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.

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.

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>

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.

scholarly journals Understanding Cognitive Load in Digital and Online Learning: a New Perspective on Extraneous Cognitive Load

2021 ◽  
Author(s):  
Alexander Skulmowski ◽  
Kate Man Xu
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Learning Outcomes ◽  
Cognitive Load Theory ◽  
Major Influence ◽  
Digital Learning ◽  
Extraneous Cognitive Load ◽  
Positive Effects ◽  
Load Theory ◽  
Design Factors

AbstractCognitive load theory has been a major influence for the field of educational psychology. One of the main guidelines of the theory is that extraneous cognitive load should be reduced to leave sufficient cognitive resources for the actual learning to take place. In recent years, research regarding various design factors, in particular from the field of digital and online learning, have challenged this assumption. Interactive learning media, immersion, disfluency, realism, and redundant elements constitute five major challenges, since these design factors have been shown to induce task-irrelevant cognitive load, i.e., extraneous load, while still promoting motivation and learning. However, currently there is no unified approach to integrate such effects into cognitive load theory. By including aspects of constructive alignment, an approach aimed at fostering deep forms of learning in order to achieve specific learning outcomes, we devise a strategy to balance cognitive load in digital learning. Most importantly, we suggest considering both the positive and negative effects on cognitive load that certain design factors of digital learning can cause. In addition, a number of research results highlight that some types of positive effects of digital learning can only be detected using a suitable assessment method. This strategy of aligning cognitive load with desired learning outcomes will be useful for formulating theory-guided and empirically testable hypotheses, but can be particularly helpful for practitioners to embrace emerging technologies while minimizing potential extraneous drawbacks.

Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory

2016 ◽  
Vol 17 (1) ◽  
pp. 58-71 ◽  
Author(s):  
James M. Nyachwaya ◽  
Merry Gillaspie
Keyword(s):  
General Chemistry ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
The United States ◽  
Graphical Analysis ◽  
Conceptual Integration ◽  
Extraneous Cognitive Load ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Chemistry Textbooks

The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Sloughet al., 2010) to look at the type of representations used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, the indexing of representations, and the number of representations requiring conceptual integration on a given page. Results indicate that on average, in all five textbooks each page had at least four representations. Most representations served a ‘representational’ function, but a number functioned as decorative representations. Most representations were directly integrated with text, but some of the remaining representations were separated by a whole page from associated text. While many pages had an average of two representations that required conceptual integration with text or other representations, some pages had as many as six representations requiring integration. While using textbooks, learners can experience intrinsic, germane or extraneous cognitive load (Sweller, 1994). Our findings indicate that there are various features of representations that could help reduce intrinsic or extraneous cognitive load. However, we also found prevalent features of representations that imply high intrinsic cognitive load or are likely to lead to extraneous cognitive load. Implications for textbook authors and editors, textbook selection, instruction, and science teacher preparation are discussed.

Using Graphics to Improve Understanding of Conceptual Models

2010 ◽  
pp. 310-334
Author(s):  
Kamal Masri ◽  
Drew Parker ◽  
Andrew Gemino
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Transfer Problem ◽  
Main Hypothesis ◽  
English As Second Language ◽  
Extraneous Cognitive Load ◽  
Load Theory ◽  
Systems Analysts ◽  
Entity Relationship

Making Entity-Relationship diagrams easier to understand for novices has been a topic of previous research. This study provides experimental evidence that suggests using small representative graphics (iconic graphics) to replace standard entity boxes in an ER diagram can have a positive effect on domain understanding for novice users. Cognitive Load Theory and the Cognitive Theory of Multimedia Learning are used to hypothesize that iconic graphics reduce extraneous cognitive load of model viewers leading to more complete mental models and consequently improved understanding. Domain understanding was measured using comprehension and transfer (problem solving) tasks. Results confirm the main hypothesis. In addition, iconic graphics were found to be less effective in improving domain understanding with English as second language (ESL) participants. ESL results are shown to be consistent with predictions based on the Cognitive Load Theory. The importance of this work for systems analysts and designers comes from two considerations. First, the use of iconic graphics seems to reduce the extraneous cognitive load associated with these complex systems. Secondly, the reduction in extraneous load enables users to apply more germane load which relates directly with levels of domain understanding. Thus iconic graphics may provide a simple tool that facilitates better understanding of ER diagrams and the data structure for proposed information systems.

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