Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado
Introduction: Long-term information retrieval, based on the cognitive load derived from the instructional design for the delivery of information, is poorly understood. This study aims to compare the magnitude of three types of cognitive load (intrinsic, extraneous, and germane) and the retention of...
- Autores:
-
Barrios, Rodolfo
Morales, Daniel
Domínguez, Luis Carlos
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2023
- Institución:
- Universidad El Bosque
- Repositorio:
- Repositorio U. El Bosque
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unbosque.edu.co:20.500.12495/11156
- Acceso en línea:
- http://hdl.handle.net/20.500.12495/11156
https://doi.org/10.1016/j.edumed.2023.100826
- Palabra clave:
- Aula invertida
Carga cognitiva
Memoria
Video
Colombia
Inverted classroom
Cognitive load
Memory
Video
Colombia
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| dc.title.translated.spa.fl_str_mv |
Cognitive load and information retrieval with two formats of video in an inverted classroom: a randomized controlled trial |
| title |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| spellingShingle |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado Aula invertida Carga cognitiva Memoria Video Colombia Inverted classroom Cognitive load Memory Video Colombia |
| title_short |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| title_full |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| title_fullStr |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| title_full_unstemmed |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| title_sort |
Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado |
| dc.creator.fl_str_mv |
Barrios, Rodolfo Morales, Daniel Domínguez, Luis Carlos |
| dc.contributor.author.none.fl_str_mv |
Barrios, Rodolfo Morales, Daniel Domínguez, Luis Carlos |
| dc.subject.spa.fl_str_mv |
Aula invertida Carga cognitiva Memoria Video Colombia |
| topic |
Aula invertida Carga cognitiva Memoria Video Colombia Inverted classroom Cognitive load Memory Video Colombia |
| dc.subject.keywords.spa.fl_str_mv |
Inverted classroom Cognitive load Memory Video Colombia |
| description |
Introduction: Long-term information retrieval, based on the cognitive load derived from the instructional design for the delivery of information, is poorly understood. This study aims to compare the magnitude of three types of cognitive load (intrinsic, extraneous, and germane) and the retention of information generated by two video formats used in the virtual component of an inverted classroom: conventional (PowerPoint slides, Microsoft Corp) and non-conventional (Lightboard). Methods: In this experimental study, 320 medical students were randomly assigned to one of the two formats. Cognitive load was evaluated at the end of the intervention using validated questionnaires. Immediate retention of information and retention at three and six months was assessed through multiple choice questions. Results: The germane load generated by the non-conventional format was significantly higher (p < 0.05). No differences were identified in overall, intrinsic, and extraneous load. Information retrieval was higher in the third month with the conventional format, but not differences were identified at the sixth month of follow-up. Conclusions: The magnitude of the three types of cognitive load and the retention of information is similar when students interact with conventional and non-conventional formats for presenting information. |
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2023 |
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2023-07-25T17:06:47Z |
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2023-07-25T17:06:47Z |
| dc.date.issued.none.fl_str_mv |
2023 |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Artículo de revista |
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1575-1813 |
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http://hdl.handle.net/20.500.12495/11156 |
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https://doi.org/10.1016/j.edumed.2023.100826 |
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instname:Universidad El Bosque |
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repourl:https://repositorio.unbosque.edu.co |
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1575-1813 instname:Universidad El Bosque reponame:Repositorio Institucional Universidad El Bosque repourl:https://repositorio.unbosque.edu.co |
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http://hdl.handle.net/20.500.12495/11156 https://doi.org/10.1016/j.edumed.2023.100826 |
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spa |
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spa |
| dc.relation.ispartofseries.spa.fl_str_mv |
Educacion Medica, 1575-1813, 24 (5), 2023, 1-6 |
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https://www.sciencedirect.com/science/article/pii/S1575181323000360?pes=vor |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
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application/pdf |
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Educacion Medica |
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Barrios, RodolfoMorales, DanielDomínguez, Luis Carlos2023-07-25T17:06:47Z2023-07-25T17:06:47Z20231575-1813http://hdl.handle.net/20.500.12495/11156https://doi.org/10.1016/j.edumed.2023.100826instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coapplication/pdfspaElsevierEducacion MedicaEducacion Medica, 1575-1813, 24 (5), 2023, 1-6https://www.sciencedirect.com/science/article/pii/S1575181323000360?pes=vorAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessAula invertidaCarga cognitivaMemoriaVideoColombiaInverted classroomCognitive loadMemoryVideoColombiaCarga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controladoCognitive load and information retrieval with two formats of video in an inverted classroom: a randomized controlled trialArtículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85Introduction: Long-term information retrieval, based on the cognitive load derived from the instructional design for the delivery of information, is poorly understood. This study aims to compare the magnitude of three types of cognitive load (intrinsic, extraneous, and germane) and the retention of information generated by two video formats used in the virtual component of an inverted classroom: conventional (PowerPoint slides, Microsoft Corp) and non-conventional (Lightboard). Methods: In this experimental study, 320 medical students were randomly assigned to one of the two formats. Cognitive load was evaluated at the end of the intervention using validated questionnaires. Immediate retention of information and retention at three and six months was assessed through multiple choice questions. Results: The germane load generated by the non-conventional format was significantly higher (p < 0.05). No differences were identified in overall, intrinsic, and extraneous load. Information retrieval was higher in the third month with the conventional format, but not differences were identified at the sixth month of follow-up. 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