The rise of online learning has made education more accessible than ever, but it also comes with hidden challenges. A recent study from a public university in Indonesia reveals that poorly designed online learning platforms can actually overwhelm students, making it harder for them to learn effectively.
Researchers analyzed how students interact with online learning systems to detect signs of cognitive load—the mental effort required to process information. Using tools like Hotjar and NASA-TLX questionnaires, the team studied 33 computer science students during a 150-minute online session that included reading, watching videos, joining discussions, and taking quizzes.
The findings were eye-opening:
- More than 80% of students reported high cognitive load, showing that too much content and complex layouts can burden learners.
- Interaction behaviors such as text input, time spent on tasks, clicks, and backtracking (“U-turns”) were strongly linked to students’ mental strain.
- Surprisingly, students who were the most engaged often experienced the highest levels of cognitive overload, suggesting that “more effort” does not always mean “better learning.”
To address this issue, the study highlights the importance of adaptive online learning systems. These systems could automatically adjust content, interface, and complexity based on how learners interact in real time. By doing so, they can reduce unnecessary strain and make learning more efficient.
This research connects directly to the United Nations Sustainable Development Goals (SDGs):
- SDG 4: Quality Education – by creating smarter online platforms that truly support effective learning.
- SDG 9: Industry, Innovation, and Infrastructure – by driving technological innovations that improve digital education tools.
The researchers suggest that future work should focus on integrating physiological data and creating personalized pathways to ensure online education doesn’t just deliver content, but also helps students learn better.
Source: https://www.scopus.com/pages/publications/105007801784
03/Ilkom/2025
