Geography Teaching Design Research Based On Cognitive Load And Augmented Reality

The core moderm education requires focusing on the center status of learners.Educators should consider the development of students and design the courses based on their cognitive levels.The cognitive load theory holds that the total cognitive resources of learners are limited during the learning process.Inappropriate instructional design will lead to overload and increase the academic burden of learners,so effectively manage and optimize cognitive load is extremely important.The courses of the geography in junior middle school covers a wide range of knowledge and is relatively abstract for students understand difficulty and have low interest in learning,which makes students difficult to understand and have low effect learning.Teachers should take into account that junior high school students have the characteristics of being curious,like expressing themselves,and being easily distracted,etc.They also adopt appropriate teaching strategies to optimize the total control of learners' cognitive load and improve teaching effectiveness.With the development of modem education technology,augmented reality began in the education application,the combination of virtual and reality,three-dimensional presentation,and real-time interaction can make the knowledge visualization,which provides a new way for the geography teaching.In this way,learners can observe and discover knowledge,easier to understand.This dissertation first discursed the related work on cognitive load theory and augmented reality in education of applications.Then this paper analyzes the factors that influence students' cognitive load in junior middle school geography teaching,and optimizes the teaching design according to the strategies and principles of optimizing cognitive load.In this work,augmented reality was used to present three-dimensional teaching difficulties and improve the teaching courseware strategy to control the external cognitive load.The students' learning motivation was stimulated to marease the relevant cognitive load and the mind map has been applied in teaching experiment.The subjects of the study were from two regular classes in the junior grade of Guanzhuang Middle School in Chunhua County.The pretest showed that there was no significant difference in the degree of mastery of knowledge between the two classes.The experimental group used the optimized teaching design based on cognitive load and the augmented reality to implement the teaching,while the control group used traditional "words and pictures"to present the teaching difficulties,with the original teaching courseware and the traditional speech lectures.After the experiment,the two groups filled out the cognitive load self-rating scale,the emotional state scale and the test questions,and the experimental class filled out the emotional experience questionnaire using augmented reality software.Through the comparison,results were found that:(1)The cognitive load levels of the two classes were significantly different,and the cognitive load level of the experimental class was lower than that of the control class,and it was easier to learn and understand.(2)The experimental class had a high level of learning emotions,strong participation,and a good understanding of the use of augmented reality learning knowledge.(3)There was no significant difference in the performance of the two classes,but the average of the experimental class was slightly higher than that of the control class.It showed that the improvement of junior middle school geography teaching design based on cognitive load theory and augmented reality had a effect.It can control the students' cognitive load in the process of optimizing teaching and makes it easier to understand the knowledge for students.The learning mood has been significantly improved and the learning experience has been improved,as well as the learning effect.