A Case Study of Learning Environment for Building Structures for Learners with Reading Disabilities Based on Cognitive Load Theory

Abstract

We have developed an interactive environment for learning using the kit-build method (targeted at problem-posing). Furthermore, we intend to apply this system to special classrooms. The research domains in this study are arithmetic word problem and reading delay. We analyze the structure of the arithmetic word problem to help develop a learning environment that allows learners to pose the problems by building the units of the kit given to them in the exercise. Meanwhile, in special classrooms, teachers carefully teach disabled students arithmetic word problems using a general learning method such as problem-solving because of the students’ disability. For example, a picture is used to explain the meanings of sentences in a word problem. By analyzing learning methods based on cognitive load theory, we argue that if extraneous load is consistent with the disability of the learner, a learning method could be realized that would be considered difficult to realize in a special classroom by giving learners an appropriate unit kit in the learning environment. In previous research, we performed an experiment using the learning environment for problem-posing in a special classroom at a junior high school. It is impossible to learn by problem-posing in special classrooms, but we achieved success in this exercise with our learning environment. In this research, we attempted to realize learning by directly building the structure of an arithmetic word problem, which is considered a more difficult learning task than problem-posing. Moreover, we report on an experiment we performed using this environment.