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Cognitive load theory
- 1. COGNITIVE LOAD THEORY NOTJUST A LOAD OF OLD THEORY
- 5. GERMANE LOAD the elementsthat aid information processing EXTRANEOUS LOAD the load generated by the way the material is presented and which does not aid learning INTRINSIC COGNITIVE the inherent difficulty of the material itself, which can be influenced by prior knowledge of the topic
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- 11. ‘We searched forsmall improvements everywhere and found countless opportunities. Taken together, we felt they gave us a competitive advantage’
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- 13. Worked examples Completion Split-Attention Modality Redundancy Expertise reversal Guidancefading Goal-Free Element interactivity Isolated/interacting elements Variable examples Imagination
- 14. Worked examples Studying workedexamples results in better performance on subsequent tests of problem solving than solving the equivalent problems Example – no constant term Solve x2 + 8x = 0 x( x + 8) = 0 Either x = 0 or ( x + 8) = 0 x = 0 or -8 Solve x2 + 5x = 0 Now try this
- 15. Completion Requiring learners tocomplete partially solved problems can be just as effective as worked examples Example – no constant term Now try this Solve x2 + 5x = 0 x( ) = 0 Either = 0 or ( ) = 0 x = or Solve x2 + 8x = 0 x( x + 8) = 0 Either x = 0 or ( x + 8) = 0 x = 0 or -8
- 17. Modality Multiple sources ofinformation that are unintelligible in isolation result in less learning when they are presented in single-modality as opposed to dual-modality format Example – no constant term x( x + 8) = 0 Either x = 0 or ( x + 8) = 0 x = 0 or -8 Solve x2 + 8x = 0 written + spoken words together confuse, because they use same bits of brain. Words + not-words reinforce, because they use different brain bits at the same time.
- 18. Split-Attention Multiple sources ofinformation that are unintelligible in isolation result in less learning when they are presented in split-attention as opposed to integrated format
- 22. Redundancy The presence ofsources of information that do not contribute to schema acquisition or automation interfere with learning
- 24. Expertise reversal With increasingexpertise, instructional procedures that are effective with novices can lose their effectiveness, whereas ineffective techniques can become effective Novices ≠ Experts
- 25. Guidance fading With increasingexpertise, learners should be presented worked examples followed by completion problems and then full problems rather than worked examples alone
- 26. Goal-Free Problems presented ingoal-free form enhance learning compared with conventional problems For the right triangle shown, determine the length of the hypotenuse
- 27. For the righttriangle shown, Find what you can.
- 28. Goal-Free Problems presented ingoal-free form enhance learning compared with conventional problems What was the speed of the bicycle after 10 seconds? How far did the person travel in the last 30 seconds?
- 29. Goal-Free Problems presented ingoal-free form enhance learning compared with conventional problems For the graph shown Find what you can.
- 30. Worked examples Completion Split-Attention Modality Redundancy Expertise reversal Guidancefading Goal-Free Element interactivity Isolated/interacting elements Variable examples Imagination
- 35. Element interactivity Cognitive loadeffects are only obtainable using high rather than low element interactivity material
- 36. Isolated/interacting elements Learning isenhanced if very high element interactivity material is first presented as isolated elements followed by interacting elements versions rather than as interacting elements form initially
- 37. Variable examples Examples withvariable surface features enhance learning compared with examples with similar features
- 38. Imagination Imagining procedures orconcepts enhance learning compared with studying materials