Optimizing Students Learning Process through the Cognitive Load Theory A case study on the module Information Systems

Abstract

This thesis investigates how cognitive load theory might be used to optimize the learning process of students studying information technology. It does so by investigating the risk of cognitive overload in the module Information Systems, offered to first-year bachelor students Information Sciences at Utrecht University (UU). The module Information Systems aims to teach students about the modelling language Petri Nets. To assist students in their learning, they are obliged to participate in practice sessions (also called modelling sessions). However, it remains unclear how the modelling sessions can be set-up to optimally support student learning.

This thesis offers an answer to the following research question: How can the learning process of students studying information modelling languages in the 10-week Utrecht University module Information Systems be optimized? This question is answered with a case study. Due to scheduling issues, the case study was only theoretical. It shows how simple changes in how information is taught can help prevent student cognitive overload and help students better grasp more of the information being taught in the module Information Systems. Future research can be conducted on the effect of individual interventions