Modeling and Prompting Professional Vision in a Virtual Learning Environment: Effects on Pre-Service Teachers' Cognitive Load and Motivation
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| Title: | Modeling and Prompting Professional Vision in a Virtual Learning Environment: Effects on Pre-Service Teachers' Cognitive Load and Motivation |
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| Language: | English |
| Authors: | Robin Junker (ORCID |
| Source: | Education and Information Technologies. 2025 30(14):19985-20010. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Models, Prompting, Electronic Learning, Computer Simulation, Preservice Teachers, Cognitive Processes, Difficulty Level, Learning Motivation, Observation, Classroom Observation Techniques |
| DOI: | 10.1007/s10639-025-13559-9 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | The adoption of virtual learning environments (VLEs) in education has grown significantly due to their potential to enhance learning. Effective learning in VLEs depends on managing cognitive load and sustaining motivation, particularly for complex tasks like developing teachers' professional vision -- the ability to notice and interpret classroom events relevant to student learning. However, the interplay between specific scaffolds, cognitive load, and motivation in VLEs remains underexplored. This study uses a mixed-methods approach to examine the effects of video modeling and prompts on motivation and cognitive load among 104 pre-service teachers learning professional vision in a VLE. While scaffolds improved motivation, they had no direct effect on intrinsic, extraneous, or germane cognitive load. Specific scaffold usage strategies yielded insights: note-taking during video modeling reduced extraneous cognitive load, process-related prompt use lowered extraneous load and increased germane load, and content-related prompt use enhanced motivation. These findings emphasize the importance of well-designed scaffolds in fostering motivation and managing cognitive load. Future VLEs should integrate structured prompts and active engagement strategies, such as note-taking, to optimize learning outcomes and address the critical link between cognitive load and motivation. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1484025 |
| Database: | ERIC |
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Nájsť tento článok vo Web of Science | Abstract: | The adoption of virtual learning environments (VLEs) in education has grown significantly due to their potential to enhance learning. Effective learning in VLEs depends on managing cognitive load and sustaining motivation, particularly for complex tasks like developing teachers' professional vision -- the ability to notice and interpret classroom events relevant to student learning. However, the interplay between specific scaffolds, cognitive load, and motivation in VLEs remains underexplored. This study uses a mixed-methods approach to examine the effects of video modeling and prompts on motivation and cognitive load among 104 pre-service teachers learning professional vision in a VLE. While scaffolds improved motivation, they had no direct effect on intrinsic, extraneous, or germane cognitive load. Specific scaffold usage strategies yielded insights: note-taking during video modeling reduced extraneous cognitive load, process-related prompt use lowered extraneous load and increased germane load, and content-related prompt use enhanced motivation. These findings emphasize the importance of well-designed scaffolds in fostering motivation and managing cognitive load. Future VLEs should integrate structured prompts and active engagement strategies, such as note-taking, to optimize learning outcomes and address the critical link between cognitive load and motivation. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13559-9 |