scholarly journals PEMBELAJARAN BERBANTUAN MULTIMEDIA BERDASARKAN COGNITIVE LOAD THEORY PADA PELAJARAN MATEMATIKA SD

2016 ◽  
Vol 4 (01) ◽  
Author(s):  
Rissa Prima Kurniawati
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Opportunity To Learn ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Audio Video

<p>Multimedia is media that combine two or more elements are composed of text, graphics, images, photographs, audio, video, and animation are integrated. In multimedia-assisted learning, students are given the opportunity to learn not only of learning resources such as teachers, but give the opportunity to students to develop better cognitive, creative, and innovative. Cognitive Load Theory is a theory that was introduced as a teaching theory based on the knowledge of human cognitive architecture that we have. The main principle of Cognitive Load Theory is the quality of learning is enhanced if attention is concentrated on the role and limitations of working memory. Three cognitive load in working memory, which is intrinsic cognitive load, Germany cognitive load, and extraneous cognitive load.</p><p> </p><p><strong>Keywords</strong>: Multimedia, Cognitive Load Theory, intrinsic cognitive load,<strong> </strong>Germany cognitive load, and extraneous cognitive load.</p><p> </p>

Understanding Cognitive Processes in Educational Hypermedia

2006 ◽  
pp. 648-651
Author(s):  
Patricia M. Boechler
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Cognitive Activity ◽  
Human Memory ◽  
Load Theory ◽  
Educational Hypermedia

Cognitive load theory (CLT) is currently the most prominent cognitive theory pertaining to instructional design and is referred to in numerous empirical articles in the educational literature (for example, Brünken, Plass, & Leutner, 2003; Chandler & Sweller, 1991; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Sweller, van Merri¸nboer, & Paas, 1998). CLT was developed to assist educators in designing optimal presentations of information to encourage learning. CLT has also been extended and applied to the design of educational hypermedia and multimedia (Mayer & Moreno, 2003). The theory is built around the idea that the human cognitive architecture has inherent limitations related to capacity, in particular, the limitations of human working memory. As Sweller et al. (pp. 252-253) state: The implications of working memory limitations on instructional design cannot be overstated. All conscious cognitive activity learners engage in occurs in a structure whose limitations seem to preclude all but the most basic processes. Anything beyond the simplest cognitive activities appear to overwhelm working memory. Prima facie, any instructional design that flouts or merely ignores working memory limitations inevitably is deficient. It is this factor that provides a central claim to cognitive load theory. In order to understand the full implications of cognitive load theory, an overview of the human memory system is necessary.

scholarly journals Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks

2020 ◽  
Vol 29 (4) ◽  
pp. 394-398
Author(s):  
Fred Paas ◽  
Jeroen J. G. van Merriënboer
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Memory Load ◽  
Cognitive Architecture ◽  
Learning Task ◽  
Working Memory Load ◽  
Instructional Control ◽  
Load Theory ◽  
New Methods

Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.

Understanding Cognitive Processes in Educational Hypermedia

2011 ◽  
pp. 3280-3284
Author(s):  
P. M. Boechler
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Cognitive Activity ◽  
Human Memory ◽  
Load Theory ◽  
Educational Hypermedia

Cognitive load theory (CLT) is currently the most prominent cognitive theory pertaining to instructional design and is referred to in numerous empirical articles in the educational literature (for example, Brünken, Plass, & Leutner, 2003; Chandler & Sweller, 1991; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Sweller, van Merri¸nboer, & Paas, 1998). CLT was developed to assist educators in designing optimal presentations of information to encourage learning. CLT has also been extended and applied to the design of educational hypermedia and multimedia (Mayer & Moreno, 2003). The theory is built around the idea that the human cognitive architecture has inherent limitations related to capacity, in particular, the limitations of human working memory. As Sweller et al. (pp. 252-253) state: The implications of working memory limitations on instructional design cannot be overstated. All conscious cognitive activity learners engage in occurs in a structure whose limitations seem to preclude all but the most basic processes. Anything beyond the simplest cognitive activities appear to overwhelm working memory. Prima facie, any instructional design that flouts or merely ignores working memory limitations inevitably is deficient. It is this factor that provides a central claim to cognitive load theory. In order to understand the full implications of cognitive load theory, an overview of the human memory system is necessary.

Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory

2016 ◽  
Vol 17 (1) ◽  
pp. 58-71 ◽  
Author(s):  
James M. Nyachwaya ◽  
Merry Gillaspie
Keyword(s):  
General Chemistry ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
The United States ◽  
Graphical Analysis ◽  
Conceptual Integration ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Chemistry Textbooks

The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Sloughet al., 2010) to look at the type of representations used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, the indexing of representations, and the number of representations requiring conceptual integration on a given page. Results indicate that on average, in all five textbooks each page had at least four representations. Most representations served a ‘representational’ function, but a number functioned as decorative representations. Most representations were directly integrated with text, but some of the remaining representations were separated by a whole page from associated text. While many pages had an average of two representations that required conceptual integration with text or other representations, some pages had as many as six representations requiring integration. While using textbooks, learners can experience intrinsic, germane or extraneous cognitive load (Sweller, 1994). Our findings indicate that there are various features of representations that could help reduce intrinsic or extraneous cognitive load. However, we also found prevalent features of representations that imply high intrinsic cognitive load or are likely to lead to extraneous cognitive load. Implications for textbook authors and editors, textbook selection, instruction, and science teacher preparation are discussed.

Working memory is limited: improving knowledge transfer by optimising simulation through cognitive load theory

2016 ◽  
Vol 2 (4) ◽  
pp. 131-138 ◽  
Author(s):  
Michael Meguerdichian ◽  
Katie Walker ◽  
Komal Bajaj
Keyword(s):  
Working Memory ◽  
Knowledge Transfer ◽  
Cognitive Load ◽  
Curriculum Design ◽  
Cognitive Load Theory ◽  
Scenario Development ◽  
Load Theory ◽  
Healthcare Simulation ◽  
Simulation Scenario ◽  
Complex Knowledge

This analysis explores how to optimise knowledge transfer in healthcare simulation by applying cognitive load theory to curriculum design and delivery for both novice and expert learners. This is particularly relevant for interprofessional learning which is team-based, as each participant comes to the simulation experience with different levels of expertise. Healthcare simulation can offer opportunities to create complex and dynamic experiences that replicate real clinical situations. Understanding Cognitive Load Theory can foster the acquisition of complex knowledge, skills and abilities required to deliver excellence in patient care without overwhelming a learner's ability to handle new materials due to working memory limitations. The 2 aspects of working memory that will be explored in this paper are intrinsic load and extrinsic load. These will be addressed in terms of the learner's level of expertise and how to consider these elements to enhance the learning environment in simulation scenario development and delivery. By applying the concepts of Cognitive Load Theory, this paper offers educators a method to tailor their curricula to navigate working memory and optimise the opportunity for knowledge transfer.

scholarly journals Penerapan teknik faded examples untuk meningkatkan kemampuan pemecahan masalah materi pengayaan trigonometri SMA

2018 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Hanifa Prahastami Pambayun ◽  
Endah Retnowati
Keyword(s):  
High School ◽  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Instructional Materials ◽  
Teaching Materials ◽  
Problem Solving Skills ◽  
Load Theory ◽  
Study Results

Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan pengembangan bahan ajar pengayaan trigonometri SMA menggunakan teknik faded examples yang berkualitas untuk meningkatkan kemampuan pemecahan masalah siswa. Kualitas bahan ajar yang dikembangkan mencakup aspek kevalidan, keefektifan, dan kepraktisan. Penelitian ini merupakan penelitian pengembangan dengan model Plomp yang mencakup tiga tahapan. (1) penelitian awal mencakup analisis kebutuhan dan analisis konteks, (2) pengembangan yang mencakup desain produk dan pembuatan produk, dan (3) evaluasi yang meliputi proses validasi dan proses implementasi. Proses pengembangan melibatkan dua ahli, satu orang guru dan 50 siswa (siswa kelas X pengayaan 1 dan X pengayaan 2) SMA IPA di Mataram. Hasil dari penelitian ini adalah bahan ajar pengayaan berupa buku guru dan buku siswa yang dikembangkan dengan menerapkan teknik faded examples. Pada buku pengayaan terdapat paket faded examples dengan jenis backward dan forward fading dimana pada akhir paket, siswa diminta untuk membuat sendiri soal sesuai dengan materi yang sedang dipelajari. Teknik ini dikembangkan oleh teori desain pembelajaran bernama Cognitive Load Theory (CLT). Hasil penelitian menunjukkan bahwa bahan ajar ini layak digunakan karena dinilai sangat baik secara isi dan penyajian oleh dosen validator, praktis oleh guru matematika dan praktis digunakan oleh siswa. Hasil ketuntasan belajar adalah sebanyak  100% siswa mencapai nilai minimal kemampuan pemecahan masalah. The application of faded examples techniques to improve student’s problem solving ability on trigonometry at high school level AbstractThis study was aimed to produce and describe the quality of the developed Trigonometric Senior High School Science Program Enrichment’s Instructional Materials using Faded-Examples Techniques to Improve Problem Solving Ability. The quality of the developed teaching materials include all aspects of validity, effectiveness, and practicality. This was a developmental research used three phases Plomp’s model which consists of: (1) preliminary studies which involved the needs and context analysis, (2) product design development, and (3) the evaluation process of product validation and implementation. The development process involves two experts as validator, one teacher, and 50 students (X pengayaan 1 and X pengayaan 2). The study results the trigonometric enrichment’s teaching materials which consists of the teacher’s textbook and the student’s textbook that was developed using the faded-examples technique. This technique based on The Cognitive Load Theory (CLT) instructional design. The results of the study showed that the quality of the developed trigonometric enrichment’s teaching materials is “very good” according to lecturer validation and “practical” according to the evaluation from the teachers and students. The results of the learning showed that 100% of the students passed the minimum grade criteria of problem solving skills.

Working Memory Resources Depletion Makes Delayed Testing Beneficial

2021 ◽  
Vol 20 (1) ◽  
pp. 38-46
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Primary Students ◽  
Single Session ◽  
Load Theory ◽  
Spaced Learning ◽  
Learning Tasks ◽  
Depletion Effect ◽  
Memory Resources

Cognitive load theory (CLT) uses working memory resources depletion to explain the superiority of spaced learning, predicting that working memory resources will be less taxed if there are resting/spacing periods inserted between learning tasks, in comparison to learning from the same tasks in a single session. This article uses the working memory resources depletion effect, as a factor, to investigate the hypothesis that delayed testing would show superior results to immediate testing on math tasks for primary students in Singapore, as participants' working memory resources might be restored because of the resting between the immediate and delayed tests. Results confirmed higher performance on the delayed test than on the immediate test, as well as more working memory resources available for the delayed test.

Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion

2020 ◽  
pp. 1-26 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Student Performance ◽  
Cognitive Load Theory ◽  
Memory Load ◽  
Cognitive Effort ◽  
Massed Practice ◽  
Load Theory ◽  
Memory Resources

In classroom, student learning is affected by multiple factors that influence information processing. Working memory with its limited capacity and duration plays a key role in learner ability to process information and, therefore, is critical for student performance. Cognitive load theory, based on human cognitive architecture, focuses on the instructional implications of relations between working memory and learner knowledge base in long-term memory. The ultimate goal of this theory is to generate effective instructional methods that allow managing students' working memory load to optimize their learning, indicating the relations between the form of instructional design and the function of instructional design. This chapter considers recent additions to the theory based on working memory resources depletion that occurs after exerting significant cognitive effort and reverses after a rest period. The discussed implications for instructional design include optimal sequencing of learning and assessment tasks using spaced and massed practice tasks, immediate and delayed tests.

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