A5089375660- Visual and Cognitive Learning Processes
- EFL/ESL Teaching and Learning
- Communication in Education and Healthcare
- Innovative Teaching and Learning Methods
- Video Analysis and Summarization
- Language, Metaphor, and Cognition
- Online and Blended Learning
- Second Language Learning and Teaching
- Gaze Tracking and Assistive Technology
- Advanced Text Analysis Techniques
- Design Education and Practice
- Wikis in Education and Collaboration
- Subtitles and Audiovisual Media
- Tactile and Sensory Interactions
- Multimedia Communication and Technology
- Neural and Behavioral Psychology Studies
- Intelligent Tutoring Systems and Adaptive Learning
- Team Dynamics and Performance
- Evaluation of Teaching Practices
- Memory and Neural Mechanisms
- Neurobiology of Language and Bilingualism
- Spatial Cognition and Navigation
- Impact of Technology on Adolescents
Wuhan University
2022-2023
UNSW Sydney
2017-2020
The practically usable measures of cognitive load are important for evaluating learning and performance conditions, obtaining empirical evidence in support theoretical hypotheses.Subjective rating scales remain popular tools measuring load, especially realistic environments, despite the development more technically sophisticated objective that suitable mostly laboratory settings only.In accordance with traditional view theory, a number studies suggested subjective aimed to differentiate...
Using the cognitive theory of multimedia learning, this study aimed to evaluate design one courseware used for teaching English as a foreign language (EFL) in China and compare attitudinal differences teachers' students' evaluation courseware. A questionnaire was developed validated. Results indicated that generally complied with coherence principle, signalling spatial contiguity temporal principle but slightly violated redundancy principle. The results independent sample t-tests on...
Face-to-face and computer-mediated collaboration have been used extensively in educational practice. However, research on teaching writing skills for English as a foreign language under collaborative conditions has reported mixed or even negative findings. Cognitive load theory can be to explain many of these contradictory An experiment (n = 60) was conducted compare the effectiveness face-to-face fostering learners' acquisition skills. The results indicated that instructional condition...
Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated interaction between learners' expertise instructional effectiveness.Taking cognitive load theory as theoretical framework, a study was conducted to investigate reversal effect on English mathematics simultaneously: whether an approach (i.e. both simultaneously) could facilitate acquisition mathematic skills linguistic foreign more effectively efficiently than separated...
Learning to write in a foreign language is complex cognitive process. The process-genre approach common instructional practice adopted by teachers develop learners' writing abilities. However, the interacting elements of procedural knowledge, linguistic and generic knowledge this may exceed capacity an individual learner's working memory, thus actually hindering acquisition skills. According collective memory effect, it was hypothesized that teaching skills English as adopting collaborative...