Human Cognitive Architecture Through the Lens of Cognitive Load Theory

2018 ◽  
pp. 9-23
Author(s):  
Jimmie Leppink ◽  
José Hanham
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Load Theory ◽  
Human Cognitive Architecture

Cognitive Architecture and Instructional Design in a Multimedia Context

2009 ◽  
pp. 1-16 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

Cognitive Architecture and Instructional Design in a Multimedia Context

2011 ◽  
pp. 496-510 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

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 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>

Cognition Research Basis for Instructional Multimedia

2011 ◽  
pp. 146-162
Author(s):  
Juhani E. Tuovinen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Future Research ◽  
Multimedia Instruction ◽  
Educational Multimedia ◽  
Load Theory ◽  
Moving Images ◽  
South Wales ◽  
The University

The work described in this chapter is a synthesis of recent instructional cognition research implications for fundamental educational multimedia theory. Most of the research described here has been conducted in the Cognitive Load Theory context. The leading research group in this area is located at the University of New South Wales, in Sydney, Australia, and a complementary cognition research program is based at the Open University of Netherlands. The work emanating from these groups and allied efforts elsewhere has significant implications for multimedia use in various educational contexts. In this chapter the structure of human cognitive architecture will be described from an information processing perspective. Then the cognitive load theory will be introduced. The implications of multimodal experiments for multimedia instruction will be derived in the cognitive load theory context. The interaction of multimodal instruction and material complexity or element interactivity plus prior knowledge will be considered. Then the research on the instructional effects of moving images and sound will be discussed from a cognitive perspective. Methods for alleviating the visual search on complex multimedia screens employing focusing or linking strategies will be described. Guidelines for the effective design and use of educational multimedia in a global context will be noted in each section. Finally general issues of future research interest will be discussed. The objectives of this chapter are to suggest a theoretical foundation for multimodal multimedia instruction, and to distil from the relevant cognition research a number of practical implications for educational multimedia planning, design and use.

Cognition Research Basis for Instructional Multimedia

2011 ◽  
pp. 323-335 ◽  
Author(s):  
Juhani E. Tuovinen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Future Research ◽  
Multimedia Instruction ◽  
Educational Multimedia ◽  
Load Theory ◽  
Moving Images ◽  
South Wales ◽  
The University

The work described in this chapter is a synthesis of recent instructional cognition research implications for fundamental educational multimedia theory. Most of the research described here has been conducted in the Cognitive Load Theory context. The leading research group in this area is located at the University of New South Wales, in Sydney, Australia, and a complementary cognition research program is based at the Open University of Netherlands. The work emanating from these groups and allied efforts elsewhere has significant implications for multimedia use in various educational contexts. In this chapter the structure of human cognitive architecture will be described from an information processing perspective. Then the cognitive load theory will be introduced. The implications of multimodal experiments for multimedia instruction will be derived in the cognitive load theory context. The interaction of multimodal instruction and material complexity or element interactivity plus prior knowledge will be considered. Then the research on the instructional effects of moving images and sound will be discussed from a cognitive perspective. Methods for alleviating the visual search on complex multimedia screens employing focusing or linking strategies will be described. Guidelines for the effective design and use of educational multimedia in a global context will be noted in each section. Finally general issues of future research interest will be discussed. The objectives of this chapter are to suggest a theoretical foundation for multimodal multimedia instruction, and to distil from the relevant cognition research a number of practical implications for educational multimedia planning, design and use.

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.

scholarly journals Application of Cognitive Load Theory in Accounting Education

2018 ◽  
Vol 8 (4) ◽  
pp. 197 ◽  
Author(s):  
Seedwell T. M. Sithole
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Empirical Studies ◽  
Cognitive Architecture ◽  
Worked Examples ◽  
Detailed Examination ◽  
Accounting Education ◽  
Accounting Students ◽  
Long Term Memory ◽  
Load Theory

The field of accounting education has recently adopted cognitive load theory (CLT), which originated in educational psychology. There are several empirical studies inspired by CLT which have demonstrated the practical implications of this theory. Although some articles have addressed the relationship of CLT and accounting education, none have considered the integration of the design principles and provide practical guidelines accounting educators may follow. Three techniques are described, by which educators may do so: (a) minimising instructional procedures that splits the attention of students, (b) tailoring instruction to levels of accounting students' expertise, and (c) minimising problem-solving exercises and utilising more worked examples. A detailed examination of these 3 techniques indicates that they assist students’ understanding of accounting. These techniques are not applicable to all accounting learners but are more appropriate to accounting students learning a specific topic for the first time than to expert learners (e.g., final year students who have been introduced to the accounting topic). All 3 guidelines are based on the importance CLT places on the human cognitive architecture, particularly our knowledge of working and long-term memory, schema construction and automation, and the different types of cognitive load affecting the students to absorb and retain information.

Cognitive Load Theory

2009 ◽  
pp. 34-57 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Load Theory ◽  
Load Factors ◽  
Load Effects ◽  
Instruction Theory ◽  
Learning And Instruction

Cognitive load theory is a learning and instruction theory that describes instructional design implications of human cognitive architecture outlined in the previous chapter. Based on these theoretically and empirically established instructional consequences (usually referred to as cognitive load effects or principles), the theory makes specific prescriptions on managing cognitive load in learning and instruction. The theory distinguishes several different types or sources of cognitive load (e.g., effective and ineffective load; intrinsic, extraneous, and germane load) that are associated with different instructional implications and cognitive load effects. This chapter analyzes cognitive load factors that could potentially influence efficiency of interactive multimedia applications (e.g., levels of element interactivity, spatial and temporal configurations of instructional presentations, redundant representational formats, levels of learner prior experience in a task domain). Basic assumptions of cognitive theory of multimedia learning are discussed. The chapter starts with the description of the sources of cognitive load followed by an overview of the major cognitive load effects.

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