About this paper

Appears in:
Pages: 7827-7832
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.0793

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

EXTRANEOUS COGNITIVE OVERLOAD IN THE BLENDED LEARNING PARADIGM. CASE STUDY: USE OF SOCIAL NETWORKS IN COMPUTER SCIENCE COURSES

Social networks are becoming a standard way for sharing and collaborating between students and professors. Currently, our Class Website is not the primary source of information and materials. Professors are using a combination of these social networks. For instance, some classical LMS (Learning Management Systems) as Moodle with ludic or general purpose networks as Facebook. This strategy allows learners to access information in their favorite social network. However, gathering and processing this information implies a mental effort since there are multiple distractors (e.g., notifications and friends’ messages). A survey study asked college students, enrolled in computer sciences courses, to describe their behavior and perceptions regarding classroom use of social networks for learning purposes. The study included students of the program of Computer Engineering at the University of Zacatecas (Mexico). Respondents confirmed partially the hypothesis: Class Websites immersed in social networks (no academic ones) implied a heavier cognitive load. Learning tasks completion is affected in consequence. Finally, there is no important difference between using social networks inside and outside the classroom.
@InProceedings{MARTINEZRUIZ2016EXT,
author = {Martinez-Ruiz, F. and Godina Gonzalez, P. and Lourdes Borrego, A. and Gamboa Rosales, H. and De la Rosa Vargas, J.},
title = {EXTRANEOUS COGNITIVE OVERLOAD IN THE BLENDED LEARNING PARADIGM. CASE STUDY: USE OF SOCIAL NETWORKS IN COMPUTER SCIENCE COURSES},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.0793},
url = {http://dx.doi.org/10.21125/iceri.2016.0793},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {7827-7832}}
TY - CONF
AU - F. Martinez-Ruiz AU - P. Godina Gonzalez AU - A. Lourdes Borrego AU - H. Gamboa Rosales AU - J. De la Rosa Vargas
TI - EXTRANEOUS COGNITIVE OVERLOAD IN THE BLENDED LEARNING PARADIGM. CASE STUDY: USE OF SOCIAL NETWORKS IN COMPUTER SCIENCE COURSES
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.0793
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 7827
EP - 7832
ER -
F. Martinez-Ruiz, P. Godina Gonzalez, A. Lourdes Borrego, H. Gamboa Rosales, J. De la Rosa Vargas (2016) EXTRANEOUS COGNITIVE OVERLOAD IN THE BLENDED LEARNING PARADIGM. CASE STUDY: USE OF SOCIAL NETWORKS IN COMPUTER SCIENCE COURSES, ICERI2016 Proceedings, pp. 7827-7832.
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