scholarly journals Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

2021 ◽  
Author(s):  
Juan C. Castro-Alonso ◽  
Bjorn B. de Koning ◽  
Logan Fiorella ◽  
Fred Paas
Keyword(s):  
Cognitive Load ◽  
Instructional Materials

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.

Managing Cognitive Load in the Design of Assistive Technology for Those with Learning Disabilities

2010 ◽  
pp. 21-42 ◽  
Author(s):  
Boaventura DaCosta ◽  
Soonhwa Seok
Keyword(s):  
Learning Disabilities ◽  
Cognitive Load ◽  
Human Mind ◽  
Assistive Technologies ◽  
Instructional Materials ◽  
Human Cognition ◽  
Human Information Processing ◽  
Effective Learning ◽  
Empirically Supported ◽  
Effective Learning Environments

This is the second of three chapters serving as the introduction to this handbook which addresses the relationship between human cognition and assistive technologies and its design for individuals with cognitive disabilities. In this chapter the authors present strategies to manage cognitive load in the design of instructional materials for those with learning disabilities. The authors introduce cognitive load theory, which proposes a set of instructional principles grounded in human information processing research that can be leveraged in the creation of efficient and effective learning environments. They attempt to separate conjecture and speculation from empirically-based study and consolidate more than twenty-five years of research to highlight the best ways in which to increase learning. Altogether, the authors affirm the approach discussed in the last chapter—that technology for learning should be created with an understanding of design principles empirically supported by how the human mind works, particularly when it comes to the design of assistive technologies for individuals with learning disabilities.

Evaluation of Cognitive Load

2009 ◽  
pp. 101-119
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Learning Environments ◽  
Rating Scales ◽  
Instructional Materials ◽  
Subjective Rating ◽  
Instructional Efficiency ◽  
General Evaluation ◽  
Learning Conditions ◽  
Schematic Knowledge ◽  
Evaluation Of Learning

Availability of valid and usable measures of cognitive load involved in learning is essential for providing support for cognitive load-based explanations of the effects predicted and described in cognitive load theory as well as for general evaluation of learning conditions. Besides, the evaluation of cognitive load may provide another indicator of levels of learner expertise in addition to performance scores. As mentioned before, due to the available schematic knowledge base, more knowledgeable learners are expected to perform their tasks with lower mental effort than novices. Even though simple subjective rating scales remain the most often used measures of cognitive load imposed by instructional materials, new more sophisticated techniques are being developed, especially in multimodal environments associated with performance of complex cognitive tasks. This chapter provides a brief overview of traditional, as well as some novel methods for measuring and evaluating cognitive load. Some recently developed approaches to using these measures in estimating instructional efficiency of learning environments are also discussed.

scholarly journals THE EFFECTIVENESS OF COMPUTER SIMULATION WITH THE ELECTRONIC CIRCUIT TOWARDS STUDENTS’ MOTIVATION, ACHIEVEMENT, AND COGNITIVE LOAD

2019 ◽  
pp. 131-139
Author(s):  
Nurul Ihsaniah Omar ◽  
Abu Bakar Ibrahim
Keyword(s):  
Computer Simulation ◽  
Cognitive Load ◽  
Electronic Circuit ◽  
Load Test ◽  
Instructional Materials ◽  
School Level ◽  
Task Load ◽  
Secondary School Level ◽  
Post Test ◽  
Nasa Task Load Index

This study aims to evaluate the effectiveness of computer simulation with the electronic circuit on students’ motivation, achievement, and cognitive load. The assessment is done through the post-test, Instructional Materials Motivational Scale (IMMS) questions and the NASA Task Load Index cognitive load test. This study discusses the development of LiveWire simulation also the laboratory worksheet for the LiveWire software that will be developed for the subject Design & Technology for Form Three students at the secondary school level. The evaluation of the LiveWire software and the laboratory worksheet that will be developed involves the evaluation of the usability and users’ satisfaction. The method of delivery using LiveWire is a systematic step in the exploration into the use of simulation for electronic circuits. LiveWire is also suitable and is capable of increasing the development of meaningful knowledge among students. This is because of the strategy of use of the laboratory worksheet in helping the students to explore into and master a simulation application, especially for novice learners.

scholarly journals Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load

2020 ◽  
Vol 17 (23) ◽  
pp. 9067
Author(s):  
Cyrine H’mida ◽  
Olivier Degrenne ◽  
Nafaa Souissi ◽  
Ghazi Rekik ◽  
Khaled Trabelsi ◽  
...  
Keyword(s):  
Physical Education ◽  
Cognitive Load ◽  
Human Movement ◽  
Instructional Materials ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Physical Education Students ◽  
Static Pictures ◽  
Video Condition

The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

scholarly journals EEG-based Prediction of Cognitive Load in Intelligence Tests

2019 ◽  
Author(s):  
Nir Friedman ◽  
Tomer Fekete ◽  
Ya’akov (Kobi) Gal ◽  
Oren Shriki
Keyword(s):  
Neural Network ◽  
Cognitive Load ◽  
Network Connectivity ◽  
Intelligence Tests ◽  
Instructional Materials ◽  
Mental Wellbeing ◽  
Learning Models ◽  
Signal Complexity ◽  
Aircraft Pilots ◽  
Machine Learning Models

ABSTRACTMeasuring and assessing the cognitive load associated with different tasks is crucial for many applications, from the design of instructional materials to monitoring the mental wellbeing of aircraft pilots. The goal of this paper is to utilize EEG to infer the cognitive workload of subjects during intelligence tests. We chose the well established advanced progressive matrices test, an ideal work-frame because it presents problems at increasing levels of difficulty, and has been rigorously validated in past experiments. We train classic machine learning models using basic EEG measures as well as measures of network connectivity and signal complexity. Our findings demonstrate that cognitive load can be well predicted using these features, even for a low number of channels. We show that by creating an individually tuned neural network for each subject, we can improve prediction compared to a general model and that such models are robust to decreasing the number of available channels as well.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

Cognitive Load beim Lernen aus Lösungsbeispielen

2003 ◽  
Vol 17 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Alexander Renkl ◽  
Hans Gruber ◽  
Sandra Weber ◽  
Thomas Lerche ◽  
Karl Schweizer
Keyword(s):  
Cognitive Load ◽  
Dual Task

Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Sign in / Sign up

Export Citation Format

Share Document