簡易檢索 / 詳目顯示

研究生: Aunhabundit, Nattapon
Aunhabundit, Nattapon
論文名稱: From Complexity to Clarity: Maximizing Training Effectiveness in Reducing Information Overload through Graphic Recording
From Complexity to Clarity: Maximizing Training Effectiveness in Reducing Information Overload through Graphic Recording
指導教授: 盧承杰
Lu, Cheng-Chieh
口試委員: 盧承杰
Lu, Cheng-Chieh
賴志樫
Lai, Chih-Chien
李栢浡
Lee, Pai-Po
口試日期: 2024/05/13
學位類別: 碩士
Master
系所名稱: 國際人力資源發展研究所
Graduate Institute of International Human Resource Developmemt
論文出版年: 2024
畢業學年度: 112
語文別: 英文
論文頁數: 97
英文關鍵詞: Graphic recording, Training effectiveness, Information overload
研究方法: 實驗設計法
DOI URL: http://doi.org/10.6345/NTNU202400998
論文種類: 學術論文
相關次數: 點閱:53下載:1
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • The escalating demands for continuous learning have given rise to a paradox: the more training individuals undergo, the less effective it becomes due to the pervasive issue of information overload. This dilemma not only impedes learning retention and application but also stunts personal and professional development. In response to this challenge, graphic recording has emerged as a promising remedy to alleviate information overload. However, it contends with the perception of being a mere novelty rather than a substantive learning tool. This paper examines whether graphic recording can enhance trainees' comprehension and engagement, contributing to more effective training outcomes. Using an experimental design, 100 participants are divided into two groups undergoing training with and without graphic recording for comparison. Post-training examinations and surveys were used to assess learning acquisition and participant engagement. The findings underscore the significant efficacy of graphic recording in reducing information overload while simultaneously enhancing engagement and learning acquisition. These results offer valuable insights for training professionals and organizations grappling with the challenges posed by information overload. Moreover, they hold the promise of transforming training into a more fruitful and captivating experience, ultimately fostering enhanced training outcomes.

    The escalating demands for continuous learning have given rise to a paradox: the more training individuals undergo, the less effective it becomes due to the pervasive issue of information overload. This dilemma not only impedes learning retention and application but also stunts personal and professional development. In response to this challenge, graphic recording has emerged as a promising remedy to alleviate information overload. However, it contends with the perception of being a mere novelty rather than a substantive learning tool. This paper examines whether graphic recording can enhance trainees' comprehension and engagement, contributing to more effective training outcomes. Using an experimental design, 100 participants are divided into two groups undergoing training with and without graphic recording for comparison. Post-training examinations and surveys were used to assess learning acquisition and participant engagement. The findings underscore the significant efficacy of graphic recording in reducing information overload while simultaneously enhancing engagement and learning acquisition. These results offer valuable insights for training professionals and organizations grappling with the challenges posed by information overload. Moreover, they hold the promise of transforming training into a more fruitful and captivating experience, ultimately fostering enhanced training outcomes.

    TABLE OF CONTENTS ACKNOWLEDGEMENT............................................................II ABSTRACT....................................................................................... I TABLE OF CONTENTS.......................................................II LIST OF TABLES ...........................................................................IV LIST OF FIGURES ................................................................V CHAPTER I INTRODUCTION.........................................................................1 Background of the Study............................................................1 Statement of the Problem...........................................................................5 Purposes of the Study....................................................................................6 Questions of the Study ....................................................................7 Significance of the Study .......................................................................8 Delimitations...............................................................................8 Definition of Key Terms........................................................................10 CHAPTER II LITERATURE REVIEW....................................................12 Information Overload.........................................................................12 Training Effectiveness..............................................................................17 Graphic Recording ...................................................................................22 Information Overload and Training Effectiveness...............................................................26 Graphic Recording as a Moderator ....................................................29 CHAPTER III METHODOLOGY .......................................................33 Research Framework..............................................................................33 Research Procedure ..........................................................................................34 Research Sample and Experimental Procedure....................................................................39 Manipulation Check ...........................................................................41 Measurement ..................................................................................................42 Data Analysis.................................................................................................46 CHAPTER IV RESULTS AND DISCUSSION ................................................49 Descriptive Statistics......................................................................................49 Results of Pearson Correlation Analysis..............................................................................50 Result of Hierarchical Regression Analysis.......................................52 Discussions...........................................................................................58 CHAPTER V CONCLUSIONS AND RECOMMENDATIONS............................................63 Conclusion.............................................................................................63 Practical Implication of the Study.................................................................64 Limitation................................................................................................65 Recommendation..........................................................................................66 REFERENCES ........................................................................................67 APPENDIX A: QUESTIONNAIRE (ENGLISH VERSION)................................................83 APPENDIX B: QUESTIONNAIRE (THAI VERSION) ..............................89 APPENDIX C: EXPERIMENT SETTING................................................96

    Achuthan, K., Kolil, V. K., & Jyothy, S. N. (2023). Effectiveness of virtual laboratory teacher training workshops: a Kirkpatrick model analysis. International Journal of Emerging Technologies in Learning (IJET), 18(15), 225–239. https://doi.org/10.3991/ijet.v18i15.40037
    Agerbeck, B. (2012). The graphic facilitator’s guide: How to use your listening, thinking & drawing skills to make meaning. Chicago: Loosetooth.
    Ahern, C. A., & De Kirby, K. (2011). Beyond individual differences. Springer Science & Business Media. https://doi.org/10.1007/978-1-4614-0641-9
    Aik, C. T., & Tway, D. C. (2005). On-the-job training: An overview and an appraisal. Proceedings of the international conference on applied management and decision sciences (AMDS 2005): Building a research agenda for the 21st century, 107–120.
    Alken, A., Luursema, J. M., Weenk, M., Yauw, S., Fluit, C., & van Goor, H. (2018). Integrating technical and non-technical skills coaching in an acute trauma surgery team training: Is it too much? The American Journal of Surgery, 216(2), 369–374. https://doi.org/10.1016/j.amjsurg.2017.08.011
    Alsalamah, A., & Callinan, C. (2021). Adaptation of Kirkpatrick’s four-level model of training criteria to evaluate training programmes for head teachers. Education Sciences, 11(3), 116. https://doi.org/10.3390/educsci11030116
    Anderson, L. W., & Krathwohl, D. R. (2001). Taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. Pearson Longman.
    Araújo, S., Domingues, M., & Fernandes, T. (2022). From hand to eye: a meta-analysis of the benefit from handwriting training in visual graph recognition. Educational Psychology Review, 34(3), 1577–1612. https://doi.org/10.1007/s10648-021-09651-4
    Arnold, M., Goldschmitt, M., & Rigotti, T. (2023). Dealing with information overload: a comprehensive review. Frontiers in Psychology, 14: 1122200. https://doi.org/10.3389/fpsyg.2023.1122200
    Arzaga, J. (2023). Sketchnoting: A pedagogical tool in the delivery of printed modular distance learning. American Journal of Multidisciplinary Research and Innovation, 2(3), 77–82. https://doi.org/10.54536/ajmri.v2i3.1625
    Bafaneli, S., & Setibi, G. (2015). The impact of on-the-job training on employee performance: The case of Riley’s hotel. Journal of Business Theory and Practice, 3(2), 239. https://doi.org/10.22158/jbtp.v3n2p239
    Barrett, A., & O’Connell, P. J. (2001). Does training generally work? The returns to in-company training. Industrial and Labor Relations Review, 54(3), 647-662. https://doi.org/10.2307/2695995
    Bates, R. (2004). A critical analysis of evaluation practice: the Kirkpatrick model and the principle of beneficence. Evaluation and Program Planning, 27(3), 341–347. https://doi.org/10.1016/j.evalprogplan.2004.04.011
    Bawden, & Robinson. (2018). Information overload: An overview. Oxford Encyclopedia of Political Decision Making. https://openaccess.city.ac.uk/id/eprint/23544/
    Belabbes, M. A., Ruthven, I., Moshfeghi, Y., & Rasmussen Pennington, D. (2022). Information overload: a concept analysis. Journal of Documentation, 79(1), 144–159. https://doi.org/10.1108/jd-06-2021-0118
    Benselin, J. C., & Ragsdell, G. (2016). Information overload: The differences that age makes. Journal of Librarianship and Information Science, 48(3), 284–297. https://doi.org/10.1177/0961000614566341
    Bettis-Outland, H. (2012). Decision-making’s impact on organizational learning and information overload. Journal of Business Research, 65(6), 814–820. https://doi.org/10.1016/j.jbusres.2010.12.021
    Blair, A. (2003). Reading strategies for coping with information overload ca. 1550-1700. Journal of the History of Ideas, 64(1), 11-28. https://doi.org/10.2307/3654293
    Bliss, R. (2023, January). Flattening The Forgetting Curve. Retrieved October 18, 2023, from https://www.linkedin.com/pulse/flattening-forgetting-curve-richard-bliss/
    Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2009). Transfer of training: a meta-analytic review. Journal of Management, 36(4), 1065–1105. https://doi.org/10.1177/0149206309352880
    Borkovich. (2018). Information overload revisited: Infinite organizational threats. Issues in Information Systems. https://doi.org/10.48009/4_iis_2018_150-161
    Bratash, V. S., Riekhakaynen, E. I., & Petrova, T. E. (2020). Сreating and processing sketchnotes: a psycholinguistic study. Procedia Computer Science, 176, 2930–2939. https://doi.org/10.1016/j.procs.2020.09.210
    Brown, T. C. (2005). Effectiveness of distal and proximal goals as transfer-of-training interventions: A field experiment. Human Resource Development Quarterly, 16(3), 369–387. https://doi.org/10.1002/hrdq.1144
    Camargo, M. R. (2008). A grounded theory study of the relationship between e-mail and burnout. Information Research, 13(4), paper 383.
    Cameron, B. G. (2019). Customer confusion: product overlap, ambiguous needs, and information overload : an examination of corporate mental models for derivative product creation and their impact on customers. HRL.Handle. Retrieved October 22, 2023, from https://hdl.handle.net/1721.1/122243
    Cawley, J. F. (2020). Formal training for practice: how much is too much? Academic Medicine, 95(7), 972–972. https://doi.org/10.1097/acm.0000000000003362
    Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293–332. https://doi.org/10.1207/s1532690xci0804_2
    Chan, S.Y. (2001). The use of graphs as decision aids in relation to information overload and managerial decision quality. Journal of Information Science, 27(6), 417-425. https://doi.org/10.1177/016555150102700607.
    Cheng, P., Ouyang, Z., & Liu, Y. (2019). The effect of information overload on the intention of consumers to adopt electric vehicles. Transportation, 47(5), 2067–2086. https://doi.org/10.1007/s11116-019-10001-1
    Cheung, V. K., Chia, N. H., So, S. S., Ng, G. W., & So, E. H. (2023). Expanding scope of Kirkpatrick model from training effectiveness review to evidence-informed prioritization management for cricothyroidotomy simulation. Heliyon, 9(8), e18268. https://doi.org/10.1016/j.heliyon.2023.e18268
    Cordiner, S. (2021). 5 things you can do if you have too much content for your online course. eLearning Industry. Retrieved October 29, 2023, from https://elearningindustry.com/too-much-content-for-your-online-course-5-things-can
    Costa, D. S., Smith, A. B., Lim, B. T., & Fardell, J. E. (2015). Simplifying the assessment of cancer information overload: A comment on Jensen et al. (2014). Patient Education and Counseling, 98(11), 1450. https://doi.org/10.1016/j.pec.2015.04.020
    De Jong, T. (2009). Cognitive load theory, educational research, and instructional design: some food for thought. Instructional Science, 38(2), 105–134. https://doi.org/10.1007/s11251-009-9110-0
    Dean‐Coffey, J. (2013). Graphic recording. New Directions for Evaluation, 2013(140), 47–67. https://doi.org/10.1002/ev.20073
    Denny, J. (2021, May). What is the forgetting curve (and how do you combat it)? eLearning Industry. Retrieved October 10, 2023, from https://elearningindustry.com/forgetting-curve-combat
    Dermol, V., & Čater, T. (2013). The influence of training and training transfer factors on organisational learning and performance. Personnel Review, 42(3), 324–348. https://doi.org/10.1108/00483481311320435
    DiCarlo, S. E. (2009). Too much content, not enough thinking, and too little FUN! Advances in Physiology Education, 33(4), 257–264. https://doi.org/10.1152/advan.00075.2009
    Dimeo, R. (2016). Sketchnoting: an analog skill in the digital age. ACM SIGCAS Computers and Society, 46(3), 9–16. https://doi.org/10.1145/3024949.3024951
    Dimeo, R. (2017). Sketchnote summary of “The backscattering story: A personal view.” Journal of Neutron Research, 19(3–4), 103–105. https://doi.org/10.3233/jnr-160030
    Dimeo, R. (2021). Sketchnoting science how to make sketchnotes from technical content. NIST Special Publication, 1265. https://doi.org/10.6028/nist.sp.1265
    Donnell, R. O. (2018, March 6). Why traditional classroom training isn’t enough for today’s employees. HR Dive. Retrieved October 18, 2023, from https://www.hrdive.com/news/why-traditional-classroom-training-isnt-enough-for-todays-employee/518229/
    Ebbinghaus. H. (1885). Memory: A contribution to experimental psychology. Leipzig, Duncker & Humblot.
    Eppler, M. J., & Mengis, J. (2004). The concept of information overload: A review of literature from organization science, accounting, marketing, MIS, and Related Disciplines. The Information Society, 20(5), 325–344. https://doi.org/10.1080/01972240490507974
    Farjad, S. (2012). The evaluation effectiveness of training courses in university by Kirkpatrick model (Case Study: Islamshahr University). Procedia - Social and Behavioral Sciences, 46, 2837–2841. https://doi.org/10.1016/j.sbspro.2012.05.573
    Feng, W., Zhu, Q., Zhuang, J., & Yu, S. (2018, January 3). An expert recommendation algorithm based on Pearson correlation coefficient and FP-growth. Cluster Computing, 22(S3), 7401–7412. https://doi.org/10.1007/s10586-017-1576-y
    Fernández-Fontecha, A., O’Halloran, K. L., Tan, S., & Wignell, P. (2018). A multimodal approach to visual thinking: the scientific sketchnote. Visual Communication, 18(1), 5–29. https://doi.org/10.1177/1470357218759808
    Filipovic, T. (2021, Jun). Three ways to evaluate learning beyond the smile sheet. EnCompass LLC. Retrieved October 20, 2023, from https://encompassworld.com/three-ways-to-evaluate-learning-beyond-the-smile-sheet/
    Ford, J. K., Yelon, S. L., & Billington, A. Q. (2011). How much is transferred from training to the job? The 10% delusion as a catalyst for thinking about transfer. Performance Improvement Quarterly, 24(2), 7–24. https://doi.org/10.1002/piq.20108
    Gandomkar (2018). Comparing Kirkpatrick’s original and new model with CIPP evaluation model. Journal of Advances in Medical Education & Professionalism, 6(2). 94–95.
    Gerjets, P., & Scheiter, K. (2003). Goal configurations and processing strategies as moderators between instructional design and cognitive load: Evidence from hypertext-based instruction. Educational Psychologist, 38(1), 33–41. https://doi.org/10.1207/s15326985ep3801_5
    Gharravi, A. M. (2018). Impact of instructor-provided notes on the learning and exam performance of medical students in an organ system-based medical curriculum. Advances in Medical Education and Practice, 9, 665–672. https://doi.org/10.2147/amep.s172345
    Gibbons, A. (1991). Too much training is a waste of time – but it needn’t be. Industrial and Commercial Training, 23(5), 17-20. https://doi.org/10.1108/00197859110138539
    Goh, W. W., Wong, S. Y., & Ayub, E. (2017). The effectiveness of MOOC among learners based on Kirkpatrick’s model. Redesigning Learning for Greater Social Impact, 313–323. https://doi.org/10.1007/978-981-10-4223-2_29
    Grannis, R. (2020, April). Is Information Overload Killing Your Product Training? www.linkedin.com. Retrieved October 18, 2023, from https://www.linkedin.com/pulse/information-overload-killing-your-product-training-roger-grannis/
    Gross, B. M. (1964). The Managing of Organizations. The Free Press of Glencoe.
    Hamtini, T. M. (2008). Evaluating E-learning Programs: An Adaptation of Kirkpatrick’s Model to Accommodate E-learning Environments. Journal of Computer Science, 4(8), 693–698. https://doi.org/10.3844/jcssp.2008.693.698
    Haugh, & Macfarlan. (2020, February). Talking about visuals: A discussion with graphic recorder Katherine Haugh - Blog post on Better Evaluation. Better Evaluation. Retrieved October 18, 2023, from https://www.betterevaluation.org/blog/talking-about-visuals-discussion-graphic-recorder-katherine-haugh
    Hristov, H., & Arcelus-Ulibarrena, J. M. (2023). Evolution of training methodology in the era of software technologies. Research Highlights in Science and Technology 3, 184–198. https://doi.org/10.9734/bpi/rhst/v3/5872e
    Huang. (2017, April). Ethics and Expectations: How much work can/should a graphic facilitator/ graphic recorder be reasonably expected to deliver in a day? LinkedIn. Retrieved October 18, 2023, from https://www.linkedin.com/pulse/ethics-expectations-how-much-work-canshould-graphic-kailin-huang/
    Ink Factory. (2023). What is graphic recording? visual note-taking and more. Retrieved October 18, 2023, from https://inkfactorystudio.com/blog/what-is-graphic-recording/
    Irber, W. (2021). Why our brain makes graphic recording at events less impactful than promised. https://www.linkedin.com/pulse/why-our-brain-makes-graphic-recording-events-less-impactful-irber
    Ismael (2020). What’s the difference between training and learning? Retrieved November 4, 2023, from https://www.linkedin.com/pulse/whats-difference-between-training-learning-ismael-mba-cplp-pct/
    Jensen, J. D., Carcioppolo, N., King, A. J., Scherr, C. L., Jones, C. L., & Niederdeppe, J. (2014). The cancer information overload (CIO) scale: Establishing predictive and discriminant validity. Patient Education and Counseling, 94(1), 90–96. https://doi.org/10.1016/j.pec.2013.09.016
    Johnson, C. (2004). Top scientific visualization research problems. IEEE Computer Graphics and Applications, 24(4), 13–17. https://doi.org/10.1109/mcg.2004.20
    Jones, C., Fraser, J., & Randall, S. (2018). The evaluation of a home-based paediatric nursing service: concept and design development using the Kirkpatrick model. Journal of Research in Nursing, 23(6), 492–501. https://doi.org/10.1177/1744987118786019
    Jonny, J. (2016). Training effectiveness at PT XYZ using Kirkpatrick model and return on investment of training (ROI-training). Binus Business Review, 7(2), 137-141. https://doi.org/10.21512/bbr.v7i2.1728
    Kaban, L. M., & Amanda, J. (2022). The importance of employees’ motivation and training on company performance in a family business. Ultima Management: Jurnal Ilmu Manajemen, 83–96. https://doi.org/10.31937/manajemen.v14i1.2371
    Khairat, S. S., Dukkipati, A., Lauria, H. A., Bice, T., Travers, D., & Carson, S. S. (2018). The impact of visualization dashboards on quality of care and clinician satisfaction: Integrative literature review. JMIR Human Factors, 5(2), e22. https://doi.org/10.2196/humanfactors.9328
    Kidd. (2021, February). Does your training give your team information overload? - Trainual. Retrieved October 18, 2023, from https://trainual.com/manual/does-your-training-give-your-team-information-overload
    Kingman Ink. (2023). Rates for graphic recording — Kingman Ink visual notetaking. Kingman Ink Visual Notetaking. Retrieved October 18, 2023, from https://kingmanink.com/rates
    Kirkpatrick Partners. (2022, October). The Kirkpatrick model. Kirkpatrick Partners, LLC. Retrieved November 4, 2023, from https://www.kirkpatrickpartners.com/the-kirkpatrick-model/
    Kirkpatrick, D. L., & Kirkpatrick, J. D. (2005, May 15). Transferring Learning to Behavior. National Geographic Books.
    Larkin, V. (2023). Joseph Beuys and live scribing: A speculative timeline. Journal of Illustration. 10(1), 33-55. https://doi.org/10.1386/jill_00056_1
    Lewis, M., & Sturdee, M. (2023). The joy of sketch: A hands-on introductory course on sketching in hci and ux within research, practice, and education. Extended Abstracts of the 2023 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3544549.3574187
    Liu, Y., Luo, W., & Wang, X. (2023). Exploring the relationship between students’ note-taking and interpreting quality: a case study in the Chinese context. Frontiers in Education, 8. 268-281. https://doi.org/10.3389/feduc.2023.1157509
    Lopatovska, I., Carcamo, T., Dease, N., Jonas, E., Kot, S., Pamperien, G., Volpe, A., & Yalcin, K. (2018). Not just a pretty picture part two: testing a visual literacy program for young children. Journal of Documentation, 74(3), 588–607. https://doi.org/10.1108/jd-08-2017-0119
    Mayer, R. E. (2002). Rote versus meaningful learning. Theory Into Practice, 41(4), 226–232. https://doi.org/10.1207/s15430421tip4104_4
    McCall. (2020, January). Compliance training in the age of information overload. Training Industry. Retrieved November 15, 2023, from https://trainingindustry.com/articles/compliance/compliance-training-in-the-age-of-information-overload/
    McGarry, O. (2022, April). 5 ways to challenge the forgetting curve. LearnUpon. Retrieved October 18, 2023, from https://www.learnupon.com/blog/ebbinghaus-forgetting-curve/
    Meyer, J. (1998). Information overload in marketing management, Marketing Intelligence & Planning, 16(3), 200-209. https://doi.org/10.1108/02634509810217318
    Misra, S., Roberts, P., & Rhodes, M. (2020). Information overload, stress, and emergency managerial thinking. International Journal of Disaster Risk Reduction, 51, 101762. https://doi.org/10.1016/j.ijdrr.2020.101762
    Mohammed, M., Sha’aban, A., Jatau, A. I., Yunusa, I., Isa, A. M., Wada, A. S., Obamiro, K., Zainal, H., & Ibrahim, B. (2021). Assessment of COVID-19 information overload among the general public. Journal of Racial and Ethnic Health Disparities, 9(1), 184–192. https://doi.org/10.1007/s40615-020-00942-0
    Moko, Victor-Ikoh, & Okardi. (2023). Information overload: A conceptual model. European Journal of Computer Science and Information Technology, 11(5). 19-29.
    Moldovan, L. (2016). Training outcome evaluation model. Procedia Technology, 22, 1184–1190. https://doi.org/10.1016/j.protcy.2016.01.166
    Nickols, F. W. (2005). Why a Stakeholder Approach to Evaluating Training. Advances in Developing Human Resources, 7(1), 121–134. https://doi.org/10.1177/1523422304272175
    Nikandrou, I., Brinia, V., & Bereri, E. (2009). Trainee perceptions of training transfer: an empirical analysis. Journal of European Industrial Training, 33(3), 255–270. https://doi.org/10.1108/03090590910950604
    Obmiński, Z. (2016). Intensified training periods: when much is to too much? Journal of Combat Sports and Martial Arts, 7(2), 117–125. https://doi.org/10.5604/01.3001.0009.9077
    Paepcke-Hjeltness, V., Mina, M., & Cyamani, A. (2017). Sketchnoting: A new approach to developing visual communication ability, improving critical thinking and creative confidence for engineering and design students. 2017 IEEE Frontiers in Education Conference (FIE). https://doi.org/10.1109/fie.2017.8190659
    Paepcke-Hjeltnesss, V., & Lu, T. (2020). Sketchnoting: A visual literacy methodology. In Crossing boundaries and disciplines: The book of selected readings 2019 (D. M. Baylen (Ed.), Vols. 61–80. International Visual Literacy Association.
    Paivio, A., & Csapo, K. (1973). Picture superiority in free recall: Imagery or dual coding? Cognitive Psychology, 5(2), 176–206. https://doi.org/10.1016/0010-0285(73)90032-7
    Parker HR. (2022, October). Blog: Training versus Learning & Development. Retrieved November 4, 2023, from https://www.linkedin.com/pulse/training-versus-learning-development-parker-hr-solutions-2c/
    Peters, G. J. Y. (2014). The alpha and the omega of scale reliability and validity: Why and how to abandon Cronbach’s alpha and the route towards more comprehensive assessment of scale quality. European Health Psychologist, 16(2), 56-69. doi:10.31234/osf.io/h47fv
    Rathore, F., & Farooq, F. (2020). Information overload and infodemic in the COVID-19 pandemic. Journal of the Pakistan Medical Association, 0, 1. https://doi.org/10.5455/jpma.38
    Richardson, D. B., Hamra, G. B., MacLehose, R. F., Cole, S. R., & Chu, H. (2015). Hierarchical Regression for Analyses of Multiple Outcomes. American Journal of Epidemiology, 182(5), 459–467. https://doi.org/10.1093/aje/kwv047
    Rio, A. (2019, January). Information overload: the plague of learning and development. Chief Learning Officer - CLO Media. Retrieved October 30, 2023, from https://www.chieflearningofficer.com/2019/01/11/information-overload-the-plague-of-learning-and-development/
    Roetzel, P. G. (2018). Information overload in the information age: A review of the literature from business administration, business psychology, and related disciplines with a bibliometric approach and framework development. Business Research, 12(2), 479–522. https://doi.org/10.1007/s40685-018-0069-z
    Rohde, M. (2012). Sketchnote handbook: The illustrated guide to visual note taking (1st ed.). Peachpit Press.
    Roy, M. C., Roy, M. J., and Bouchard, L. (2017). Improving board knowledge with information and communication technologies. Electron. J. Knowl. Manag. 15, 215–224
    Sahni, J. (2020). Managerial training effectiveness: An assessment through kirkpatrick framework. TEM Journal, 1227–1233. https://doi.org/10.18421/tem93-51
    Salas, E., & Cannon-Bowers, J. A. (2001). The science of training: a decade of progress. Annual Review of Psychology, 52(1), 471–499. https://doi.org/10.1146/annurev.psych.52.1.471
    Sandholdt, C. T., Srivarathan, A., Kristiansen, M., Malling, G. M. H., Olesen, K. V. M., Jeppesen, M., & Lund, R. (2022). Undertaking graphic facilitation to enable participation in health promotion interventions in disadvantaged neighbourhoods in Denmark. Health Promotion International, 37(2), 48–59. https://doi.org/10.1093/heapro/daac034
    Satiman, L. H., Abu Mansor, N. N., & Zulkifli, N. (2015). Return on Investment (ROI) training evaluation in Malaysian SMEs: factors influencing the adoption process. Development and Learning in Organizations: An International Journal, 29(2), 18–21. https://doi.org/10.1108/dlo-05-2014-0035
    Schroder, H. M., Driver, M. J., & Streufert, S. (1967). Human Information Processing. Holt, Rinehart, & Winston.
    Shaw, W. H. (2010). Information overload. IEEE Engineering Management Review, 38(1), 2–2. https://doi.org/10.1109/emr.2009.2039956
    Simon. (1971). Designing organizations for an information-rich world. Martin Greenberger, Computers, Communication, and the Public Interest, 40–41.
    Singh, S. (2017). Trainee characteristics and transfer of training: Effect of supervisory support (A study of public managers in Nepal). Journal of Business and Management Research, 2(1–2), 1–13. https://doi.org/10.3126/jbmr.v2i1-2.18148
    Skulmowski, A., & Xu, K. M. (2021). Understanding cognitive load in digital and online learning: a new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
    Smidt, A., Balandin, S., Sigafoos, J., & Reed, V. A. (2009). The Kirkpatrick model: A useful tool for evaluating training outcomes. Journal of Intellectual & Developmental Disability, 34(3), 266–274. https://doi.org/10.1080/13668250903093125
    Stull, A. T., & Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. https://doi.org/10.1037/0022-0663.99.4.808
    Suraj, N., & N, A. (2023). Examining the effectiveness of virtual training under the Kirkpatrick model: A post-COVID study. Macro Management & Public Policies, 5(4), 1–10. https://doi.org/10.30564/mmpp.v5i4.5361
    Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4
    Sweller, Merrienboer V., & Paas. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10, 251–296. https://doi.org/10.1023/A:1022193728205
    Thalheimer, V. C. & Vector Solutions. (2018, February). Evidence-based training methods and smile sheets (An interview with Dr. Will Thalheimer). Vector Solutions. Retrieved November 5, 2023, from https://www.vectorsolutions.com/resources/blogs/evidence-based-training-methods-and-smile-sheets-an-interview-with-dr-will-thalheimer/
    Thalheimer, W. (2018, February). Donald Kirkpatrick was NOT the originator of the four-level model of learning evaluation. Work-Learning Research. https://www.worklearning.com/2018/01/30/donald-kirkpatrick-was-not-the-originator-of-the-four-level-model-of-learning-evaluation/
    Thomas-Larmer, J. (2022, March). ‘Graphics’ clients rave despite potential flaws. Mediate. Retrieved November 8, 2023, from https://mediate.com/graphics-clients-rave-despite-potential-flaws/
    Thorell, L. B., Lindqvist, S., Bergman Nutley, S., Bohlin, G., & Klingberg, T. (2008). Training and transfer effects of executive functions in preschool children. Developmental Science, 12(1), 106–113. https://doi.org/10.1111/j.1467-7687.2008.00745.x
    Toffler, A. (1970). Future Shock (1st ed.). Bantam Books.
    Training magazine. (2022). 2022 Training industry report. In Training Magazine. Retrieved October 15, 2023, from https://trainingmag.com/2022-training-industry-report/
    van Braak, M., Schaepkens, S. P. C., van Dolder, E., Dral, L. K., van der Horst, Z., Houben, D. B., & Mees, E. E. (2023). What affects you? A conversation analysis of exploring emotions during reflection sessions in Dutch general practitioner training. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1198208
    van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning. Educational Psychologist, 38(1), 5–13. https://doi.org/10.1207/s15326985ep3801_2
    Vetter, T. R. (2017). Descriptive statistics: Reporting the answers to the 5 basic questions of who, what, why, when, where, and a sixth, so what? Anesthesia & Analgesia, 125(5), 1797–1802. https://doi.org/10.1213/ane.0000000000002471
    Wammes, J. D., Meade, M. E., & Fernandes, M. A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. Quarterly Journal of Experimental Psychology, 69(9), 1752–1776. https://doi.org/10.1080/17470218.2015.1094494
    Woolsey, B. (2017, May 4). Why so many companies get training wrong. Retrieved October 18, 2023, from https://www.bbc.com/worklife/article/20201222-the-german-quereinsteiger-ending-career-changing-stigma
    Yamamoto, S., Lauscher, A., Ponzetto, S. P., Glavaš, G., & Morishima, S. (2021). Visual summary identification from scientific publications via self-supervised learning. Frontiers in Research Metrics and Analytics, 6. https://doi.org/10.3389/frma.2021.719004
    Yu, C., Jiang, J., Zhong, M., Zhang, H., & Duan, X. (2023). Training load of newly recruited nurses in Grade-A Tertiary Hospitals in Shanghai, China: a qualitative study. BMC Nursing, 22(1) 9-25. https://doi.org/10.1186/s12912-022-01138-z
    Yurynets, O., & Khavura, M. (2021). The information overload of college students. Collection of Scientific Papers of Uman State Pedagogical University, 1, 189–197. https://doi.org/10.31499/2307-4906.1.2021.228840
    Zer, I., Bernales, A., & Valenzuela, M. (2023). Effects of information overload on financial markets: How much is too much? International Finance Discussion Paper, 1372, 1–45. https://doi.org/10.17016/ifdp.2023.1372
    Zhao, W., Liu, Z., Wang, T., Yin, X., Sun, Y., Zhang, X., & Yang, H. (2023). Assessment of a training project of English as a media of instruction (EMI) using Kirkpatrick model. BMC Medical Education, 23(1) 271-278. https://doi.org/10.1186/s12909-023-04204-5
    Zheng, R., Fernández Camporro, M., Romat, H., Henry Riche, N., Bach, B., Chevalier, F., Hinckley, K., & Marquardt, N. (2021). Sketchnote Components, Design Space Dimensions, and Strategies for Effective Visual Note Taking. Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3411764.3445508

    下載圖示
    QR CODE