Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

中文翻译：

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翻转教学对移动设备认知负荷水平的影响：以平面设计课程为例

由于计算机教育、人工智能教育、物联网、大数据和科技智慧的出现，学生在从事传统教育时很容易分心。翻转教学是高校常用的一种教学策略。本研究的重点是通过准实验设计对不同学习方法和不同班级的研究，对实验组和对照组之间的认知负荷进行比较分析。更具体地说，翻转教学以实验组进行，传统教学以对照组进行；他们同时被观察，213名民办大学生参加了实验。该研究提出了混合教学的实践，在群体交流行为系统中进行，通过移动设备增强群体互动和学习的精神。研究的核心价值在于（1）在线学习，（2）群体互动，以及（3）概念模型的学习负荷。此外，焦点小组访谈被用来提供对参与者认知和情绪的反馈。结果表明，两个班级之间的认知负荷存在差异。