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International students have diverse backgrounds and experience that can impact their academic success in international education. Purpose of this research intends to provide empirical evidence of the impact of student aptitude on the academic success in the context of higher education in UK. Data is gathered from 748 international students studying at UK universities, and analyzed using regression analysis. The results revealed a significant positive association amid student aptitude and academic success among international students. The regression coefficient (ß=0.65) and R2 (0.40) of the model designated students' aptitude to be a strong antecedent of academic success. The results are supported by the Cognitive Load Theory which suggests that students having higher cognitive abilities could manage cognitive load in a better manner, which facilitate effective learning and higher academic success. The findings imply that aptitude and cognitive abilities of students are critical contributing factors towards academic performance and inspires additional assessment of cognitive and non-cognitive elements in this regard. The findings are of significance to practitioners and educators in designing more effective student support systems and educational strategies for international higher education. [ABSTRACT FROM AUTHOR]

Sleep and depression have a complex, bidirectional relationship, with sleep-associated alterations in brain dynamics and structure impacting a range of symptoms and cognitive abilities. Previous work describing these relationships has provided an incomplete picture by investigating only one or two types of sleep measures, depression, or neuroimaging modalities in parallel. We analyze the correlations between brainwide neural signatures of sleep, cognition, and depression in task and resting-state data from over 30,000 individuals from the UK Biobank and Human Connectome Project. Neural signatures of insomnia and depression are negatively correlated with those of sleep duration measured by accelerometer in the task condition but positively correlated in the resting-state condition. Our results show that resting-state neural signatures of insomnia and depression resemble that of rested wakefulness. This is further supported by our finding of hypoconnectivity in task but hyperconnectivity in resting-state data in association with insomnia and depression. These observations dispute conventional assumptions about the neurofunctional manifestations of hyper- and hypo-somnia, and may explain inconsistent findings in the literature. The associations between sleep, depression and brain activity are not well understood. Here, the authors show patterns of brain activity associated with insomnia and depression resemble those found in people who sleep less, but only under cognitive load. At rest, these activation patterns are hyperconnected and resemble those found in longer sleepers. [ABSTRACT FROM AUTHOR]

Laboratory classes form an important aspect of bioscience education. However, this environment is challenging for students due to cognitive load and lack of confidence. Familiarising students with aspects of their laboratory classes prior to the session can improve this. This study compares the pre-laboratory scaffolding that bioscience and chemistry students experience across UK HE institutions. Typically, bioscience modules used fewer types of activities than chemistry although reading the protocol was the most common activity for both disciplines. Within bioscience, pre-laboratory activities differed by level: first year undergraduates were more likely to be asked to read the protocol, watch videos or do calculation practice in their modules whereas final year undergraduates were more likely to experience experimental design or contextualised activities. Alongside this, this paper discusses an institutional case study of the development and evaluation of technical laboratory videos as pre-laboratory scaffolding for first year students. These were found to benefit both student focus and enhance confidence: implying that using the videos impacted on cognitive load and hence learning. Exploring barriers to the uptake of these resources identified a lack of awareness of them as a major factor, suggesting that greater integration of such resources would enhance engagement and impact. [ABSTRACT FROM AUTHOR]

Background: Current research shows that many UK medical graduates continue to feel underprepared to work as a junior doctor. Most research in this field has focused on new graduates and employed the use of retrospective self-rating questionnaires. There remains a lack of detailed understanding of the challenges encountered in preparing for clinical practice, specifically those faced by medical students, where relevant educational interventions could have a significant impact. Through use of a novel on-call simulation, we set out to determine factors affecting perceived preparation for practice in final year medical students and identify ways in which we may better support them throughout their undergraduate training. Methods: 30 final year medical students from Imperial College London participated in a 90-minute simulation on hospital wards, developed to recreate a realistic on-call experience of a newly qualified doctor. Students partook in pairs, each observed by a qualified doctor taking field notes on their decisions and actions. A 60-minute semi-structured debrief between observer and student pair was audio-recorded for analysis. Field notes and students' clinical documentation were used to explore any challenges encountered. Debrief transcripts were thematically analysed through a general inductive approach. Cognitive Load Theory (CLT) was used as a lens through which to finalise the evolving themes. Results: Six key themes emerged from the on-call simulation debriefs: information overload, the reality gap, making use of existing knowledge, negative feelings and emotions, unfamiliar surroundings, and learning 'on the job'. Conclusions: The combination of high fidelity on-call simulation, close observation and personalised debrief offers a novel insight into the difficulties faced by undergraduates in their preparation for work as a junior doctor. In using CLT to conceptualise the data, we can begin to understand how cognitive load may be optimised within this context and, in doing so, we highlight ways in which undergraduate curricula may be adapted to better support students in their preparation for clinical practice. Recommendations are centred around enhancing the expertise of the learner through 'whole task' training approaches and integrated learning, as well as navigating negative emotions and supporting lifelong 'learning while working'. [ABSTRACT FROM AUTHOR]

This multiple case study investigates instructional designers' perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre‐interview survey, semi‐structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers' use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and research as well as directions for future research are discussed. Practitioner NotesWhat is already known about this topic Cognitive load theory (CLT) provides empirically tested strategies to manage cognitive load in different settingsCLT strategies has a positive impact on student learning processes and outcomesWhen designing online courses, it is important for faculty to collaborate with instructional designers to manage cognitive load and improve online course qualityThere is a need to investigate instructional designers' perceptions of online course quality and their use of CLT strategies when designing online coursesWhat this paper adds Provides a deep understanding of instructional designers perspectives on online course quality, application of CLT strategies while designing online courses and how application of these strategies contribute to the online course qualityAlthough instructional designers identify multiple CLT strategies from their work and perceive CLT strategies as an element contributing to course quality, they apply these strategies innatelyImplications for practice and/or policy Multiple stakeholders should be involved in determining online course qualityCollaboration between faculty and instructional designers is essential to manage cognitive load and increase online course qualityCLT and related theories should be emphasized in instructional design programsFuture research should focus on how instructional designers integrate CLT strategies into the systematic instructional design process and instructional designers' decision‐making process through think‐aloud and/or journaling efforts [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to holistically explore the information needs of socioeconomically disadvantaged young first-time mothers and associated issues of complexity. Design/methodology/approach: This paper used survey and semi-structured field interviews with 39 young mothers (aged 15–23) from UK areas of multiple deprivations. Findings: Participants reported multiple and complex needs spanning interrelated topics of parenting, poverty and personal development. In the majority of instances, participants were either unsure of their ability to meet their needs or needed help with needs, and several described situations of considerable anxiety and stress. Multiplicity is identified and conceptualised as an important factor contributing to complexity, including three component elements: simultaneous occurrence of needs (concurrency), relationships between needs (interconnectivity) and evolving needs (fluidity). In various combinations, these elements influenced a mother's actions and/or ability to selectively attend to needs, with multiple needs often competing for attention, and compounding issues of cognitive load and affect. Research limitations/implications: This study draws attention to multiplicity of needs as an understudied topic within human information behaviour and calls for further research into how people recognise and attend to complex needs and influencing factors. Practical implications: This study raises important questions regarding how we approach complexity of information needs in our design and delivery of information systems and services. Originality/value: Evidences disadvantaged young mothers to have more extensive and complex information needs than previously understood, and identifies and conceptualised multiplicity as an important factor contributing to the complexity of information needs during major life transitions such as motherhood. [ABSTRACT FROM AUTHOR]

Malingering mental disorder for financial compensation can offer substantial rewards to those willing to do so. A recent review of UK medico-legal experts' practices for detecting claimants evidenced that they are not well equipped to detect those that do. This is not surprising, considering that very little is known regarding why individuals opt to malinger. A potential construct which may influence an individual's choice to malinger is their knowledge of the disorder, and when one considers the high levels of depression literacy within the UK, it is imperative that this hypothesis is investigated. A brief depression knowledge scale was devised and administered to undergraduate students (N = 155) alongside a series of questions exploring how likely participants were to malinger in both workplace stress and claiming for benefit vignettes. Depression knowledge did not affect the likelihood of engaging in any malingering strategy in either the workplace stress vignettes or the benefit claimant vignettes. Differences were found between the two vignettes providing evidence for the context-specific nature of malingering, and an individual's previous mental disorder was also influential. [ABSTRACT FROM AUTHOR]

Given the recent reported common occurrence of mediocre or substandard academic performance by students in colleges and universities, it has become essential to identify pedagogical factors that might lessen or reverse this trend. Kolb's experiential learning, Pintrich's student learning motivation, and cognitive load theories were used as a framework to assess active teaching moderation of the effects of course difficulty on course performance and learning motivation. Hierarchical ordinary least squares (OLS) regression was used to analyse the data. Research subjects were recruited from a medium-sized historically Black college and university (HBCU) students enrolled in STEM (science, technology, engineering, and mathematics) and Business (i.e. management, economics, or accounting) classes. Active teaching was a positive predictor of course grade and learning motivation. Course difficulty was a negative predictor of course grade. Interaction analysis revealed that increases in active teaching reduced (i.e. moderated) the negative relationship between course difficulty on both course grade and learning motivation. Overall, the findings suggest that student learning outcomes are certainly a function of pedagogy (e.g. active teaching), psychological/affective (e.g. learning motivation), and learning content complexity. Active teaching environments should (1) address both cognitive load and emotional responses attributed to difficult coursework, and (2) provide efficacy building opportunities during instructional delivery. [ABSTRACT FROM AUTHOR]

Background: Our environments shape our behaviour, but little research has addressed whether healthier cues have a similar impact to less healthy ones. This online study examined the impact on food choices of the number of (i) healthier and (ii) less healthy snack foods available, and possible moderation by cognitive load and socioeconomic status., Methods: UK adults (n = 1509) were randomly allocated to one of six groups (two cognitive load x three availability conditions). Participants memorised a 7-digit number (7777777: low cognitive load; 8529713: high cognitive load). While remembering this number, participants chose the food they would most like to eat from: (a) two healthier and two less healthy foods, (b) six healthier and two less healthy foods, or (c) two healthier and six less healthy foods., Results: Compared to being offered two healthier and two less healthy options, the odds of choosing a healthier option were twice as high (Odds Ratio (OR): 2.0, 95%CI: 1.6, 2.6) with four additional healthier options, while the odds of choosing a less healthy option were four times higher (OR: 4.3, 95%CI: 3.1, 6.0) with four additional less healthy options. There were no significant main effects or interactions with cognitive load or socioeconomic status., Conclusions: This study provides a novel test of the impact of healthier vs. less healthy food cues on food choice, suggesting that less healthy food cues have a larger effect than healthier ones. Consequently, removing less healthy as opposed to adding healthier food options could have greater impact on healthier choices. Studies are now needed in which choices are made between physically-present foods.