Cognitive Load Theory: An Applied Reintroduction for Special and General Educators

2021 ◽  
pp. 004005992110482
Author(s):  
Michael J. Kennedy
Keyword(s):  
Cognitive Load ◽  
Students With Disabilities ◽  
Cognitive Load Theory ◽  
General Educators ◽  
Cognitive Capacity ◽  
Long Term Memory ◽  
Load Theory ◽  
New Information ◽  
Attention To Students ◽  
Key Aspects

There are numerous reasons why students with disabilities struggle in school. A key reason is professionals in the field may not pay enough attention to students’ overwhelmed cognitive capacity. Cognitive load theory explains that all humans have limited capacity at any given time to use their auditory, visual, and tactile inputs (independently or collectively) to acquire new information and store it in long-term memory. When available cognition is overwhelmed – which can be caused by any number of reasons – learning cannot occur. In this article, we introduce the key aspects of cognitive load theory and give specific examples of how special educators can use this information to shape their instruction to support students’ unique needs.

scholarly journals DEVELOPMENT OF E-LEARNING TEACHING MATERIALS ON MATRICES BASED ON COGNITIVE LOAD THEORY

2021 ◽  
Vol 5 (1) ◽  
pp. 47
Author(s):  
Eliana Eliana ◽  
Hepsi Nindiasari ◽  
Cecep Anwar Hadi Firdos Santosa
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Student Response ◽  
Teaching Material ◽  
Long Term Memory ◽  
Teaching Materials ◽  
Load Theory ◽  
E Learning ◽  
Valid Test

Learning will be effective if it can minimize extraneous cognitive load because students' understanding can be improved and stored in long-term memory. The purpose of this study was to determine the development of e-learning teaching materials on matrices based on cognitive load theory that is valid, practical, and effective. The development of this teaching material uses e-LKS (electronic student worksheet) with the help of a liveworksheet and presents example-based learning. This study uses the ADDIE development model. The development steps used are (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. Valid test based on expert judgment shows that e-learning teaching materials on matrices based on cognitive load theory get an average of 4.25 with very valid category so that this teaching material is feasible to use. The practicality test based on the student response questionnaire showed that this teaching material obtained an average of 79.7% with a good category, and the evaluation test showed that this teaching material obtained an average of 78.6% with student completeness in learning so it can be concluded that e-learning teaching materials on matrices based on cognitive load theory can be said to be effective.

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 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.

scholarly journals VIDEO PRESENTASI, BLENDED LEARNING, COGNITIVE LOAD DAN HASIL BELAJAR: SUATU KAJIAN TEORITIS

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Intan Safiah ◽  
Muhammad Yunus
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Cognitive Load Theory ◽  
Cognitive Capacity ◽  
Video Presentation ◽  
Load Theory ◽  
The Impact ◽  
Video Presentations

Video Presentation is a learning medium that is very supportive of the e-learning-based learning process. Learning videos can help reduce the cognitive load of learners. Cognitive load is a theoretical concept with a very central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if the learning task requires too much capacity, learning will be hampered. This study aims to review the results of research that explores the use of video presentations to overcome cognitive load in blended learning. Through a review of research on learning using a published video presentation model. The aim of this study is to identify strategies used by researchers in overcoming cognitive load in learning activities, and also to synthesize current literature on the impact of using video presentations on learning outcomes. This study uses a research library research method. The results of the study found that one way to optimize the use of working memory capacity and avoid cognitive overload is to design an instructional system, one of which is a video presentation. Cognitive load theory has been researched and proven to be overcome by using video presentations. This study openly explores the limitations of video presentations in blended learning to overcome cognitive load and improve learning outcomes by identifying a number of related conceptual, methodological and application problems.

scholarly journals Revisiting cognitive load theory: second thoughts and unaddressed questions

2020 ◽  
Vol 30 (1) ◽  
pp. e36918
Author(s):  
Jimmie Leppink
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Retrieval Practice ◽  
Educational Practice ◽  
Worked Examples ◽  
Health Science ◽  
Future Research ◽  
Long Term Memory ◽  
Load Theory ◽  
Completion Problem

In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter.

Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory

2021 ◽  
pp. 002205742110332
Author(s):  
Nani Restati Siregar
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Executive Function ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Explicit Instruction ◽  
Teaching Strategy ◽  
Cognitive Capacity ◽  
Load Theory ◽  
Explicit Teaching

Explicit instruction is a teaching strategy that aims to avoid cognitive overload experienced by students which aims to improve academic performance. Previous research has mentioned working memory as a cognitive capacity that processes information and cognitive control and supports the success of explicit teaching on student academic performance. The core components of the executive function consist of working memory, but also inhibitory control and shifting. This review of the article provides new directions for the development of cognitive load theory on explicit teaching and research on executive function-based information processing aimed at avoiding cognitive load.

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.

Investigating the Value of Process Books in the Design Process Using Cognitive Load Theory

2013 ◽  
Author(s):  
Lori B. Stone ◽  
Abigail Lundquist ◽  
Stefan Ganchev ◽  
Nora Ladjahasan
Keyword(s):  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Load Theory
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