Psychological Factors in Computer Assisted Instruction Systems: Strategies for Enhancing Learning Motivation

Abstract

Computer assisted instruction system construction has gradually become the core direction of college education transformation. However, in the absence of instructional design guidance and teaching content integration, computer assisted instruction may cause students' cognitive load, lack of subjectivity, technology dependence, and other psychological problems. Therefore, to optimize the current application of computer assisted instruction system, this study analyzed the psychological factors of sensory experience and subjectivity awareness based on the practical teaching application of computer assisted instruction system. Using empirical research techniques, the present shortcomings in the use of computer assisted instruction systems were also investigated. According to the findings of empirical study, computer-assisted instruction systems may make it more difficult for pupils to become more motivated to learn as their cognitive load increases. Therefore, when building a smart instructional system with the help of computer technology in current universities, they need to focus on strengthening the publicity of the application strategy of smart instructional technology and increasing students' awareness of technological factors. Teachers need to guide the classification of digital resources and the design of assignments to reduce the cognitive load of students, thereby increasing students' learning motivation in the smart teaching environment.