Research On The Impact Of Problem Representation On Cognitive Load Under Technical Support

Problem Representation is relevant cognitive structure of a problem, which is constructed by problem solvers according to their own domain knowledge and organizing the knowledge. Students learn problem representations under multimedia learning environment which is based on Adobe Flash CS5 and added transformation way, previous studies have shown that cognitive load have important influence on designing effective multimedia learning resources and transformation training model,but the conclusions are different and they don’t have a detailed analysis. The paper suggests that only selecting appropriate prompt, relevant degree of interaction and effective transformation when learning problem representation forms under multimedia environment can you reduce cognitive load and facilitate problem representation of learning.The paper is based on cognitive load theory and cognitive theory of multimedia learning, selecting prompt, degree of interaction and transformation way as influencing factors in the multimedia learning environment, to discuss the grade 5 students’cognitive load and the scores of retention test and transfer test when they learn the representations of Sum-Multiple Problem under the influence of the three factors, and then analyze the results and select effective prompt, degree of interaction and transformation way which can reduce cognitive load and facilitate learning, and finally design effective multimedia learning resource and transformation training model.This study selects 178 and 176 fifth-grade students to take part in experiment 1 and experiment 2 in NanJing SiFang elementary school. Experiment 1 is a multifactor design which is prompting modes(Yes, No) X the degree of interaction(low, middle and high). The purpose of Experiment 1 is to explore how the prompting modes and different interaction modes to affect learners’ total cognitive load, the dependent variables are cognitive load, retention test and transfer test. The results show that, when learning formula representation and line segment representation under multimedia environment, (1) the learner’s cognitive load is the lowest when they learn the materials with prompt. (2) The learner’s cognitive load is the lowest when they learn the materials with medium degree of interaction. Experiment 2’s independent variables are one-way translation, two way translation and two way translation + reverse translation, the dependent variables are cognitive load, retention test and transfer test. The results show that, when learning formula representation and line segment representation under multimedia environment, (1) Learners’ cognitive load is lower when they learn the materials with one-way translation than the materials with two way translation. (2)Learners’ transfer effects when they learn the materials with two way translation +reverse translation is better than the materials with two way translation.According to the research conclusion, it is need to consider prompt, degree of interaction, the learning resources with prompt and medium degree of interaction can catch students’ attention, make them actively involved and reduce cognitive load. Two way translation + reverse translation can help students process problems deeply,construct scheme and produce better transfer effect, so it is need to add transformation way to design when designing multimedia learning resources.