ABSTRACT

The study of ergonomics has the potential to improve human performance not only in occupational sectors, but also in educational settings, where they can influence learning performance. It has long been acknowledged that instructional design can have direct effects on learning outcomes, provided it considers the underlying cognitive architecture of the learner. Relevant design features include the sequencing of tasks and the provision of cues using different types of media. The cognitive ergonomics (CE) of a learning environment, therefore, address the interaction among the key features of instructional design, the learning content, and the learner. Starting from the premise that simultaneous interpreting (SI) is a complex cognitive activity likely to generate high levels of intrinsic load in traditional apprenticeship-based training models, the primary research focus of this paper is to describe a training model built on CE-based multimodal activities. These activities are described in terms of their CE design that aims at making available the necessary cognitive resources for germane processing and promoting the acquisition of schemas through practice.

摘要

人体工程学的研究不仅可以改善职业领域的人的绩效，而且还可以改善教育环境中的人文能力，因为在这些领域，人类学能影响学习成绩。长期以来，人们已经认识到，教学设计只要考虑到学习者的潜在认知结构，就可以对学习成果产生直接影响。相关的设计功能包括使用不同类型的媒体对任务进行排序和提供提示。因此，学习环境的认知人体工程学（CE）解决了教学设计，学习内容和学习者的关键特征之间的相互作用。从同声传译（SI）是一项复杂的认知活动这一前提开始，在传统的基于学徒制的培训模型中，它可能会产生高水平的内在负担，本文的主要研究重点是描述基于基于CE的多模式活动的培训模型。这些活动是根据其CE设计来描述的，该CE设计旨在提供必要的认知资源来进行德语处理，并通过实践促进对模式的获取。