Research On The Optimization Of Learners’ Cognitive Load In The Web-based Learning Environment

With the rapid development and application of massive open online course(MOOC), the further development of mobile learning, and the putting forward of the concept of flipped classroom, the web-based learning environment has become a new kind of learning platform, while web-based learning has also gradually become an effective way for many colleges and universities as well as enterprises to cultivate learners. However, influential factors on learners’ cognitive efficiency and effectiveness in the web-based learning environment are increasing. Compared with the traditional learning environment, the web-based learning environment has more characteristics,such as uncertainty and imperceptibility, etc. and learners in the web-based learning environment are facing more prominent difficulties.At present, domestic and foreign scholars have done a lot of empirical researches on the influential factors on learners’ cognitive load, cognitive load measurement and optimal control in the traditional learning environment, but there are few researcheson the optimization of the learner’s cognitive load in the web-based learning environment.In this thesis, the author makes a comprehensive use of related research methods like literature method, survey method and experimental method, etc. Firstly, by reviewing literature, this thesis clarifies the current research status of cognitive load theory and the latest development of the web-based learning environment. Secondly, under the guidance of cognitive load theory, it investigates and analyzes the influential factors on web-based learners’ cognitive load by carrying out an online investigation and interview to 398 web-based learners and many frontline workers of web-based education, on the basis of which this thesis puts forward some strategies to optimize web-based learners’ cognitive load by adopting the advance organizer strategy, the modular strategy, the redundant information exclusion strategy, the ARCS model design strategy and the cognitive activity transfer strategy, etc. At the same time, it also forms two kinds of optimization models of web-based learners’ cognitive load optimization. Finally, it verifies the feasibility of the advance organizer strategy, the redundant strategy, and the ARCS design model through experimental study. Accordingly, it provides some enlightenment for improving learners’ learning efficiency and for promoting learners to learn better in the web-based learning environment.Specifically, the main conclusions of this research include:1. In the web-based learning environment, as for learning the materials which are more difficult, to provide learners with certain advance organizer before they officially begin to learn can help reduce cognitive load, thus helpful to their learning and the improvement of their academic performances. But as for learning the materials which are easier, whether to provide learners with certain advance organizer or not does not have a significant impact on their learning results and even can have a hindering effect on their academic performances2. In the web-based learning environment, as for learning the knowledge which is more difficult, adding background music to this web-based learning environment can have a significant hindering effect on learners’ learning. But when web-based learners learn the knowledge which is easier, this hindering effect is not obvious.3. In the web-based learning environment, through the design of ARCS model, that is to say, through adopting some methods like establishing Wechat public platforms,Wechat groups and qq groups, issuing certificates to outstanding learners and organizing learners to conduct field visits, etc., web-based learners’ learning motivation can be stimulated, their learning interest can be improved and then their relevant cognitive load while learning can be optimized.