The Importance of Effective Instructional Designs and Pedagogical Approaches: Consideration of Cognitive Load Imposition and Perceived Efficiency

Abstract

<p>Within the context of academia, instructional designs play an important role in the development of cognitive competence. An effective instruction is more likely to facilitate in-depth comprehension and meaningful understanding of a subject matter. Our own empirical research in secondary school mathematics, interestingly, has shown that contrasting instructional designs often result in differences in motivation, understanding, and achievement experiences. Sub-optimal instructions, for example, are ineffective and result in poor comprehension and underachievement in a subject matter. An effective instruction, in contrast, serves to facilitate in-depth and meaningful understanding of a subject matter. In recent years, educators have advocated for the use of different types of modality, which could enhance and facilitate the effectiveness of contrasting instructional designs and pedagogical practices. For example, multi-media presentations that encompass both static and dynamic visualizations are quite engaging, innovative, and creative. </p> Indeed, as evidence indicates, the advent of technologies has made multi-media teaching more accessible and more of a norm for instructors and learners alike. One aspect of multi-media teaching, for example, entails the use of software packages, which may operate to complement an instructor's teaching approach. Some software packages, interestingly, consist of animations and 'animated pedagogical agents', commonly known as APAs, which make the learning more authentic, meaningful, and enjoyable. Despite the aforementioned testament (e.g., the benefits of multi-modal teaching), there are a number of related issues, which require acknowledgment and consideration. Foremost, of course, is the issue of benefit versus cost. Does the benefit outweigh the cost involved (i.e., benefit > cost) or does the cost involved outweigh the benefit (i.e., cost > benefit)? This issue of benefit versus cost is intricately linked to a theoretical concept that we recently developed, which we termed as 'optimal efficiency'. Optimal efficiency, in brief, relates to the benchmarking in ratio between two major entities: maximum outcome versus minimum expenditure. We conceptualize, as detailed in this conceptual analysis chapter, that effectiveness or ineffective of an instructional design and/or a pedagogical approach is closely aligned with the concept of optimal efficiency. Moreover, as we theorized in one of our earlier research, self-cognizance of optimal efficiency may assist in the development of an appropriate and effective instructional design. 'Minimization' in expenditure (e.g., time), in this case, may consist of an attempt to reduce 'cognitive load burden' on the working memory. A reduction in cognitive load imposition is efficient and positive, helping to facilitate optimal learning experiences (Phan, Ngu, and Yeung 2017).