Developing a Multimedia Courseware Using Cognitive Load Theory (original) (raw)
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Advanced Education
Purpose: Cognitive load theory (CLT) is receiving increased recognition in medical education and it was cited as an important theoretical framework for simulation-based medical education. Simulated learning environments can place a high demand on the cognitive resources of the learners, hence, we aimed to design an instructional framework to optimise the total cognitive load imposed on the medical students during their clinical skills training in the clinical skills laboratory. Method: This study is a quasi-experimental post-test design. The sampling technique was purposive sampling, which included year 2 students at the Faculty of Medicine-Suez Canal University population. The study was conducted in the clinical skills and simulation laboratory. The intervention group received a developed instructional design framework based on CLT. The control group learned with the ordinary teaching method without any intervention. The cognitive load was measured using the Cognitive Load Inventor...
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.
Multimedia Learning Applying Multimedia Learning to Social and Cognitive Load Theory
Social and instructional scientific methods that employ constructs of multi-media learning Presently, multimedia technology-centered training approaches provide instruction through a variety of virtual learning environments commonly referred to as a Learning Content Management System (LCMS). A LCMS is a centralized computer infrastructure that manages processes, documentation and content. The multimedia content within the LCMS represents a variety of electronic sources of words, images, audio, video and other electronic formats. The electronic content is structured, sequenced and encapsulated into a learning object. A primary intention of using a learning object, e.g. content that creates a learning objective, is to present the content as an instructional method of learning to improve a students' comprehension for testing.
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.
Research on cognitive load theory: Application to e-learning
Educational Technology Research and Development, 2005
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design adaptations
Optimizing physicians' instruction of PACS through E-learning: cognitive load theory applied
Journal of Digital …, 2009
This article outlines the strategy used by our hospital to maximize the knowledge transfer to referring physicians on using a picture archiving and communication system (PACS). We developed an e-learning platform underpinned by the cognitive load theory (CLT) so that in depth knowledge of PACS' abilities becomes attainable regardless of the user's prior experience with computers. The application of the techniques proposed by CLT optimizes the learning of the new actions necessary to obtain and manipulate radiological images. The application of cognitive load reducing techniques is explained with several examples. We discuss the need to safeguard the physicians' main mental processes to keep the patient's interests in focus. A holistic adoption of CLT techniques both in teaching and in configuration of information systems could be adopted to attain this goal. An overview of the advantages of this instruction method is given both on the individual and organizational level.
A Cognitive Load Theory-Based Framework for Designing an E-Learning Environment
Learning has foundation in learning theories. The organisation of the learning contents to students and the linking of the related or similar contents in the same field of domain knowledge in an e-learning environment should be given a great consideration. From the literature, there are lots of factors that relate to cognitive learning theories that have been incorporated into the development of e-learning systems. Factors such as students’ learning styles models and motivational models have been used in e-learning environment as instruments that lead students in enhancing their learning performance. Hence, this paper presents a framework of an e-learning environment that takes into consideration the significance of cognitive load theory to instructional procedure or design
Direct Measurement of Cognitive Load in Multimedia Learning
Educational Psychologist, 2003
Cognitive load theory (CLT) is gaining increasing importance in the design and evaluation of instruction, both traditional and technology based. Although it is well understood as a theoretical construct, the measurement of cognitive load induced by instructional materials in general, and by multimedia instruction in particular, mainly relies on methods that are either indirect, subjective, or both. Integrating aspects of CLT, working memory research, and cognitive theories of multimedia learning, we describe the conceptual basis and practical implementation of a dual-task approach to the direct measurement of cognitive load in multimedia learning. This computer-based instrument provides a direct and objective measure that overcomes many of the shortcomings of other indirect and subjective methods that will enable researchers to validate empirically theoretical predictions of CLT.