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Difference between cognitive load of adaptive computerized testing and cognitive load of traditional testing

Grant number: 23/05552-3
Support Opportunities:Scholarships in Brazil - Scientific Initiation
Start date: July 01, 2023
End date: April 30, 2024
Field of knowledge:Health Sciences - Medicine - Medical Clinics
Principal Investigator:Dario Cecilio Fernandes
Grantee:Julia Beatriz Aliscantes Silva Brito
Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Associated research grant:18/15642-1 - Investigating the impact of assessment strategies on medical students' learning, AP.JP

Abstract

The development of medical knowledge involves the processing of information into encapsulated concepts that can be applied in clinical practice. One of the challenges faced in this learning process in medical education is the cognitive overload experienced by students. Therefore, the use of computerized tests, particularly adaptive computerized testing (CAT), has been tested and applied as a way to maximize teaching efficiency compared to traditional tests. This is because CAT favors learning by modulating cognitive load, which helps reduce the level of fatigue experienced by students and the cognitive resources required to perform the task. As a result, the chances of acquiring knowledge increase. Therefore, the aim of this project is to analyze whether the use of CAT reduces cognitive load when compared to traditional testing, by investigating the cognitive processes involved.

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