Comparison of the effectiveness of traditional, electronic and combined (electrocentric) education on the cognitive burden of gifted adolescent girls

The aim of this study was to determine the comparison of the effectiveness of traditional, electronic and combined education on the cognitive burden of gifted adolescent girls.

This was a quasi-experimental study with pre-test-post-test design and follow-up with a control group; The statistical population of this study was all gifted adolescent girls in the second year of high school in district one of Kerman city. Witnesses (15 people in each group) were randomly applied. To conduct this research, at the beginning of the cognitive load assessment course, it was designed based on traditional, electronic and combined education and then performed on experimental group students. The control group also underwent the same evaluation in the pre-test stage. In order to evaluate the effectiveness of these three educational methods, the pass von Wren Marinbower questionnaire (1994) was used. Data were analyzed using repeated measures variance.

The results showed that all three trainings were effective on cognitive load (F = 111.82, P = 0.001); The results also showed that the level of students' satisfaction with the combined approach is significantly higher than the other two groups (P = 0.01 <0.05).

Teaching adolescents, especially the gifted, should be done in a multimedia way and with new technologies, in which the principles of processing and effects of cognitive load in order to reduce external cognitive load, maintain optimal cognitive load and manage internal cognitive load in order to maximize students' progress. Special attention should be paid to education.