Intrinsic and Extraneous Cognitive Load

2011 ◽  
pp. 57-69 ◽  
Author(s):  
John Sweller ◽  
Paul Ayres ◽  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Extraneous Cognitive Load

scholarly journals Technology Integration Models and Frameworks in Teaching and Training

2021 ◽  
Vol 6 (01) ◽  
pp. 3-11
Author(s):  
Jiwak Raj Bajracharya
Keyword(s):  
Technology Integration ◽  
Cognitive Load ◽  
Effective Teaching ◽  
Content Knowledge ◽  
Macro Level ◽  
Extraneous Cognitive Load ◽  
Instructional Guidance ◽  
Specific Goal ◽  
Key Features ◽  
And Training

The purpose of this study is to review the existing models and frameworks which has been implemented for technology integration during teaching and training. As discussed in the numerous literature Technological Pedagogical and Content Knowledge (TPACK), Substitution, Augmentation, Modification, Redefinition (SMAR), TPACK-based ID models such as TPACK-Comprehension, Observation of instruction, Practice of instruction, and Reflection on TPACK (TPACK-COPR) model, Introduce-TPACK, Demonstrate, Develop, Implement, Revise - a TPACK-based lesson, and Reflect on a TPACK-based lesson (TPACK-IDDIRR1) model, and TPACK-IDDIRR2 model have been applied by today’s instructors and trainers to achieve the specific goal for effective teaching and training. This paper intends to highlight the key features of the above-mentioned models and frameworks with few hurdles as found in the empirical-based studies. It also discusses how those hurdles could be mitigated by addressing the extraneous cognitive load of instructors as well as trainers to carry out technology integration with future recommendations for the research. It was found that specific frameworks and models are limited to the macro-level concept but today’s instructors, as well as trainers, are required to have adequate instructional guidance in chronological steps so that they could implement those models and frameworks in their teaching and training for productive outcomes.

scholarly journals Beban Kognitif Siswa Pada Materi Pencemaran Lingkungan Berbantuan Prezi Application

BIODIK ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233-243
Author(s):  
Eka Lesmana Sari ◽  
Billyardi Ramdhan ◽  
Sistiana Windyariani
Keyword(s):  
Middle School ◽  
Cognitive Load ◽  
Environmental Pollution ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Multiple Choice Questions ◽  
Load Profile ◽  
Extraneous Cognitive Load ◽  
Average Value ◽  
Germane Cognitive Load

Cognitive load profile is a theory used to study the limitations of working memory in receiving and processing new information obtained by students, mental effort owned by students and student learning outcomes after learning learning that has been conveyed. This research is a qualitative descriptive study which aims to find out the cognitive load profile of students in grade VII of Sukabumi City Public Middle School on environmental pollution material which was carried out in April in the 3rd week in one of the Sukabumi City Negri Secondary Schools. This study is to describe the emergence of the cognitive load profile of students in environmental pollution material with the help of prezi application. The sample used in this study were 40 students. The instrument used in the study of 16 problem questions according to indicators developed by Marzano to describe ICL, 8 questionnaires during the delivery of environmental pollution material assisted with the Prezi application to describe the ECL and 25 multiple choice questions according to indicators developed by marzano to describe GCL. The results of the study illustrate that the cognitive load profile of Grade VII students of Sukabumi City Negri Middle School in the academic year 2019/2020 illustrates the results of instrisic cognitive load (ICL) in receiving and processing information that has a high average value of 81.25 shows the profile of cognitive load owned by low students, then the results depicted from extraneous cognitive load (ECL) in the mental effort of students obtain an average value of 65.2 it illustrates the cognitive load profile possessed by students and finally the learning outcomes By using Germane cognitive load (GCL), students get an average value of 63, which is the same as ECL, which illustrates students' cognitive load profile because of the low value of learning outcomes obtained by students. Abstrak.Teori beban kognitif merupakan teori yang digunakan untuk mempelajari keterbatasan memori kerja dalam menerima informasi baru yang diperoleh. Adapun tujuan penelitian itu sendiri yaitu untuk mendapatkan gambaran dalam mendeskripsikan munculnya beban kognitif siswa pada pembelajaran materi pencemaran lingkungan dengan berbantuan aplikasi prezi. Penelitian ini bersifat deskriptif kualintatif. Metode pengumpulan data yaitu dengan soal pilihan ganda, kuisioner dan test soal uraian.  Subjek penelitian ini yaitu siswa SMPN 06 Kota Sukabumi kelas VII ajaran 2019/2020 sebanyak 40 orang. Untuk menggambarkan instrisic cognitive load (ICL) yaitu kurang menguasai konsep siswa memperoleh hasil nilai rata-rata 81,25, usaha mental siswa untuk menggambarkan extraneous cognitive load (ECL) yaitu kurang memahami gambar atau soal dengan kuisioner siswa memperoleh nilai rata-rata 62,5 dan hasil belajar dengan menggunakan germane cognitive load (GCL) yaitu siswa dapat mengingat kembali ingatan yang telah lalu dan dapat menerapkannya dalam soal berbentuk pilihan ganda siswa memperoleh nilai rata-rata 68.

Some Conditions under Which Integrated Computer-Based Training Software Can Facilitate Learning

1996 ◽  
Vol 15 (4) ◽  
pp. 345-367 ◽  
Author(s):  
Narciso Cerpa ◽  
Paul Chandler ◽  
John Sweller
Keyword(s):  
Cognitive Load ◽  
Computer Software ◽  
Computer Training ◽  
Computer Application ◽  
Hard Copy ◽  
Computer Based Training ◽  
Extraneous Cognitive Load ◽  
Computer Based ◽  
Split Attention ◽  
Software Group

When students are required to learn a new computer application program, frequently they need to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, can also impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. In Experiment 1, the first author developed a windows spreadsheet, computer-based training package with an integrated format, to test these hypotheses. The split-attention effect was investigated by comparing the performance of a group of students using the integrated computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. Results from Experiment 1 supported the above cognitive load hypotheses. Specifically, in areas of high information complexity, the integrated computer-based training software group clearly outperformed both the conventional manual plus computer software group, and the computer-based training software plus hard-copy group, thus demonstrating both split-attention and redundancy effects. Experiment 2 partially replicated this result, as well as providing support for a cognitive load explanation of results by measuring mental load. In the light of these findings and previous research, it is suggested that cognitive load is a major factor in all aspects of instructional design. Computer training software that reduces extraneous cognitive load by adopting integrated computer-based training formats can considerably facilitate learning.

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