The Relationship between Cognitive Load and Learning Satisfaction in Synchronous Live Broadcast Classrooms: The Mediating Role of Social Presence

Yongfa Hou; Yin Chen; Xiaxia Jiang; Jiajun Yu

doi:10.6918/IJOSSER.202411_7(11).0025

Authors

Yongfa Hou
Yin Chen
Xiaxia Jiang
Jiajun Yu

DOI:

https://doi.org/10.6918/IJOSSER.202411_7(11).0025

Keywords:

Online Live Broadcast Classroom; Cognitive Load; Social Presence; Learning Satisfaction.

Abstract

This study recruited 225 college students online to participate in a synchronous live broadcast course on hypnosis to explore the relationship among cognitive load, social presence, and learning satisfaction, and to propose educational strategies suitable for live broadcast teaching to improve students' learning satisfaction. Data analysis was conducted using SPSS 23.0 for statistical analysis of valid data, employing Pearson correlation analysis to examine the relationships among cognitive load, social presence, and learning satisfaction, and using the SPSS macro program Process plugin to analyze the mediating role of social presence. The results revealed that external cognitive load scores were significantly higher in males than in females (P<0.05); internal cognitive load scores were also significantly higher in males than in females; relevant cognitive load can positively predict social presence; relevant cognitive load can positively predict learning satisfaction; social presence can positively predict learning satisfaction; the mediating effect of social presence between relevant cognitive load and learning satisfaction is significant, with a mediation effect accounting for 23.54% of the variance. Therefore, in synchronous live broadcast teaching, teachers and students can intervene from both cognitive load and social presence to improve learning satisfaction.

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