Using Cognitive Load Theory to improve troublesome courses (original) (raw)
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Informing Instructional Design by Cognitive Load Assessment in the Classroom
2016
Cognitive Load Theory is an approach that considers the limitations of the information processing system of the human mind. It is a cognitivist theory that has been conceived in the context of instructional design. One of the main open problems in the literature is the lack of reliable models and technologies to assess cognitive load of learners, thus limiting the application of the theory in practice. This project was aimed at tackling this open problem through the use of a previously developed mobile, responsive web-based prototypical technology, to assess the cognitive load of students in a typical third-level classroom. It was also aimed at exploring the impact of such a technology to instructional design and the potential benefits it can bring to lecturers to improve teaching practices and optimally align their instructional materials to learners.
Cognitive load theory (CLT) can provide guidelines to assist in the presentation of infor- mation in a manner that encourages learner activities that optimise intellectual performance. It is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimi- ted long-term memory. According to the theory, the limitations of working memory can be circumvented by coding multiple elements of information as one element in cognitive schem- ata, by automating rules, and by using more than one presentation modality. This special issue consists of six articles from four countries and three continents on the instructional implications of CLT. The articles cover presenting instructional techniques for increasing germane CL in studying worked examples (van Merrienboer, Schuurman, De Croock, & Paas), effects of example elaboration training on decreasing cognitive interference and o...
Cognitive load theory, learning difficulty, and instructional design
Learning and instruction, 1994
This paper is concerned with some of the factors that determine the difficulty of material that needs to be learned. It is suggested that when considering intellectual activities, schema acquisition and automation are the primary mechanisms of learning. The consequences of cognitive load theory for the structuring of information in order to reduce difficulty by focusing cognitive activity on schema acquisition is briefly surmnarixed. It is pointed out that cognitive load theory deals with learning and problem solving difticulty that is artificial in that it can be manipulated by instructional design. Intrinsic cognitive load in contrast, is constant for a given area because it is a basic component of the material. Intrinsic cognitive load is characterized in terms of element interactivity. The elements of most schemas must be learned simultaneously because they interact and it is the interaction that is critical. If, as in some areas, interactions between many elements must be learned, then intrinsic cognitive load will be high. In contrast, in different areas, if elements can be learned successively rather than ~~tan~~ly because they do not interact, intrinsic cognitive load will be low. It is suggested that extraneous cognitive load that interferes with learning orily is a problem under conditions of high cognitive load caused by high element interactivity. Under conditions of low element interactivity, re-designing instruction to reduce extraneous cognitive load may have no appreciable consequences. In addition, the concept of element interactivity can be used to explain not only why some material is difficult to learn but also, why it can be difficult to understand. Understanding becomes relevant when high element interactivity material with a naturally high cognitive load must be learned.
Developing a Multimedia Courseware Using Cognitive Load Theory
2016
This study describes the application of cognitive learning theory in the development of a multimedia courseware to enrich the clinical experience of nursing students in a distance learning environment. The objectives of the study include: (1) describing the nature and organization of tasks needed by students to demonstrate the performance of selected competencies in an adult health nursing specialty course; and (2) identifying strategies and approaches in addressing the intrinsic, extraneous and germane cognitive load in the development of the multimedia material. Content experts, instructional designers, and multimedia specialists were involved in key informant interview, focus group discussion and roundtable discussion to develop the multimedia courseware guided by the cognitive load theory. Students were likewise consulted by soliciting their comments on the content, learning activities and design elements of the courseware. Cognitive load theory was shown to help guide in the de...
Guest editorial: Managing cognitive load in technology-based learning environments
Educational Technology and Society, 2015
Cognitive load theory is an instructional theory that uses our knowledge of human cognitive architecture, especially processing limitations of working memory, to enhance effectiveness of instructional design. This paper reviews main assumptions and principles of cognitive load theory and discusses their application to technology-based learning environments. The paper concludes with a brief introduction to the structure and content of this Special Issue.
British Journal of Educational Technology, 2020
This multiple case study investigates instructional designers’ perceptions of online course quality, their use of cognitive load strategies when designing online courses, and whether utilization of these strategies contribute to online course quality. The participants of this study were instructional designers (n = 5) who worked in various campus programs at a large Midwestern university. Data sources included pre‐interview survey, semi‐structured interview and sample course design documents. Employing a pattern matching technique, the results showed that instructional designers (a) define online course quality based on established standards and rubrics; (b) apply cognitive load strategies intuitively while designing online courses; and (c) consider CLT design strategies as an element contributing to course quality. The results also showed instructional designers’ use of cognitive load strategies mainly focused on reducing extraneous cognitive load. Implications for practice and res...
Educational Technology Research and Development, 2005
Cognitive load theory (CLT) has been successful in identifying instructional formats that are more effective and efficient than conventional problem solving in the initial, novice phase of skill acquisition. However, recent findings regarding the "expertise reversal effect" have begun to stimulate cognitive load theorists to broaden their horizon to the question of how instructional design should be altered as a learner's knowledge increases. To answer this question, it is important to understand how expertise is acquired and what fosters its development. Expert performance research, and, in particular, the theoretical framework of deliberate practice have given us a better understanding of the principles and activities that are essential in order to excel in a domain. This article explores how these activities and principles can be used to design instructional formats based on CLT for higher levels of skills mastery. The value of these formats for e-learning environments in which learning tasks can be adaptively selected on the basis of online assessments of the learner's level of expertise is discussed.
APPLYING COGNITIVE LOAD THEORY TO THE DESIGN OF ONLINE LEARNING
2007
CHAPTER 4 FINDINGS The purpose of the study was to investigate the application of cognitive load theory to the design of online instruction, specifically by redesigning aspects of three existing online courses to comply with the effects of split attention, redundancy, and modality. Students in three different courses (two class sections of each, treatment and control) were measured on both learning performance and on perceptions of mental effort to determine whether there were any statistically significant differences.