Effects of Cognitive‐, Social‐, and Group‐Awareness Tools on Learners' Cognitive Load in Computer‐Mediated Writing Classes.
Background: Computer‐mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework. Objectives: This study seeks to bridge the gap in the literature by investigating the effecti...
| Publicado en: | Journal of Computer Assisted Learning Vol. 41; no. 3; pp. 1 - 25 |
|---|---|
| Autor principal: | |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2025
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=185452194&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 185452194 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2025 vid: 41 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 185452194 185452194 185452194 10.1111/jcal.70053 185452194 ppf: 1 ppct: 24 formats: tig: atl: Effects of Cognitive‐, Social‐, and Group‐Awareness Tools on Learners' Cognitive Load in Computer‐Mediated Writing Classes. aug: au: Chen, Shunmeng affil: Business School, Jinhua Polytechnic, Jinhua Zhejiang, , China sug: subj: Writing Education Computer-Assisted Instruction Learning Methods Cognition Social Behavior Group Processes Health Promotion Outcomes of Education Human Male Female Adolescence Young Adult Randomized Controlled Trials Random Assignment Quasi-Experimental Studies Pretest-Posttest Design Analysis of Variance Self Concept Peer Review Post Hoc Analysis Statistical Significance Data Analysis Software Descriptive Statistics Funding Source Scales Adolescent: 13-18 years Male Female ab: Background: Computer‐mediated writing classes have experienced a significant increase in popularity in recent years, serving as an effective modality for enhancing writing skills within an online framework. Objectives: This study seeks to bridge the gap in the literature by investigating the effectiveness of cognitive, social, and group‐awareness tools in reducing cognitive load in this context. Methods: This investigation employed a pretest‐posttest randomised experimental design to scrutinise the influence of awareness tools (cognitive, social, and group) on cognitive load management and computer‐mediated writing performance among 144 EFL learners. Descriptive statistics and ANOVA were utilised to process the data. Results: The outcomes demonstrated no statistically significant disparities in computer‐mediated writing performance scores between the experimental and control groups during the pretest phase. However, in the posttest phase, the control group displayed markedly higher scores in comparison to the experimental groups that were exposed to cognitive, social, and group awareness tools. Importantly, the social and group awareness tools positively impacted writing performance scores. Conclusions: The results suggest that incorporating social and group‐awareness tools into computer‐mediated writing activities may contribute to elevated writing performance among EFL learners. Consequently, teachers and instructional designers should contemplate implementing group activities and collaboration tools within computer‐mediated writing tasks to cultivate the social and collaborative aspects of writing. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|