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Cognitive architecture and instructional design (1998)
| Venue: | Educational Psychology Review |
| Citations: | 469 - 46 self |
BibTeX
@ARTICLE{Sweller98cognitivearchitecture,
author = {John Sweller and Jeroen J. G. Van Merrienboer and Fred G. W. C. Paas},
title = {Cognitive architecture and instructional design},
journal = {Educational Psychology Review},
year = {1998},
volume = {10},
pages = {251--296}
}
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Abstract
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. The theory 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. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. KEY WORDS: cognition; instructional design; learning; problem solving.
Keyphrases
instructional design cognitive architecture unlimited long-term memory problem solving novel instructional procedure auditory verbal material schema construction limited capacity independent subcomponents 3-dimensional information intellectual performance cognitive load theory human cognitive architecture key word memory load
