Cognitive Load Theory and the Format of Instruction
Paul Chandler,John Sweller +1 more
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TLDR
In this paper, the consequences of split-source and integrated information using electrical engineering and biology instructional materials were evaluated in an industrial training setting, and the results indicated that the materials chosen were unintelligible without mental integration.Abstract:
Cognitive load theory suggests that effective instructional material facilitates learning by directing cognitive resources toward activities that are relevant to learning rather than toward preliminaries to learning. One example of ineffective instruction occurs if learners unnecessarily are required to mentally integrate disparate sources of mutually referring information such as separate text and diagrams. Such split-source information may generate a heavy cognitive load, because material must be mentally integrated before learning can commence. This article reports findings from six experiments testing the consequences of split-source and integrated information using electrical engineering and biology instructional materials. Experiment 1 was designed to compare conventional instructions with integrated instructions over a period of several months in an industrial training setting. The materials chosen were unintelligible without mental integration. Results favored integrated instructions throughout th...read more
Citations
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Journal ArticleDOI
Cognitive Architecture and Instructional Design
TL;DR: Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.
Journal ArticleDOI
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Richard E. Mayer,Roxana Moreno +1 more
TL;DR: The analysis shows that cognitive load is a central consideration in the design of multimedia instruction because it exceeds the learner's available cognitive capacity.
Journal ArticleDOI
Cognitive load theory, learning difficulty, and instructional design
TL;DR: In this article, it is suggested that when considering intellectual activities, schema acquisition and automation are the primary mechanisms of learning and that extraneous cognitive load that interferes with learning only is a problem under conditions of high cognitive load caused by high element interactivity.
Book
Cognitive Load Theory
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
Book ChapterDOI
Cognitive Theory of Multimedia Learning
TL;DR: This paper argues that multimedia instructional messages that are designed in light of how the human mind works are more likely to lead to meaningful learning than those that are not.
References
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Journal ArticleDOI
Cognitive load during problem solving: Effects on learning
TL;DR: It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.
Journal ArticleDOI
Why a Diagram is (Sometimes) Worth Ten Thousand Words
Jill H. Larkin,Herbert A. Simon +1 more
TL;DR: This work describes systems that are informationally equivalent and that can be characterized as sentential or diagrammatic, and contrasts the computational efficiency of these representotions for solving several illustrative problems in mothematics and physics.
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Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
Journal ArticleDOI
The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra
John Sweller,Graham Cooper +1 more
TL;DR: The knowledge required to solve algebra manipulation problems and procedures designed to hasten knowledge acquisition were studied in a series of five experiments as discussed by the authors, where the more experienced students had a better cognitive representation of algebraic equations than less experienced students as measured by their ability to recall equations and distinguish perceptually similar equations on the basis of solution mode.
Journal ArticleDOI
Effects of schema acquisition and rule automation on mathematical problem-solving transfer.
Graham Cooper,John Sweller +1 more
TL;DR: A series of experiments were carried out in which algebra transformation and algebra word problems were used to investigate relations between schema acquisition and rule automation on learning and transfer, hypothesized that schema acquisition would precede rule automation and that it would have a st-like effect.