This paper examines the grain of content in junior high mathematics digital textbooks from People’s Education Press(PEP)using Cognitive Load Theory(CLT)in a sequential explanatory mixed-methods design:(1)bibliometric...This paper examines the grain of content in junior high mathematics digital textbooks from People’s Education Press(PEP)using Cognitive Load Theory(CLT)in a sequential explanatory mixed-methods design:(1)bibliometric analysis of 2008–2023142 publications found substantial gaps in cognitive-aligned pedagogical design;then,(2)large-scale surveys of 231 teachers and 102 students found critical gaps in navigation intuitiveness(71.3%),interactive affordance deficiency(68.9%),and personal pathway rigidity(76.5%).(3)Interviews with 6 teachers and 3 developers further revealed these deficiencies lay in:(1)content fragmentation serving procedural skills at the expense of conceptual integration;(2)sequence disruption violating CLT’s intrinsic load tenets;and(3)passive multimodal serving static text/images(82%of resources)limiting germane processing.We thus innovated a CLT-driven framework to reduce intrinsic load by animating schema builders chunking complex concepts,minimize extraneous load by Gestalt-principled UI redesign serving spatial consistency,and enhance germane load by adaptive analytics serving personal pathways.Empirical results showed 34%more knowledge retention(p<0.01,d=1.87)and 28%less perceived cognitive load(NASA-TLX)relative to conventional textbooks.Our work contributed both a theoretically grounded resource optimization model and an advancement of CLT in technology-enhanced mathematics instruction.展开更多
基金funded by the Macao Science and Technology Development Fund(FDCT)under Grant(No.0071/2023/RIB3&No.0003-2024-AGJ)by the Macao Foundation under Grant(No.MF2342).
文摘This paper examines the grain of content in junior high mathematics digital textbooks from People’s Education Press(PEP)using Cognitive Load Theory(CLT)in a sequential explanatory mixed-methods design:(1)bibliometric analysis of 2008–2023142 publications found substantial gaps in cognitive-aligned pedagogical design;then,(2)large-scale surveys of 231 teachers and 102 students found critical gaps in navigation intuitiveness(71.3%),interactive affordance deficiency(68.9%),and personal pathway rigidity(76.5%).(3)Interviews with 6 teachers and 3 developers further revealed these deficiencies lay in:(1)content fragmentation serving procedural skills at the expense of conceptual integration;(2)sequence disruption violating CLT’s intrinsic load tenets;and(3)passive multimodal serving static text/images(82%of resources)limiting germane processing.We thus innovated a CLT-driven framework to reduce intrinsic load by animating schema builders chunking complex concepts,minimize extraneous load by Gestalt-principled UI redesign serving spatial consistency,and enhance germane load by adaptive analytics serving personal pathways.Empirical results showed 34%more knowledge retention(p<0.01,d=1.87)and 28%less perceived cognitive load(NASA-TLX)relative to conventional textbooks.Our work contributed both a theoretically grounded resource optimization model and an advancement of CLT in technology-enhanced mathematics instruction.
