Ергономічний підхід до регулювання когнітивного навантаження здобувачів

Стаття присвячена розгляду проблеми когнітивного навантаження здобувачів у процесі роботи з інформаційними потоками. Розглянуто типи, причини виникнення когнітивного навантаження під час виконання різних видів навчальної діяльності і способи регулювання. Для технологічної освітньої галузі наведено приклади причин когнітивного перевантаження і рекомендації щодо його зменшення. Зроблено висновок про необхідність підготовки здобувачів до розуміння причин і механізмів його регулювання.

The article is devoted to considering the problem of the cognitive load of applicants in the process of working with information flows. Increasing attention to cognitive resources, cognitive load, and the preservation of people’s health has become the leading thesis in the practical use of ergonomics. Modern cognitive theories provide grounds for reflection on the potential problem of learning applicants in multimodal environments, where the existing exaggeration of the cognitive system capabilities contributes to the emergence of cognitive overload and updates the formulation of requirements for the processing of educational material. The main types of cognitive load, the mechanisms of its occurrence, and methods of regulation are highlighted. In the conditions of education digitalization, the cognitive resource of the applicant is of the greatest value, which is the factor that significantly affects the depth of knowledge acquisition and success. The types and causes of cognitive load during the performance of various types of educational activities are considered, as well as methods of its regulation. The importance of knowing the causes that cause cognitive overload and the ability of teachers and developers of educational materials and tools to eliminate them is emphasized. For the technological educational field, examples of the causes of cognitive overload and recommendations for its reduction are given. The conclusion is made about the importance of developing educational and methodological support and teaching aids, selecting teaching methods taking into account the principles of cognitive psychology. As well as the need to prepare applicants to understand the mechanisms of regulating cognitive load, the benefits of external memory unloading tools,and the dangers of their thoughtless use.