scholarly journals Cognitive load theory and multimedia learning, task characteristics and learning engagement: The Current State of the Art

2011 ◽  
Vol 27 (1) ◽  
pp. 1-4 ◽  
Author(s):  
Femke Kirschner ◽  
Liesbeth Kester ◽  
Gemma Corbalan
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
State Of The Art ◽  
Learning Task ◽  
Task Characteristics ◽  
Learning Engagement ◽  
Load Theory ◽  
Current State

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Complex Mobile Learning that Adapts to Learners' Cognitive Load

2016 ◽  
pp. 1850-1862
Author(s):  
Robin Deegan
Keyword(s):  
Mobile Computing ◽  
Cognitive Load ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Cognitive State ◽  
Load Theory ◽  
Load Types

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

Complex Mobile Learning that Adapts to Learners' Cognitive Load

2015 ◽  
Vol 7 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Robin Deegan
Keyword(s):  
Mobile Computing ◽  
Cognitive Load ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Cognitive State ◽  
Load Theory ◽  
Load Types

Mobile learning is cognitively demanding and frequently the ubiquitous nature of mobile computing means that mobile devices are used in cognitively demanding environments. This paper examines the use of mobile devices from a Learning, Usability and Cognitive Load Theory perspective. It suggests scenarios where these fields interact and presents an experiment which determined that several sources of cognitive load can be measured simultaneously by the learner. The experiment also looked at the interaction between these cognitive load types and found that distraction did not affect the performance or cognitive load associated with a learning task but it did affect the perception of the cognitive load associated with using the application interface. This paper concludes by suggesting ways in which mobile learning can benefit by developing cognitive load aware systems that could detect and change the difficulty of the learning task based on the cognitive state of the learner.

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.

Does task-irrelevant colour information create extraneous cognitive load? Evidence from a learning task

2018 ◽  
Vol 72 (5) ◽  
pp. 1155-1163
Author(s):  
Paul Miller ◽  
Batel Hazan-Liran ◽  
Danielle Cohen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Learning Task ◽  
Unrelated Word ◽  
Irrelevant Information ◽  
Extraneous Cognitive Load ◽  
Load Theory ◽  
Semantic Conflict ◽  
Learning Efficacy ◽  
Task Irrelevant

Previous studies have shown that task-irrelevant information impedes learning by creating extraneous cognitive load. But still open is whether such intrusion reflects a purely semantic phenomenon or whether it also stands for sheer perceptual interference. Using Cognitive Load Theory as a framework, this study aimed to answer this question by examining whether and how task-irrelevant colour information modifies extraneous cognitive load in relation to a new code-learning paradigm. For this purpose, university students were asked to learn, based on an example, associations between colour-related and colour-unrelated words and digits presented in black or in a mismatched ink colour. Evident costs in learning efficacy were found in learning the associations between words and digits for colour-related, but not for colour-unrelated, word stimuli. This suggests that interference by task-irrelevant information in learning stands for a mere semantic conflict. Implications of the findings for extraneous cognitive load on learning efficacy are discussed.

Sign in / Sign up

Export Citation Format

Share Document