according to cognitive load theory is determined to be: (1) The learning process is the process of solving simple to complex learning tasks to moderate intrinsic cognitive load control (2) The strategy of developing multimedia learning materials is the basis for reducing the extraneous cognitive load (3) Reinforcement practice through exercises after each task class is important for automating cognitive schema 1.3.4 Teaching design model for cognitive load control a The four component instructional design Model The 4C (Four Components) model, the four component model, is according to the assumption that all human knowledge is stored in cognitive schemas This model guides instructional design according to both human architecture and multimedia principles to ensure learners will work in a targeted, effective and engaging environment The structure of the model is shown in the diagram below: Figure 1.4 Model 4C (Van Merriënboer, 1997) According to the four components teaching design model, clearly defining cognitive tools and strategies to control learning activities here are learning tasks Components to influence students to perform tasks are presented in the form of supportive information, procedural information to facilitate providing information to students when performing information processing in the working memory area to spill To implement the process of automating the schema will be done when students perform each part of the task to represent the knowledge and skills in each task class, thereby making it more convenient to store information in long-term memory area b The Multimedia teaching design model In the learning process, extraneous cognitive load occurs when learners are influenced by split-attention effects, redundant effects: The split-attention effects is the effect that occurs when two separate sources of information are presented and taught teach joint coordination; The redundancy effect is the phenomenon that occurs when “redundant” sources of information are presented with information that is essential for learning While learners can still understand when isolated independently According to this model, solutions will be proposed in document design when presenting multimedia information in the design of tools to support students' cognitive activities to reduce cognitive load through reducing external load by how to reduce the distracting effect, the redundancy effect The process of processing multimedia information is represented by the following model 11 overloaded expression of students in the learning process 1.4.3 Survey content - Factors causing cognitive overload for students in the digital technology learning process - Factors that teachers care about when designing and teaching lessons in the Digital technology - Ways to organize teaching without cognitive overload - The type of task can cause cognitive overload for students - Criteria when designing teaching to help learners reduce overload in the Digital technology learning process - Criteria often appear in student assessment activities in teaching the Digital technology 1.4.4 Analyze survey results - There are many factors that cause cognitive overload for students in the digital technology learning process such as: poor teaching activities and interaction between students and teachers; presentation materials lack attractiveness and connection; abstract, academic content; teaching activities lack rich resources; The mismatch of learning activities with the learning style of students; Teaching activities are poor interaction between students; the form of examination/assessment is not suitable for the course - When designing Digital technology teaching, teachers pay attention to factors such as: The output standard of their subject; Subjects of learners (level, interests, interests, learning motivation, age, gender, regional culture ); Content knowledge characteristics; Number of students participating in the study; Duration of the lesson; Conditions of facilities in service of learning; Experience and skills of teachers themselves; Internet resources - The way to help control the cognitive load for students in the process of organizing digital teaching is highly appreciated by teachers: Combining reading and listening to lectures; Visually illustrate the information in the book using powerpoint or an appropriate tool; Ask students to use cell phones/internets in the classroom to search for information; Encourage the establishment of self-study groups in the subject Enhance group work for students to share knowledge; Guide students to use the internet to search and expand their knowledge; Set up communication channels to be ready to answer questions for students (such as Facebook group, Zalo, Skype, gmail, zoom) - In the cognitive contents of the Digital technology module that can cause overload for students are: Calculation, testing and technical design; technical language; operation process/technical principle; development of technical design ideas; technical maintenance and repair; engineering manufacturing and operation; technical process; structure/engineering structure - Criteria for designing teaching to reduce overload for students in the digital technology learning process as agreed by the teachers are: Linking with the 12 existing knowledge/experience of students; using learners' existing experience as building materials for new knowledge; divide the lesson content into small tasks suitable for learners' perception; transform content into specific situations/tasks/jobs/activities; arrange learning tasks into task classes from simple to complex; identify supporting information to be presented as the basis for each task class; clearly define teaching procedures/processes to help learners complete learning tasks; provision of different teaching options to provide supportive information for learners when cognitive overload occurs; identify when learners may be cognitively overloaded to provide needed supporting information - Assessing students in digital technology teaching needs to clearly define the following criteria: High achievement requirements for students' academic scores; requires student's commitment to learning; collect feedback on students' satisfaction with the lesson; requires students' efforts/pressure when performing tasks; promote the motivation/learning motivation of students CONCLUSION CHAPTER Chapter 1, the author does an overview of the research problem and finds that there are many studies on technical teaching, technical teaching according to learning theories But the problem of digital teaching according to cognitive load theory has not been mentioned by any works Since then, the thesis has clearly defined the concepts of perception, cognitive load, cognitive load theory, teaching and learning based on cognitive load theory The author found that cognitive load theory studies have identified and classified types of cognitive load in the learning process on the basis of memory patterns and information processing in the brain The author finds that cognitive loads in Digital technology teaching are caused by content interactions, teaching activities, learning materials, and efforts to build cognitive schemas knowledge in the learning process affects students Learning load is necessary for students to carry out the process of building their own knowledge, but many external load factors bring negative effects to students in the learning process Therefore, it is very important to organize teaching to control the cognitive load suitable for students, since then the thesis has analyzed the suitability of two teaching design models, the 4C model and the learning model multimedia files as a basis for designing lessons to control cognitive load on the basis of controlling compulsive cognitive load, reducing extraneous cognitive load and enhancing schema cognitive load The thesis proposes a teaching process including steps: (1) Objective analysis, (2) content analysis, (3) determining teaching strategies to control cognitive load, (4) designing learning tasks, (5) design cognitive support tools and (6) design assessment tools on the basis of two teaching models Based on the survey results on the current situation of Digital technology teaching, the author found that in fact, teachers were interested in many factors 13 when teaching and especially interested in the input level of students Besides, Digital technology is a basic course of engineering, technical objects are presented in many different forms and those contents are abstract, highly integrated and that is the cause of difficulties to students when receiving information At the same time, the factors of poor interaction, lack of attractiveness in learning materials are also the causes of high load for students in the learning process Students also have many different forms of learning, after interviewing students, it can be seen that in fact, the teacher's teaching organization has not yet promoted positive activities for students and created favorable conditions for students to build build self-knowledge Therefore, for effective Digital technology teaching, it is important to study teaching design and organization techniques to control cognitive load At the same time, to consult the criteria of the lesson, it is designed and organized according to the cognitive load theory of teachers so that the author has a practical basis for the thesis CHAPTER DIGITAL TECHNOLOGY TEACHING METHODS FOR TECHNICAL PEDAGOGICAL STUDENTS ACCORDING TO COGNITIVE LOAD THEORY 2.1 Introduction to the Digital technology at universities of Technology Education The Digital technology is a subject in the basic knowledge block of engineering disciplines at universities of Technology Education In order to have a basis for applying technical teaching according to cognitive load theory, the thesis will study the case of the Digital technology at Hung Yen universities of Technology and Education 2.1.1 Digital technology Learning Objectives 2.1.2 Content characteristics of the Digital technology The object of study of the Digital technology module are technical objects such as logic gates, logic circuits, digital circuits manufactured on the basis of logic algebra, the foundation for processing electrical signals in digital form Subject content is the foundation for students to have knowledge as a basis for learning specialized modules The technical objects of the Digital technology course are represented in the form of content as concepts, principles, principles, processes These contents have characteristics: concreteness, abstraction, integration and practicality - The specificity is shown in the content of structure, images and operations when practicing digital logic gates, microchips, digital circuits, instructions of digital signals - The abstraction is reflected in the internal principles of code conversion in the counting system, the method of representing the logical function, the method of minimizing the logical function, the logical relationship between the output when acting on the input signals of the logic gates, logic circuits 14 - Practicality is reflected in the design and calculation contents of digital circuits, choosing the optimal method when designing any digital circuit, thereby contributing to the improvement of electronic devices used in industry and civil - The integration is reflected in the relationship of the learning contents with the expertise in logic algebra, the content of IC manufacturing technologies Technical objects with multiple options are shown in the content that there are many methods to minimize logic functions, there are many options for designing digital circuits Therefore, in learning, students need to promote systematic thinking and have solid knowledge to find the optimality in the design plan to ensure the economics of digital circuit design to meet reality 2.2 The process of organizing teaching of the Digital technology according to cognitive load theory Step 1: Make a lesson plan Step 2: Implement teaching Step 3: Evaluate, improve 2.3 Methods of organizing teaching of the Digital technology according to cognitive load theory Based on the theory of Digital technology teaching according to cognitive load theory, the purpose of Digital technology teaching according to cognitive load theory is to control students' cognitive load Strategies to control cognitive load should be based on the occurrence of such loads during the learning process Therefore, the thesis proposes three teaching methods according to cognitive load theory as follows: 2.3.1 Intrinsic cognitive load control through organizing lessons into classes of learning tasks The purpose of the method is to control forced load through activityoriented teaching The method of implementation of the measure is determined as follows: Identify learning content with complex interactive components Analyze the goals students need to achieve Transform the learning content into specific tasks to determine the learning activities students need to perform to perceive the learning content Sort learning tasks by level of cognitive process from simple to complex in classes of learning tasks Identify means of student interaction to solve learning tasks Identify the accompanying instructions when students have difficulties Define the tool for presenting instructional information Identify tools to interact with students in the learning process The thesis has designed classes of learning tasks for students in the teaching process "Chapter 2: Logical Algebra"; “Chapter 4: Combinational logic circuits”; “Chapter 5: Sequential Logic Circuits” 2.3.2 Reducing extraneous cognitive load through the use of multimedia in teaching The purpose of the measure is to apply a multimedia learning model to integrated presentation of images and text suitable for information content, 15 which will avoid redundant effects, thereby reducing the extraneous cognitive load in the actual process perform tasks for students The thesis is oriented to present information to support students in the process of performing the required tasks Supporting information is presented in the form of an electronic lecture, the selected information presented in one slide must fully and concisely meet the information to be accessed to collect a complete unit of whole information Procedural information is presented in report forms or hints for guidance when performing a learning task To present information to ensure convenience for students in the cognitive process, follow these steps: Content analysis Identify the components of teaching content Selection of multimedia presentation information Select tools to present lesson information, tools to present learning tasks Presenting multimedia information on information technology tools Determining the time to provide multimedia information in the process of students performing the task Evaluate the interactive effect of multimedia images On the basis of analyzing the content of the Digital technology subject and choosing a presentation tool, the thesis has selected the powerpoint tool to present the supporting information content, using specialized software to illustrate the diagrams Logical circuits so that learners can interact in the learning process to facilitate the process of accessing the learning content At the same time, it is also convenient for lecturers to easily use to guide students to study in person or online The thesis has illustrated the presentation of information content "Chapter 2: Logical Algebra"; “Chapter 5: Sequential Logic Circuits” 2.3.3 Controlling cognitive load through teaching organization On the basis of identifying inappropriate teaching activities of teachers also cause cognitive load for students in the learning process Therefore, the thesis also focuses on measures to control cognitive load for students when organizing teaching activities by specific measures such as: a Organize self-study instruction for students for the learning content that students have experience Purpose Reduces the extraneous cognitive load caused by the impact of the teacher's teaching activities on the content that students have experience to research on their own, thereby reducing the cognitive load; Cognitive resources will be used to increase the schema load by extending the cognitive task to the application of that content in practice Content and how to take measures - Determine the learning content to organize teaching in the form of selfstudy guide according to the following criteria: 1) That content is directly related to the content students have learned before; 2) The content is low 16 interactive, meaning that the number of interactive components of that content requires little mental manipulation to perceive the content; 3) Content is specific, can be expressed with visual images that students can easily access - Lesson design has a 4-component structure according to the design process identified in Section 1.3.3.2, Chapter 1, including: Learning tasks, supporting information (lectures), procedural information (instructions) and suggestions for performing learning tasks), exercises - Prepare conditions for facilities to conduct self-study activities including: classroom space, computers, projectors, Internet system, projectors - Planning student learning activities, teacher support activities in the following stages: Step 1: Teacher assigns learning tasks to students Step 2: Students perform the task Step 3: Teachers and students system knowledge and evaluate learning results Illustrate the lesson of organizing teaching in the direction of self-study Selecting a typical lesson according to the defined criteria is the lesson "Understanding logic gates and logic circuits" in chapter 2: Logical algebra in the Digital technology module The lesson is identified the tasks students have to perform, the information components presented on the powerpoint lectures, the suggestions to guide the students to perform the written tasks, exercises for students to reinforce At the same time, conducting classroom teaching planning in the direction of students' self-study The thesis clearly identifies the tools for students to self-study, which is to interact on objects to learn content, build understanding of objects from which the system gets knowledge in the form of schemas b The organization guides students to use simulation on specialized software to explore abstract learning content Purpose Intrinsic cognitive load control, reduces extraneous cognitive load through visual and auditory channel integration to increase the amount of information stored in working memory at the same time [59] Content and how to take measures - Analyzing learning content needs to use specialized simulation software + Analyze the interactive components of the learning content; + Analyze the relationship between learning content components; + Choose specialized simulation software to ensure that students are easy to use and accurately simulate the objects in the learning content - Build simulations for abstract content - Design lessons using specialized software to simulate the 4C model structure, including: Learning tasks, supportive information, procedural information, and exercises for students after each task class - Identify the stages of teaching organization when using specialized simulation software for the purpose of reducing the defined load Stages of 17 using simulation on specialized software: + Stage 1: Instructors use simulation on software to illustrate abstract content The goal is to reduce the cognitive load for students through visualizing abstract content with instructional videos of instructors, or direct instruction of instructors on simulated objects to integrate information presented to students Combine the use of simulations, guided observations, and conversations to facilitate the reception of information + Stage 2: Students use the software to simulate and check the results of performing learning tasks to enhance the transfer and automation of the schema Illustrate the lesson to guide students to use simulation on specialized software The content characteristics of Chapter 5: Sequential logic circuits have the characteristics of abstraction and content with complex interactive components Therefore, the content will be suitable for the orientation of using simulation to reduce cognitive load The thesis illustrates how to organize and guide students to use simulation on specialized software for the lesson content "Chapter 5: Sequential logic circuits" c Organize teaching in reverse model to enhance discussion and practice activities Purpose Promote cognitive transfer with exercises and discussions that will increase the cognitive load of the schema Reducing the external cognitive load by designing selfstudy materials, enhancing the interaction activities of teachers-students, studentsstudents to support students' cognitive activities in the learning process Content and method of implementation - Analyze and select appropriate content for students' cognitive activities It is the content of student learning associated with previous experiences Massive amount of information Practical learning content - Design self-study materials according to the 4C model to reduce cognitive load - Set up tools to support the self-study process of students such as learning zalo groups among students in groups, between groups of students and teachers - Identify exercises and discussions to enhance cognitive transfer - Identify the type of flipped classroom model suitable for the purpose of enhancing discussion and practice - Determine how the specific stage of learning at home, learning in the classroom: + Stage of learning at home: Students use materials that are lectures that provide supporting information, learning tasks are guided by suggestions to lead cognitive activities for self-study at home Students will record questions and problems that are not yet understood Connect self-study groups on zalo, gmail, 18 facebook + Learning phase in class: The teacher answers students' questions, and at the same time organizes for students to discuss and practice to expand and consolidate knowledge Illustrate the lesson of organizing teaching according to the flipped classroom model The thesis has demonstrated the lesson of organizing teaching according to the flipped classroom model for the content "Logical function representation" "Minimizing the logical function of "chapter 2: Logical algebra" and orientation for building resources Self-study material for the content "Designing combinational logic circuits" in "Chapter 4: Combinational logic circuits" CONCLUSION CHAPTER Currently, universities of Technology Education not have a consensus on the Digital technology program, but they all have similarities in the content of the modules to aim at the output standards of the module, but they all have similarities in the content of the modules aimed at the output standards of engineers Therefore, the thesis studies the case of the Digital program in the training program of Electrical and Electronic Engineering Technology at Hung Yen University of Technology and Education The Digital subject is organized into two modules, the Digital technology module and the Digital internship for convenience in training organization On the basis of digital teaching principles according to Cognitive load theory: (1) Ensuring cognitive stages; (2) Ensure fitness in learning; (3) Ensure cooperation in teaching; (4) Enhanced cognitive tool support; (5) Developing students' self-study and self-research skills The thesis has implemented measures to control Intrinsic cognitive load through organizing lessons into classes of learning tasks; reduce the external cognitive load through the use of multimedia in teaching; control cognitive load through teaching organizations such as: Organizing self-study guides for students for the learning content that students have experience with; organize and guide students to use simulation on specialized software to explore abstract learning contents; organize teaching according to the reverse model to enhance discussion and practice activities Methods of organizing teaching on the basis of determining when to support students, timely interaction oriented to control the impact of teaching activities of teachers, interaction between students to reduce external load and increase the cognitive load of schema when students are extended activities using knowledge in different exercises 19 CHAPTER TESTING AND ASSESSMENT 3.1 Purpose and mission 3.1.1 Purpose - Evaluate the feasibility and effectiveness of Digital lessons designed according to the cognitive load theory of the Digital technology teaching for technical university students - Evaluate the effectiveness of organizing teaching of the Digital course according to the cognitive load theory of the Digital course for technical university students 3.1.2 Mission - Building experimental records - Develop a form of expert opinion form - Develop a form to summarize students' opinions after the experiment - The teaching organization of the lesson has been designed according to the theory of cognitive load into teaching the Digital technology module - Processing and evaluating test results - Synthesize the comments of leaders, teachers participating in the experiment, subject teachers, students participating in the experiment, about the effectiveness, accuracy, reliability, of the lesson designed and organized function according to cognitive load theory 3.2 Experimental method 3.2.1 Participants to the experiment The experiment was conducted with regular electrical and electronic engineering technology university classes at the Faculty of Electrical - Electronics, Hung Yen University of Technology and Education Phase 1: Experimental class: 112185 (50 students) K16 The experimental period is conducted in the first semester of the academic year 2018-2019 Phase 2: students of the regular system of K17 courses, experimental class 112193 (50 students), control class 112194 (50 students) The experimental period is conducted in the first semester of the academic year 2019-2020 Courses in Hung Yen Experiment Contrast University of Technology total (112193) (112194) and Education K17 50 50 100 3.2.2 Contents of the experiment Organization of the lesson: "Chapter 2: Logical Algebra" with 18-hour duration, illustrated in Chapter of this LA, will be used to conduct experimental activities to verify the effectiveness of teaching for students of Electrical and Electronic Engineering Technology 3.2.3 Experimental process 20 Stage 1: Preparing for the experiment Stage 2: Experimental implementation Stage 3: Processing experimental results quantitatively and qualitatively 3.2.4 Analysis of experimental results 3.2.4.1 Quantitative assessment of pre-experiment learning results Before conducting the experiment to teach lessons according to cognitive load theory, the author evaluates the input results of students in the experimental class and the control class through a 90-minute input test (Appendix 7) The results of the pre-experiment input of the experimental and control classes and the "Independent Samples T-test" on the average value of the experimental input test scores show that the learning level in the control and experimental classes is same, no difference 3.2.4.2 Evaluation of learning results after the experiment a Quantitative assessment Figure 3.2 The graph shows the results of the post-experiment entry scores of the Experiment and Contrast Frequency chart fi: Figure 3.3 Output frequency graph of Experiment and Contrast Accumulation of points fa: 21 Figure 3.4: Progressive Convergence Frequency Graph of output result b Qualitative assessment In addition to the teacher's assessment through a 90-minute postexperiment test, students were asked to answer a questionnaire asking for their own opinions about the lesson, which was designed and organized according to the principles of teaching and learning cognitive load theory From the results of this test, it is shown that the difference in mean values in the experimental class and the control class is statistically significant The mean score in the experimental class is always higher than the control class in all variables Conclusion The lesson is designed and organized according to the theory of cognitive load that has a positive impact on the learning process of students 3.3 Professional solution 3.3.1 Prepare documents to consult experts The author has summarized the research results of the thesis and the lesson sample "Chapter 2: Logical algebra" of the thesis and designed a questionnaire for expert opinion 3.3.2 Content in progress The author has consulted with 22 experts who are lecturers working at the Faculty of Electrical and Electronic Engineering and Faculty of Technical Education at Hung Yen University of Technology and Education During the implementation process, the author exchanged and sent documents, teaching organization and lesson content designed according to cognitive load theory with experts; get back the expert opinion form; receive comments, exchange directly between the author and experts 3.3.3 Result evaluation 22 To evaluate the results of the effectiveness, feasibility, as well as quality of each part in the lesson designed according to cognitive load theory, the author has collected and processed the results of the questionnaire expert opinion and is presented in the following table 3.3.3.1 Assessment of the lesson is designed according to cognitive load theory The results obtained, it can be seen that the lesson designed with a fourcomponent structure is appropriate, feasible and has the effect of controlling the cognitive process of students Lessons have the effect of reducing the load on students, creating favorable conditions for students to study and promoting their active initiative, self-study and self-study ability, and stimulate students' interest in learning 3.3.3.2 Evaluating the effectiveness of teaching organization according to cognitive load theory Experts all highly appreciate and highly appreciate the organization of teaching according to a blended learning model that will develop higher-order thinking and increase the interaction time between teachers - students, as well as students - students so that students can develop many learning skills such as presentation skills, report writing, presentation skills, problem solving skills CONCLUSION CHAPTER Experimental results show that lessons designed and organized according to cognitive load theory have a positive impact on learning outcomes and learning process for students of Electrical and Electronic Engineering Technology Experimental class students can participate in activities of using cognitive tools to verify the learning objects themselves, and also use specialized software as a basis for developing circuit design thinking Number Therefore, students are interested and actively participate in the learning process At the same time, students also have more time to present their ideas, learning results and deepen their knowledge with the teacher The learning results of the experimental class are higher than that of the control class, proving that the process of building knowledge of students in the learning process is better according to the theory of cognitive load Evaluation results by expert method have confirmed that lesson design and teaching organization according to cognitive load theory are necessary and feasible, and suitable with the ability and level of lecturers are directly teaching technical subjects The way of organizing combined teaching can be applied to teaching other subjects The lessons in the experimental program are just sample cases of teaching according to cognitive load theory Therefore, it is necessary to experiment many times, on a large scale, taking into account both cultural and regional factors to clearly assess the value of the proposed teaching methods CONCLUSIONS AND RECOMMENDATIONS 23 Conclusion Synthesize and develop some more basic theories on teaching engineering according to cognitive load theory for technical pedagogical students Clarified the concepts of cognition, cognitive load, cognitive load theory, and teaching according to cognitive load theory At the same time, based on the psychophysiological basis of the cognitive process, teaching content, signs of cognitive load and overload in digital technology teaching, the thesis points out the nature of the teaching and learning process principles of teaching according to cognitive load theory The thesis also analyzes the teaching design model to control the cognitive load for students, specifying the components of the lesson, thereby proposing the process of teaching design and teaching measures to control the load for students in the learning process Research on the current situation of digital teaching according to cognitive load theory at universities of pedagogy and technical education shows that the cause of cognitive overload for students is abstract learning content, unattractive information presentations, and lack of information interaction with teachers Since then, the orientation in teaching to reduce cognitive load for students is to break down the content into learning tasks, present information in combination with multimedia, and enhance interaction with students on supporting tools such as Zalo, facebook to promptly support students in the learning process, and also strengthen guidance for students to look up information on the Internet to support cognitive activities in the teaching process On the basis of the built-in lesson model and process, the thesis has designed to teach Chapter 2: Logical algebra according to cognitive load theory and organization of pedagogical experiments and expert methods to evaluate the learning results and learning process of university students majoring in Electrical and Electronic Engineering Technology The real results of pedagogy conducted at Hung Yen University of Technology and Education have confirmed the effectiveness of lessons designed and organized according to cognitive load theory, thereby improving students' digital learning outcomes The results of consultation with 22 experts confirmed the necessity and feasibility of digital teaching according to the proposed cognitive load theory Those results have solved the research purpose, task and hypothesis Recommendations 2.1 For schools that train students in Electrical and Electronic Engineering Technology Research and redesign training programs in the direction of integrating theory and practice Strengthening facilities and equipment, upgrading the Internet system, Lab classrooms, investing in purchasing specialized software with copyright for classrooms according to the blended learning model so that students have more opportunities to learn learn to experience active learning activities 24 Create a democratic learning mechanism and environment, increase the authority for teachers to take the initiative in time and space to use modern teaching methods 2.2 For lecturers teaching technical courses Teachers need to actively research multimedia lesson design, the causes of student overload, have solid expertise to guide the design of engaging lessons and clearly orient the learning tasks to control student learning activities At the same time, clearly identify cognitive tools and cognitive support tools for students to improve teaching effectiveness Actively research and exploit the use of specialized software to apply in teaching Enhance communication with students to promptly support difficulties students encounter in the learning process Self-assess and reflect on one's own progress, thereby seeking support and help to complete the learning tasks assigned by the lecturer, only then will learning activities take place mainly active and effective Actively participate in individual, group, or class-based learning activities in search of information to solve learning tasks 25 A LIST OF AUTHOR'S RESEARCH WORKS CONCERNING TO THE THESIS WAS PUBLISHED Nguyen Thi Cuc (2018), “Developing self-learning materials of digital subjects for students at Hung Yen University of Technology and Education according to cognitive theory”, Journal of Education, No.439, pp.54-59 Nguyen Thi Cuc (2020), “Applying the 4c-id model in technical teaching to reduce cognitive load”, Journal of Education, the special issue of term 2, May, pp.135-139 Nguyen Thi Cuc, Nguyen Huu Hop (2020), “Design lessons according to 4C – ID model in training competencies in vocational education institutions”, Journal of Education, the special issue of term 2, November, pp 71-76 Nguyen Thi Cuc, Hoang Thi Ngoc, Doan Thanh Hoa (2020), “Developing online learning materials at vocational education institutions according to learning theories”, Journal of Education, the special issue of term 2, November, pp.54-58. ... load theory Research method 6.1 Theoretical research Analyze and synthesize, classify, and systematize theoretical documents at home and abroad on learning theories on the basis of cognitive theory... technology learning outcomes of students are still low 2 As a branch of cognitive theory, cognitive load theory is a learning theory that studies information processing according to memory models and... learning theories on the basis of cognitive theory and cognitive load theory; teaching according to cognitive load theory; Theoretical documents related to information processing model, teaching
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