د. خالد تركي نايف تأثير نظرية العبء المعرفي على فعالية وحدات التعليم المصغر في السياق التعليمي العراقي (دراسة تحليلية)

Abstract

This research aimed to analyze the impact of cognitive load theory on the effectiveness of microlearning units within the Iraqi educational environment, through an analytical study of instructional design components and levels of educational effectiveness. The study focused on understanding how reducing cognitive load can improve students' absorption of educational content and contribute to improving academic performance.

The study relied on analyzing a set of microlearning modules applied in the Iraqi environment, and measuring their compliance with the principles of cognitive load theory, such as progressive division of content, removing distracting information, and providing appropriate visual and verbal guidance.

The results showed that adhering to the cognitive load theory in designing microlearning modules increases the level of interaction, concentration, and comprehension of students, and reduces their feelings of mental fatigue. The theory also helps to improve the quality of teaching, especially in environments with poor educational infrastructure.

The researcher recommends training teachers to design mini-modules that correspond to this theory, and integrate it into the curriculum more broadly to achieve more effective and sustainable education.