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Published VersionCC BY-NC-ND V3.0, Open Access
Journal article
Preparative pre-laboratory online resources for effectively managing cognitive load of engineering students
European Journal of Engineering Education, Vol.49(1), pp.113-138
2024
Appears in UniSC Supported Open Access Outputs
Abstract
Laboratory learning forms a significant and integral part of engineering education, wherein students develop technical, collaborative, enquiry, and observation skills that go beyond theoretical studies. Engineering is inherently a practice-based profession, and consequently, laboratory work has been inseparable for engineering curricula. However, there is evidence suggesting that students encounter cognitive or information overload during modern laboratory classes, leading to reduced likelihoods of effectively achieving intended learning outcomes, as specified by the cognitive load theory. This article investigates how pre-lab online learning resources can be utilised to effectively manage cognitive load of engineering students, in the context of thermodynamics education. Qualitative and quantitative data have been collected from students as well as teaching staff on a range of parameters such as student preparedness, confidence levels, degree of engagement, and understanding. The findings of the study indicate that efficient student preparedness through pre-lab online resources can be utilised to effectively manage cognitive load of engineering students, leading to increased levels of understanding, preparedness, and confidence. It can be observed that there are influences from factors such as the quality of pre-lab resources and degree of engagement.
Details
- Title
- Preparative pre-laboratory online resources for effectively managing cognitive load of engineering students
- Authors
- C. M. Rathnayaka (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Science, Technology and EngineeringJ. Ganapathi (Author) - Queensland University of TechnologyS. Kickbusch (Author) - Queensland University of TechnologyL. Dawes (Author) - Queensland University of TechnologyR. Brown (Author) - Queensland University of Technology
- Publication details
- European Journal of Engineering Education, Vol.49(1), pp.113-138
- Publisher
- Taylor & Francis
- Date published
- 2024
- DOI
- 10.1080/03043797.2023.2204813
- ISSN
- 1469-5898; 0304-3797
- Copyright note
- This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided theoriginal work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Grant note
- Queensland University of Technology University of the Sunshine Coast
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 99723798202621
- Output Type
- Journal article
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