scholarly journals Understanding instructional design effects by differentiated measurement of intrinsic, extraneous, and germane cognitive load

2020 ◽  
Vol 48 (1) ◽  
pp. 45-77 ◽  
Author(s):  
Melina Klepsch ◽  
Tina Seufert
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Design Effects ◽  
Germane Cognitive Load

Learners' Cognitive Load When Using Educational Technology

2010 ◽  
pp. 169-188
Author(s):  
Renae Low ◽  
Putai Jin ◽  
John Sweller
Keyword(s):  
Educational Technology ◽  
Instructional Design ◽  
Cognitive Load ◽  
Teaching And Learning ◽  
Cognitive Architecture ◽  
Rapid Evolution ◽  
Evidence Based ◽  
Design And Implementation ◽  
Human Cognitive Architecture ◽  
Secondary Information

Taking advantage of the rapid evolution of educational technology, simulations and games have been embodied in a variety of teaching and learning procedures. To a large extent, their effectiveness, in common with the effectiveness of all instructional design relies on how material and activities are optimally organized. That organization should be determined by the nature of human cognitive architecture when dealing with complex, biologically secondary information. Cognitive load theory has been devised to deal with such knowledge. Therefore, embodied simulations and serious games should take evidence-based cognitive load principles into account in both design and implementation.

The relationship between social presence and cognitive load

2019 ◽  
Vol 16 (2) ◽  
pp. 172-182
Author(s):  
Jamie Costley
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Environments ◽  
Social Presence ◽  
Online Learning Environments ◽  
Content Type ◽  
Germane Cognitive Load ◽  
High Level ◽  
The Relationship ◽  
Spearman’S Correlation

Purpose As online learning has become more prevalent, how learners interact with each other in those learning environments has become more salient. To develop effective levels of interaction, students must feel comfortable to express their ideas and views. For this reason, this paper aims to look at how individual students’ levels of social presence affect germane cognitive load. Germane cognitive load is the amount that students are able to construct schema and can be seen as analogous to learning. Design/methodology/approach This study looks at the results of survey data (n = 433) that investigate the relationship between social presence and germane cognitive load. The students were surveyed from the Open Cyber University of Korea in the fall semester of 2018. Findings The present study found a statistically significant positive relationship between social presence and germane cognitive load. The study found a Spearman’s correlation coefficient of 0.595. Furthermore, the sample was divided into a high, medium and low grouping of social presence. Among these groupings, the high level social presence had the highest level of germane cognitive load, and the low level social presence had the lowest level of germane cognitive load. Originality/value This result shows the importance and value of developing levels of social presence in online environments. Some research has shown relationships between student interaction and learning, but the present study looks directly at social presence and germane cognitive load. From this research, the authors can see the value of encouraging higher levels of social interaction in online learning environments.

The effects of simulator training on the development of creative thinking in law enforcement officers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joy VerPlanck
Keyword(s):  
Instructional Design ◽  
Law Enforcement ◽  
Cognitive Load ◽  
Police Officers ◽  
Cognitive Load Theory ◽  
Creative Thinking ◽  
Use Of Force ◽  
Content Type ◽  
Load Theory ◽  
Instructional Design Principles

PurposeThe purpose of this exploratory study was to investigate the relationship between simulation training and police officers' ability to think creatively in crises.Design/methodology/approachThis quantitative study used instructional design principles including aspects of Cognitive Load Theory to explore the cognitive load and creative thinking of police officers training with a MILO Range use-of-force simulator.FindingsWhen provided with scenarios requiring de-escalation of emotionally disturbed persons, and when encouraged to be creative or innovative in their approach to de-escalate, officers were observed being more creative after experiencing a second simulation with the same scenario; however, multiple repetitions of similar scenarios did not result in an innovative response.Practical implicationsThe results of this study suggest that cognitive load could be affected by changing the manner in which the officers train in simulation. When a simulator curriculum is designed with the incorporation of cognitive load theory, there is potential to foster creative thinking in a situation where de-escalation is the goal.Originality/valueInstructional design principles, consideration of cognitive load and creative problem-solving are nontraditional methods in the law enforcement field and in use-of-force training.

scholarly journals Analisis germane cognitive load siswa ditinjau dari gaya belajar matematis pada pembelajaran Contextual Teaching and Learning

2019 ◽  
Vol 5 (01) ◽  
pp. 26
Author(s):  
Ektin Ardayeni ◽  
Yuyu Yuhana ◽  
Aan Hendrayana
Keyword(s):  
Cognitive Load ◽  
Teaching And Learning ◽  
Germane Cognitive Load ◽  
Contextual Teaching

Penelitian ini bertujuan untuk mendeskripsikan germane cognitive load (GCL) siswa ditinjau dari gaya belajar matematis siswa dengan metode kontekstual di smk. Jenis penelitian ini adalah kualitatif deskriptif. Subjek penelitian terdiri dari siswa yang bergaya belajar interpersonal, mastery, understanding, dan self-expressive. Hasil penelitian menunjukkan bahwa: (1) struktur skema pada siswa dengan gaya belajar interpersonal ini sesuai dengan struktur materi yang akan dipelajari, maka pada siswainterpersonal terjadi proses asimilasi (2) sebagian struktur skema pada siswa dengan gaya belajar mastery ini tidak  sesuai dengan struktur materi yang akan dipelajari, ini menyebabkan terjadinya  proses akomodasi (3) pada siswa understanding proses konstruksi pengetahuannnya di LTM dalam memahami soal kontekstual tidak bekerja dengan maksimum, hal ini disebabkan karena  modifikasi struktur kognitif yang dimilki sebelumnya. (4) dan struktur skema pada siswa self-expressive tidak sesuai antara skema lama dengan skema baru, ini menyebabkan skema lama tidak dapat menyerap skema baru sehingga pada self-expressive terjadi proses akomodasi skema.

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.

scholarly journals Giới thiệu một số khái niệm căn bản của Lí thuyết tải nhận thức

2019 ◽  
Vol 14 (4) ◽  
pp. 110
Author(s):  
Đặng Đức Trọng ◽  
Lê Quốc Dũng
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Load Theory

Bài viết giới thiệu tổng quan một số khái niệm căn bản trong Lí thuyết tải nhận thức (cognitive load theory) – Lí thuyết được khởi xướng bởi nhà tâm lí học người Úc John Sweller, từ những năm 1980 và được áp dụng chủ yếu trong thiết kế dạy học (instructional design). Lí thuyết này đưa ra khái niệm về các loại tải nhận thức, khái niệm về sự quá tải trong giảng dạy và đưa ra một số phương pháp giảm thiểu sự quá tải.

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