Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: AbstractCognitive load theory (CLT) was used to redesign a Database Systems course for Information Technology students. The redesign was intended to address poor student performance and low satisfaction, and to provide a more relevant foundation in database design and use for subsequent studies and industry. The original course follod the conventional structure for a database course, covering database design first, then database development. Analysis shod the conventional course content was appropriate but the instructional materials used re too complex, especially for novice students. The redesign of instructional materials applied CLT to remove split attention and redundancy effects, to provide suitable worked examples and sub-goals, and included an extensive re-sequencing of content. The approach was primarily directed towards mid- to lor performing students and results shod a significant improvement for this cohort with the exam failure rate reducing by 34% after the redesign on identical fi...
['Raina Mason', 'Carolyn Seton', 'Graham Cooper']
I am writing a research paper on a idea Applying Cognitive Load Theory to the Redesign of a Conventional Database Systems Course.
[{"from": "human", "value": "I am writing a research paper on a idea Applying Cognitive Load Theory to the Redesign of a Conventional Database Systems Course."}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely: AbstractCognitive load theory (CLT) was used to redesign a Database Systems course for Information Technology students. The redesign was intended to address poor student performance and low satisfaction, and to provide a more relevant foundation in database design and use for subsequent studies and industry. The original course follod the conventional structure for a database course, covering database design first, then database development. Analysis shod the conventional course content was appropriate but the instructional materials used re too complex, especially for novice students. The redesign of instructional materials applied CLT to remove split attention and redundancy effects, to provide suitable worked examples and sub-goals, and included an extensive re-sequencing of content. The approach was primarily directed towards mid- to lor performing students and results shod a significant improvement for this cohort with the exam failure rate reducing by 34% after the redesign on identical fi..."}]