Carga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controlado

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dc.contributor.authorBarrios, Rodolfo
dc.contributor.authorMorales, Daniel
dc.contributor.authorDomínguez, Luis Carlos
dc.date.accessioned2023-07-25T17:06:47Z
dc.date.available2023-07-25T17:06:47Z
dc.date.issued2023
dc.description.abstractenglishIntroduction: 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.eng
dc.format.mimetypeapplication/pdf
dc.identifier.doihttps://doi.org/10.1016/j.edumed.2023.100826
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.issn1575-1813
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/11156
dc.language.isospa
dc.publisherElsevierspa
dc.publisher.journalEducacion Medicaspa
dc.relation.ispartofseriesEducacion Medica, 1575-1813, 24 (5), 2023, 1-6spa
dc.relation.urihttps://www.sciencedirect.com/science/article/pii/S1575181323000360?pes=vor
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.accessrightshttps://purl.org/coar/access_right/c_abf2
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.localAcceso abiertospa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectAula invertidaspa
dc.subjectCarga cognitivaspa
dc.subjectMemoriaspa
dc.subjectVideospa
dc.subjectColombiaspa
dc.subject.keywordsInverted classroomspa
dc.subject.keywordsCognitive loadspa
dc.subject.keywordsMemoryspa
dc.subject.keywordsVideospa
dc.subject.keywordsColombiaspa
dc.titleCarga cognitiva y retención de información mediante 2 técnicas de video en un aula invertida: estudio aleatorizado controladospa
dc.title.translatedCognitive load and information retrieval with two formats of video in an inverted classroom: a randomized controlled trialspa
dc.type.coarhttps://purl.org/coar/resource_type/c_6501
dc.type.coarversionhttps://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.driverinfo:eu-repo/semantics/article
dc.type.hasversioninfo:eu-repo/semantics/publishedVersion
dc.type.localArtículo de revista

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