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Cognitive load measurement as a means to advance cognitive load theory
- Educational Psychologist
, 2003
"... In this article, we discuss cognitive load measurement techniques with regard to their contribu-tion to cognitive load theory (CLT). CLT is concerned with the design of instructional methods that efficiently use people’s limited cognitive processing capacity to apply acquired knowledge and skills to ..."
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Cited by 155 (20 self)
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In this article, we discuss cognitive load measurement techniques with regard to their contribu-tion to cognitive load theory (CLT). CLT is concerned with the design of instructional methods that efficiently use people’s limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer). CLT is based on a cognitive architecture that consists of a limited working memory with partly independent processing units for visual and auditory information, which interacts with an unlimited long-term memory. These structures and func-tions of human cognitive architecture have been used to design a variety of novel efficient in-structional methods. The associated research has shown that measures of cognitive load can re-veal important information for CLT that is not necessarily reflected by traditional performance-based measures. Particularly, the combination of performance and cognitive load measures has been identified to constitute a reliable estimate of the mental efficiency of instruc-tional methods. The discussion of previously used cognitive load measurement techniques and their role in the advancement of CLT is followed by a discussion of aspects of CLT that may benefit by measurement of cognitive load. Within the cognitive load framework, we also discuss some promising new techniques.
Aids to computer-based multimedia learning
, 2002
"... Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a ..."
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Cited by 89 (1 self)
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Computer-based multimedia learning environments — consisting of pictures (such as animation) and words (such as narration) — offer a potentially powerful venue for improving student understanding. How can we use words and pictures to help people understand how scientific systems work, such as how a lightning storm develops, how the human respiratory system operates, or how a bicycle tire pump works? This paper presents a cognitive theory of multimedia learning which draws on dual coding theory, cognitive load theory, and constructivist learning theory. Based on the theory, principles of instructional design for fostering multimedia learning are derived and tested. The multiple representation principle states that it is better to present an explanation in words and pictures than solely in words. The contiguity principle is that it is better to present corresponding words and pictures simultaneously rather than separately when giving a multimedia explanation. The coherence principle is that multimedia explanations are better understood when they include few rather than many extraneous words and sounds. The modality principle is that it is better to present words as auditory narration than as visual on-screen text. The redundancy principle is that it is better to present
Verbal redundancy in multimedia learning: When reading helps listening
- Contemporary Issues in Technology and Teacher Education
, 2002
"... Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. Students were presented with an explanation about the process of lightning formation in the auditory alone (nonredundant) or audi ..."
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Cited by 55 (5 self)
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Three studies investigated whether and under what conditions the addition of on-screen text would facilitate the learning of a narrated scientific multimedia explanation. Students were presented with an explanation about the process of lightning formation in the auditory alone (nonredundant) or auditory and visual (redundant) modalities. In Experiment 1, the effects of preceding the nonredundant or redundant explanation with a corresponding animation were examined. In Experiment 2, the effects of presenting the nonredundant or redundant explanation with a simultaneous or a preceding animation were compared. In Experiment 3, environmental sounds were added to the nonredundant or redundant explanation. Learning was measured by retention, transfer, and matching tests. Students better comprehended the explanation when the words were presented auditorily and visually rather than auditorily only, provided there was no other concurrent visual material. The overall pattern of results can be explained by a dual-processing model of working memory, which has implications for the design of multimedia instruction. In multimedia learning, information is presented to students by a combination of different modalities or modes—such as spoken words and pictures. Mode refers to the format used to represent the
Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture
- Instructional Science
, 2004
"... Abstract. Evolution by natural selection may be characterized as a system in which a large store of genetic information will persist indefinitely while it remains coordinated with its environment but will continuously produce small random variations that are tested for environ-mental effectiveness. ..."
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Cited by 52 (6 self)
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Abstract. Evolution by natural selection may be characterized as a system in which a large store of genetic information will persist indefinitely while it remains coordinated with its environment but will continuously produce small random variations that are tested for environ-mental effectiveness. In any environment, effective variations will persist while ineffective variations will disappear. Similarly, human cognitive architecture includes a large store of information held in long-term memory that coordinates our cognitive activities. A very limited working memory tests the effectiveness of small variations to long-term memory with effective variations altering long-term memory while ineffective variations are lost. Both an existing genetic code and information in long-term memory provide a central executive that guides behaviour. Such a central executive is unavailable when an environment alters or when work-ing memory must be used to deal with novel information. A major function of instructional design is to provide the otherwise missing structure of a central executive when dealing with novel information and to reduce that structural support as knowledge accumulates in long-term memory. Cognitive load theory both provides instructional design principles that would be difficult to devise without its particular view of human cognitive architecture and throws
Multimedia instructions and cognitive load theory: Effects of modality and cueing
- British Journal of Educational Psychology
, 2004
"... Despite the huge production of all sorts of multimedia instructions, educational research has yielded surprisingly few general design principles for instructions in which verbal and visual information are combined. Instructional designers seem to base their design choices more on intuitive ideas tha ..."
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Cited by 48 (5 self)
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Despite the huge production of all sorts of multimedia instructions, educational research has yielded surprisingly few general design principles for instructions in which verbal and visual information are combined. Instructional designers seem to base their design choices more on intuitive ideas than on sound research results. There are however some interesting theories that give guidelines for instructional designers. Mayer (1997) describes in his Generative Theory of Multimedia Learning how the learner builds mental representations of multimedia material. One important step in this process is the integration of both visual and verbal information. Multimedia instruction in its most elementary form consists of a picture with an explanatory text. Because picture and text cannot be perceived simultaneously, the learner is forced to switch back and forth between the two and integrate them mentally. According to Cognitive Load Theory (Sweller, 1988; Sweller, van Merriënboer & Paas, 1998) this integration process is cognitively demanding and at the expense of mental resources that could otherwise be allocated to the learning process. Sweller et al. call the
Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of student interactivity and feedback
- Educational Technology Research and Developement
, 2005
"... The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corres ..."
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Cited by 35 (1 self)
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The cognitive load and learning effects of dual-code and interactivity—two multimedia methods intended to promote meaningful learning—were examined. In Experiment 1, college students learned about the causal chain of events leading to the process of lightning formation with a set of words and corresponding pictures (Group WP), pictures (Group P), or words (Group W). Some students were presented with the organized causal chain of events to study, whereas others were given a self-organization task. Consistent with a cognitive theory of multimedia learning, Condition WP was the highest in instructional efficiency for retention and
Visualisation and instructional design
- In: Proceedings of the International Workshop on Dynamic Visualizations and Learning
, 2002
"... Human cognitive architecture includes a working memory of limited capacity and duration with partially separate visual and auditory channels, and an effectively infinite long-term memory holding many schemas that can vary in their degree of automation. These cognitive structures have evolved to hand ..."
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Cited by 17 (1 self)
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Human cognitive architecture includes a working memory of limited capacity and duration with partially separate visual and auditory channels, and an effectively infinite long-term memory holding many schemas that can vary in their degree of automation. These cognitive structures have evolved to handle information that varies in the extent to which elements can be processed successively in working memory or, because they interact, must be processed simultaneously imposing a heavy load on working memory. Cognitive load theory uses this combination of information and cognitive structures to guide instructional design. Several designs that rely heavily on visual working memory and its characteristics are discussed in this paper. Knowledge of human cognitive architecture is essential for instructional design, and visual cognition is a central aspect of human cognition. Not surprisingly, there are several instructional design effects that rely heavily on the manner in which humans visually process information. This paper discusses some relevant information structures, cognitive structures and instructional designs that rely on our knowledge of visual information processing.
The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall." Language Learning
, 2010
"... Video games are potential sources of second language input; however, the medium’s fundamental characteristic, interactivity, has not been thoroughly examined in terms of its effect on learning outcomes. This experimental study investigated to what degree, if at all, video game interactivity would he ..."
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Cited by 12 (1 self)
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Video games are potential sources of second language input; however, the medium’s fundamental characteristic, interactivity, has not been thoroughly examined in terms of its effect on learning outcomes. This experimental study investigated to what degree, if at all, video game interactivity would help or hinder the noticing and recall of second language vocabulary. Eighty randomly-selected Japanese university undergraduates were paired based on similar English language and game proficiencies. One subject played an English-language music video game for 20 minutes while the paired subject watched the game simultaneously on another monitor. Following gameplay, a vocabulary recall test, a cognitive load measure, an experience questionnaire, and a two-week delayed vocabulary recall test were administered. Results were analyzed using paired samples t-tests and various analyses of variance. Both the players and the watchers of the video game recalled vocabulary from the game, but the players recalled significantly less vocabulary than the watchers. This seems to be a result of the extraneous cognitive load induced by the interactivity of the game; the players perceived the game and its language to be significantly more difficult than the watchers did. Players also reported difficulty simultaneously attending to gameplay and vocabulary. Both players and watchers forgot significant amounts of vocabulary over the course of the study. We relate these findings to theories and studies of vocabulary acquisition and video game-based language learning, and then suggest implications for language teaching and learning with interactive multimedia.
Multimedia Learning with Hypermedia
"... Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research ..."
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Cited by 11 (0 self)
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Hypermedia proponents suggest that its ability to make information available in a multitude of formats, provide individual control, engage the learner, and cater to various learning styles and needs makes it the harbinger of a new learning revolution. However, despite nearly two decades of research on hypermedia in education, researchers have not yet solved some of the basic issues raised by this technology. In this chapter, we review empirical studies performed since Dillon and Gabbard’s (1998) landmark review in an attempt to analyze and draw conclusions from this diverse and extensive literature.
Technological literacy learning with cumulative and stepwise integration of equations into electrical circuit diagrams
- IEEE Trans. on Educ
, 2012
"... Abstract—Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are oft ..."
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Cited by 10 (3 self)
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Abstract—Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-en-gineering students. The goal of this experimental study was to investigate the effects of the integration of equations into circuit diagrams on the learning of non-engineering undergraduate students. This experimental study compared three integration designs. In the cumulative integrated design, as each practice problem solution progressed, the equations were cumulatively integrated into the circuit diagram. In the stepwise integrated design, only those equations relevant to the present step of the problem were integrated into the circuit diagram; previously dis-played equations were moved to an adjacent frame and recorded there. The nonintegrated design recorded all equations in the adja-cent frame throughout each of the problems. Student learning was measured with a problem-solving near-transfer and far-transfer post-test. Students rated the helpfulness of the diagrams and difficulty of the instructional program. Results indicated that participants in the cumulative integrated condition scored sig-nificantly higher on the near-transfer post-test and marginally significantly higher on the far-transfer post-test compared to the stepwise and nonintegrated conditions. Findings indicate that circuit analysis instruction for non-engineering students should integrate equations into circuit diagrams in a cumulative fashion so as to avoid the split-attention effect for both the previously dis-played equations as well as the equations for the present problem step. Index Terms—Diagram-equation integration, electrical circuit analysis, spatial contiguity, technological literacy education.
