Date of Award:
8-2025
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
Instructional Technology and Learning Sciences
Committee Chair(s)
David F. Feldon
Committee
David F. Feldon
Committee
Kristy Bloxham
Committee
Gregory Callan
Committee
Jody Clarke Midura
Committee
Michael Levin
Abstract
There are three separate research papers within this dissertation, each looking at specific elements of learning. The process of learning is a complex phenomenon that includes not just cognitive aspects, but also emotional and motivational aspects. During learning there is an input of information into our cognitive system (i.e., minds). When too much information is given or the information is not presented effectively, this can overload our cognitive system and negatively impact our learning. Understanding how to learn within the parameters of our cognitive system is important. However, learning is more complex than just the simple input and output of information. We experience emotions during learning that can either help or hinder our learning. Emotions like frustration and overwhelm or even boredom can impact our motivation to persist in learning. Using healthy strategies to regulate our emotions can bolster motivation and engagement, thus helping us learn more effectively. The research papers comprised in this dissertation explore these elements of learning in depth.
Checksum
7c79a7d9669220119e86652eac01333f
Recommended Citation
Brockbank, Rebecca B., "Factors Influencing Cognitive Load: Exploring Affective Elements, Motivational Constructs, and Regulatory Strategies in Learning" (2025). All Graduate Theses and Dissertations, Fall 2023 to Present. 606.
https://digitalcommons.usu.edu/etd2023/606
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