Abstract
This article reflects upon the work by Tracey and Hutchinson, Empathic design: Imagining the cognitive and emotional learner experience. Educational Technology Research and Development, 67(5), 1259–1272. https://doi.org/10.1007/s11423-019-09683-2, 2019, “Empathic design: imagining the cognitive and emotional learner experience”. They examined a notion of empathic design in the instructional designer’s practice of redesigning a course to promote interaction and collaboration among physicians, radiobiologists, and radiation physicists. Albeit the empathic design is important in designing any instruction including the ones in digital learning environments, instructional designers need to consider more aspects related to learner’s emotional experiences. Cognitive load theory can guide instructional designers towards identifying learner’s potential emotional experiences based on intrinsic, extrinsic, and germane cognitive load. Future suggestions and needs to consider other types of affective domain are also discussed.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191–215. https://doi.org/10.1037/0033-295X.84.2.191.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bellocchi, A., Mills, K. A., & Ritchie, S. M. (2016). Emotional experiences of preservice science teachers in online learning: The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education, 11(3), 629–652. https://doi.org/10.1007/s11422-015-9673-9.
Ding, Y., & Zhao, T. (2020). Emotions, engagement, and self-perceived achievement in a small private online course. Journal of Computer Assisted Learning, 36(4), 449–457. https://doi.org/10.1111/jcal.12410.
Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn & Bacon.
Fisher, E. A., & Wright, V. H. (2010). Improving online course design through usability testing. Journal of Online Learning and Teaching, 6(1), 228–245.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973). Taxonomy of educational objectives, the classification of educational goals. Handbook II: Affective domain (Vol. 1, p. 956). New York: David McKay Co. Inc..
Moreno, R., & Mayer, R. E. (1999). Cognitive principles of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91(2), 358. https://doi.org/10.1037/0022-0663.91.2.358.
Paas, F., Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Educational Psychologist, 38(1), 1–4. https://doi.org/10.1207/S15326985EP3801_1.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295–312. https://doi.org/10.1016/0959-4752(94)90003-5.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. https://doi.org/10.1007/s10648-010-9128-5.
Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37–76). Academic Press. https://doi.org/10.1016/B978-0-12-387691-1.00002-8.
Tracey, M. W., & Hutchinson, A. (2019). Empathic design: Imagining the cognitive and emotional learner experience. Educational Technology Research and Development, 67(5), 1259–1272. https://doi.org/10.1007/s11423-019-09683-2.
Tripp, S. D., & Bichelmeyer, B. (1990). Rapid prototyping: An alternative instructional design strategy. Educational Technology Research and Development, 38(1), 31–44. https://doi.org/10.1007/BF02298246.
Funding
There was no funding received for conducting this study.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
Conflict of Interest
The authors declare that they have no conflict of interest.
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Huh, Y. A holistic empathic design through cognitive load theory: response to Tracey and Hutchinson. Education Tech Research Dev 69, 77–80 (2021). https://doi.org/10.1007/s11423-020-09849-3
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11423-020-09849-3