Abstract:

With the increased virtual learning, the issue of screen fatigue has emerged. To minimize cognitive load and mitigate screen fatigue educators are looking for innovative and creative ways to address the challenge. The Cognitive Load Theory (CLT) emphasizes that the human’s cognitive capacity is limited and can hinder learning, if overloaded. Learning a foreign language requires the optimum use of the working memory and long-term memory.

The presenters address three types of cognitive load: intrinsic, extraneous, and Germane, providing specific examples, as well as demonstrate how different types of cognitive load can be mitigated and information processing can be improved in virtual teaching and learning. This has the potential to increase retention, motivation and improve overall learning.

Presenters provide the overview of challenges associated with screen fatigue, discuss implications and provide possible solutions, while engaging participants into discussion and weighing in solutions that would fit their context. Presenters share block-teaching rooted in project-based learning, scavenger-hunt activities, along with other creative initiatives to nurture autonomous learning in our students, while still meeting learning objectives at their own pace. With the proposed initiatives, students have a chance to engage in research, presentations, fun, which gives them fresh breeze away from regular screen routine. It has been crucial to be innovative and creative with our teaching approaches to keep students motivated and provide them with a screen-free time.

This presentation will support teachers and developers to strategically design instructional materials, based on how the brain functions to capitalize on cognitive functions, and help students unlock their potential. Samples in Arabic with the English translation will be shared.

Keywords:

Screen-fatigue, cognitive load, scavenger hunt, autonomous learning, second language, project-based learning, fatigue, creative ways, motivation.