scholarly journals Decorative animations impair recall and are a source of extraneous cognitive load

2020 ◽  
Vol 44 (3) ◽  
pp. 376-382
Author(s):  
Annabel Pink ◽  
Philip M. Newton
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Mental Workload ◽  
Memory Performance ◽  
Seductive Details ◽  
Still Images ◽  
Still Image ◽  
Extraneous Cognitive Load ◽  
New Information ◽  
Extraneous Load

Working memory is critical for learning but has a limited capacity for processing new information in real time. Cognitive load theory is an evidence-based approach to education that seeks to minimize the extraneous (unnecessary) load on working memory to avoid overloading it. The “seductive details effect” postulates that extraneous load can come from instructional design materials that attract interest but are unrelated to, and impair, learning. Presentation packages, such as Microsoft PowerPoint, have built-in decorative animated “GIFs” that are designed to make presentations more visually appealing. The aim of the study was to investigate the effect of such “decorative” animations on learning and working memory performance. We found that students were less able to recall content presented in the presence of a decorative but relevant animation compared with a still image. This effect was found with two different topics (human physiology and enzyme kinetics). Compared with still images, students also found it harder to remember animations themselves, and the self-reported mental workload required to remember them was higher. These results show that decorative animations are seductive details and are thus a source of extraneous cognitive load.

scholarly journals Emotional Facial Processing: Does Cognitive Load Make a Difference?

2018 ◽  
Author(s):  
Elsie Ong ◽  
Rick Law Tsz Chun
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Task Performance ◽  
Cognitive Processing ◽  
Research Study ◽  
Memory Span ◽  
Memory Performance ◽  
Emotional Faces ◽  
Low Level ◽  
Facial Processing

<p>The manuscript is titled ‘Emotional facial processing: does cognitive load make a difference?’ and it describes a research study that measures how emotion and distraction of different cognitive loads may impact working memory performance. The findings show that cognitive load on working memory performance, with poorer working memory performance in the high compared to the low level of distraction. However, no effects of emotional faces were found on task performance. The work therefore has significance with regard to cognitive processing and working memory span.</p>

Cognitive Load Modulates the Effect of Emotional Content in Adaptive Working Memory Performance

2013 ◽  
Author(s):  
Francisco J. Roman ◽  
Juan Botella ◽  
Maria J. Garcia-Rubio ◽  
Jesus Privado ◽  
Sara Lopez-Martin ◽  
...  
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Memory Performance ◽  
Emotional Content

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>

Use of Scaffolds to Manage the Cognitive Load Experienced By Student Teachers in an Online Training Package on Problem Based Learning Strategy (PBLS)

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Vaishali Manoj Sawant
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Student Teachers ◽  
Cognitive Load Theory ◽  
Problem Based Learning ◽  
Online Training ◽  
Basic Premise ◽  
Load Theory ◽  
New Information ◽  
Significant Difference

Cognitive load refers to load imposed on the working memory while performing a particular task. The basic premise of cognitive load theory is that learners have a limited capacity when dealing with new information. Moreover cognitive load theory assumes that learners have “an effectively unlimited long term memory holding cognitive schemas that vary in their degree of complexity and automation”. Furthermore, when handling new information, working memory is severely limited in both capacity and duration. The educational implication of cognitive load theory hence focuses on reduction of work load on working memory so as to increase learning effectiveness. Because novices lack the schemas necessary to process complex material in working memory, scaffolding for these missing schemas, thereby promotes schema construction. In this study on 41 Student teachers undergoing the online training on Scaffolded Problem Based Learning (PBLS), Cognitive load is measured in terms of mental efforts and mental load experienced by the learners while working towards solutions to the problems. Findings indicate significant difference between the cognitive load felt before and after the training which is also supported by the  qualitative data indicating  reduction in  the cognitive load as the students move from Problem one to Problem ten.

scholarly journals Visual Long-term Memory Can Replace Active Maintenance in Visual Working Memory

2018 ◽  
Author(s):  
Mark W. Schurgin ◽  
Corbin A. Cunningham ◽  
Howard E. Egeth ◽  
Timothy F. Brady
Keyword(s):  
Working Memory ◽  
Memory Performance ◽  
Memory Task ◽  
Perceptual Information ◽  
Long Term Memory ◽  
Term Memory ◽  
Perceptual Interference ◽  
New Information ◽  
Memory Representations

AbstractHumans have remarkable visual long-term memory abilities, capable of storing thousands of objects with significant detail. However, it remains unknown how such memory is utilized during the short-term maintenance of information. Specifically, if people have a previously encoded memory for an item, how does this affect subsequent working memory for that same item? Here, we demonstrate people can quickly and accurately make use of visual long-term memories and therefore maintain less perceptual information actively in working memory. We assessed how much perceptual information is actively maintained in working memory by measuring neural activity during the delay period of a working memory task using electroencephalography. We find that despite maintaining less perceptual information in working memory when long-term memory representations are available, there is no decrement in memory performance. This suggests under certain circumstances people can dynamically disengage working memory maintenance and instead use long-term memories when available. However, this does not mean participants always utilize long-term memory. In a follow-up experiment, we introduced additional perceptual interference into working memory and found participants actively maintained items in working memory even when they had existing long-term memories available. These results clarify the kinds of conditions under which long-term and working memory operate. Specifically, working memory is engaged when new information is encountered or perceptual interference is high. Visual long-term memory may otherwise be rapidly accessed and utilized in lieu of active perceptual maintenance. These data demonstrate the interactions between working memory and long-term memory are more dynamic and fluid than previously thought.

scholarly journals Collaborative note-taking affects cognitive load: the interplay of completeness and interaction

2021 ◽  
Author(s):  
Jamie Costley ◽  
Mik Fanguy
Keyword(s):  
Treatment Group ◽  
Cognitive Load ◽  
Control Group ◽  
Note Taking ◽  
Course Content ◽  
Extraneous Cognitive Load ◽  
Writing Course ◽  
Group Members ◽  
Improved Learning ◽  
Extraneous Load

AbstractStudies showing improved learning performances for students who take notes collaboratively have speculated that sharing this task among group members may reduce the extraneous cognitive burden placed on each member. Therefore, a study (n = 171) was conducted in the context of a flipped scientific writing course to examine the effects of collaborative note-taking on student’s levels of cognitive load. Students in the course were divided into two groups, with members of the treatment group being directed to take collaborative notes in a shared online document and members of the control group receiving no such instructions. The study also measured the level of collaboration the collaborative note-takers engaged in, as well as the level of completeness of the notes that they produced. The results showed that, firstly, the treatment group reported higher levels of both germane and extraneous cognitive load compared to those of the control group, meaning that collaborative note-takers experienced higher levels of understanding of course content as well as increased confusion. Secondly, the level of collaboration was positively and significantly correlated with levels of germane load (understanding), but not with extraneous load (confusion). Thirdly, no correlation was found between completeness of notes and cognitive load. Accordingly, the authors suggest that collaborative note-taking is worthwhile, as the gains to students’ understanding of course content outweigh the disadvantages of increased confusion.

scholarly journals The influence of long-term memory on working memory: Age-differences in proactive facilitation and interference

2020 ◽  
Author(s):  
Stephen Rhodes ◽  
Bradley Buchsbaum ◽  
Lynn Hasher
Keyword(s):  
Older Adults ◽  
Working Memory ◽  
Proactive Interference ◽  
Memory Performance ◽  
Memory Task ◽  
Long Term Memory ◽  
Prior Learning ◽  
New Information ◽  
Stimulus Materials

Prior learning can hinder subsequent memory, especially when there is conflict between old and new information. The ability to handle this proactive interference is an important source of differences in memory performance between younger and older participants. In younger participants, Oberauer et al. (2017) report evidence of proactive facilitation from previously learned information in a working memory task in the absence of proactive interference between long-term and working memory. In the present work we examine the generality of these findings to different stimulus materials and to older adults. Participants first learned image-word associations and then completed an image-word working memory task. Some pairs were the same as those initially learned, for which we expected facilitation relative to previously unencountered pairs. Other pairs were made up of previously learned elements in different combinations, for which we might expect interference. Younger and older participants showed similar levels of facilitation from previously learned associations relative to new pairs. In addition, older participants exhibited proactive interference from long-term to working memory, whereas younger participants exhibited facilitation, even for pairings that conflict with those learned earlier in the experiment. These findings confirm older adults' susceptibility to proactive interference and we discuss the theoretical implications of younger adults’ apparent immunity to interference.

scholarly journals Emotional Facial Processing: Does Cognitive Load Make a Difference?

2018 ◽  
Author(s):  
Elsie Ong ◽  
Rick Law Tsz Chun
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Task Performance ◽  
Cognitive Processing ◽  
Research Study ◽  
Memory Span ◽  
Memory Performance ◽  
Emotional Faces ◽  
Low Level ◽  
Facial Processing

<p>The manuscript is titled ‘Emotional facial processing: does cognitive load make a difference?’ and it describes a research study that measures how emotion and distraction of different cognitive loads may impact working memory performance. The findings show that cognitive load on working memory performance, with poorer working memory performance in the high compared to the low level of distraction. However, no effects of emotional faces were found on task performance. The work therefore has significance with regard to cognitive processing and working memory span.</p>

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