A proposed design of a lecture material to reduce learning complexity

Abstract

Cognitive Load Theory (CLT) and Human-Computer Interaction (HCI) concepts need to be combined to understand better how students learn in more complex environments. For this reason, this paper combines Cognitive Load Theory (CLT) and Human-Computer Interaction (HCI). The primary purpose of this paper was to reduce the student’s cognitive load through a lecture note. With the help of HCI design-centered principles on a lecture note, we have implemented the lecture note to lessen students’ cognitive load. The lecture note could be an example of how HCI can be designed in a lecture note. This paper has discussed the research questions with several learning theories that measured students’ cognitive load. Based on learning theories and HCI design principles, we have developed two lecture notes; the first is HCI design-based, and the second is in the absence of HCI design principles. The reason for making two lecture notes is to observe which lecture note is reducing or increasing students’ cognitive load when we may conduct the survey1. The survey was performed among some undergraduate students. When studied, the cognitive load was lowered among the student in lecture one, where the HCI design concepts were applied, and the average cognitive efficiency was 1.52 from 143 participants. And the lecture note two, where HCI design principles did not apply, has increased students’ cognitive load. The cognitive efficiency of lecture note two was 0.60 from 112 participants, which illustrates the importance of HCI in lecture notes.