Cognitive Load Theory and Textbook Design: An Analysis of Design Problems in the Algerian Third-Grade English Textbook
| المصدر: | مجلة آفاق للعلوم |
|---|---|
| الناشر: | جامعة زيان عاشور الجلفة |
| المؤلف الرئيسي: | Kherfane, Nour El Houda (Author) |
| مؤلفين آخرين: | Belferd, Lamia (Co-Author) |
| المجلد/العدد: | مج10, ع1 |
| محكمة: | نعم |
| الدولة: |
الجزائر |
| التاريخ الميلادي: |
2025
|
| الشهر: | يناير |
| الصفحات: | 610 - 623 |
| DOI: |
10.37167/1677-010-001-041 |
| ISSN: |
2507-7228 |
| رقم MD: | 1536645 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, EcoLink, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Cognitive Load | Cognitive Load Theory | Visual Design | Design Problems | English Textbook
|
| رابط المحتوى: |
عدد مرات التحميل
3
| المستخلص: |
Emphasizing the importance of the visual design of textbooks, this study investigates how the design of the Algerian primary school English textbook for third graders can cause elevated levels of cognitive load. Specifically, the study aims to identify the design elements likely to cause high levels of cognitive load and determine which cognitive load principle is most frequently violated. To achieve these aims, a content analysis approach was adopted, in which researchers utilized a structured checklist to review each task in the book (N=142) and record the frequency of seven design problems related to four key principles of cognitive load theory: redundancy, split-attention, coherence, and transient information. The results revealed that 35.21% of the tasks contained design flaws likely to increase cognitive load, with coherence issues being the most prevalent. In light of these findings, the paper underscores the need for improved textbook design to better support young learners and provides several design recommendations to reduce unnecessary cognitive load. |
|---|---|
| ISSN: |
2507-7228 |
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