scholarly journals Making an Effort Versus Experiencing Load

2021 ◽  
Vol 6 ◽  
Author(s):  
Melina Klepsch ◽  
Tina Seufert
Keyword(s):  
Cognitive Load ◽  
Learning Strategy ◽  
Strategy Training ◽  
German Language ◽  
Design Studies ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Learning Tasks ◽  
Different Types

In cognitive load theory (CLT), the role of different types of cognitive load is still under debate. Intrinsic cognitive load (ICL) and germane cognitive load (GCL) are assumed to be highly interlinked but provide different perspectives. While ICL mirrors the externally given task affordances which learners experience passively, germane resources are invested by the learner actively. Extraneous affordances (ECL) are also experienced passively. The distinction of passively experienced load and actively invested resources was inspired by an investigation where we found differential effects of a learning strategy training, which in fact resulted in reduced passive load and increased actively invested effort. This distinction is also mirrored in the active and passive forms for effort in German language: “es war anstrengend” (it has been strenuous) vs. “ich habe mich angestrengt” (I exerted myself). In two studies, we analyzed whether we could distinguish between these active and passive aspects of load by using these phrases and how this distinction relates to the three-partite concept of CLT. In two instructional design studies, we included the active and passive items into a differentiated cognitive load questionnaire. We found the factor structure to be stable, with the passive item loading on the ICL factor and the active item loading on the GCL factor. We conclude that it is possible to distinguish between active and passive aspects of load and that further research on this topic could be constructive, especially for learning tasks where learners act in a more self-regulated way and learner characteristics are taken into account.

scholarly journals Cognitive load reduction strategies in questionnaire design

2021 ◽  
pp. 147078532098679
Author(s):  
Kylie Brosnan ◽  
Bettina Grün ◽  
Sara Dolnicar
Keyword(s):  
Cognitive Load ◽  
Data Quality ◽  
Survey Data ◽  
Task Difficulty ◽  
Questionnaire Design ◽  
Load Reduction ◽  
The Past ◽  
Load Theory ◽  
Learning Tasks ◽  
Reduction Strategies

Survey data quality suffers when respondents have difficulty completing complex tasks in questionnaires. Cognitive load theory informed the development of strategies for educators to reduce the cognitive load of learning tasks. We investigate whether these cognitive load reduction strategies can be used in questionnaire design to reduce task difficulty and, in so doing, improve survey data quality. We find that this is not the case and conclude that some of the traditional survey answer formats, such as grid questions, which have been criticized in the past lead to equally good data and do not frustrate respondents more than alternative formats.

Working Memory Resources Depletion Makes Delayed Testing Beneficial

2021 ◽  
Vol 20 (1) ◽  
pp. 38-46
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Primary Students ◽  
Single Session ◽  
Load Theory ◽  
Spaced Learning ◽  
Learning Tasks ◽  
Depletion Effect ◽  
Memory Resources

Cognitive load theory (CLT) uses working memory resources depletion to explain the superiority of spaced learning, predicting that working memory resources will be less taxed if there are resting/spacing periods inserted between learning tasks, in comparison to learning from the same tasks in a single session. This article uses the working memory resources depletion effect, as a factor, to investigate the hypothesis that delayed testing would show superior results to immediate testing on math tasks for primary students in Singapore, as participants' working memory resources might be restored because of the resting between the immediate and delayed tests. Results confirmed higher performance on the delayed test than on the immediate test, as well as more working memory resources available for the delayed test.

Examination of Responses Involved in Contamination Aversion Based on Threat Type

2018 ◽  
Vol 37 (2) ◽  
pp. 83-106 ◽  
Author(s):  
Melissa Rouel ◽  
Richard J. Stevenson ◽  
Evelyn Smith
Keyword(s):  
Time Delay ◽  
Cognitive Load ◽  
Harm Avoidance ◽  
Future Research ◽  
Research Directions ◽  
Different Types ◽  
Future Research Directions ◽  
Harmful Substances

There is evidence that different types of contaminants produce different responses and have different motivations for avoidance. Contaminants directly associated with disease (direct contaminants) are motivated by disgust avoidance, whereas contaminants indirectly associated with disease (indirect contaminants) and contaminants associated with harmful substances (harm contaminants) are motivated by harm avoidance and threat estimations. This study aims to confirm this distinction between contaminant types and examine the role of cognitive load, awareness and time on processing these threats. One hundred and four participants completed three chain of contagion tasks with direct, indirect, and harm contaminants. Cognitive load, awareness of contamination and time were manipulated during the tasks. Consistent with previous findings, direct contaminants produced stronger disgust responses, while harm and indirect contaminants produced stronger threat estimations. Increasing cognitive load did not impact processing of any type of contaminant. There was evidence that a time delay reduced the spread of contagion for all contaminants. This highlights the importance of time in altering the perception of contamination threat. Implications and future research directions are discussed.

scholarly journals Problem Solving In Mathematics-Role of Worked Examples in Reducing Cognitive Load and Improving Scholastic Performance

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
D. Venkateshwar Rao
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Worked Examples ◽  
Test Phase ◽  
Learning Phase ◽  
School Level ◽  
Load Theory ◽  
Scholastic Performance ◽  
Student’S Performance

Mathematics is a compulsory subject at school level across the globe. It is also considered as a difficult subject. Reducing the cognitive load and improving the scholastic performance are the main concerns in the teaching learning process of mathematics. The present study is an attempt in this direction by using cognitive load theory. The study is intended to analyze the role of worked examples in learning mathematics and to design and conduct an intervention to reduce the cognitive load and improve the performance of students in mathematics. Sample comprised of 76 students of 6th grade. The sample was divided in to two groups of control and treatment conditions. There were two phases in the intervention namely learning phase and test phase. At Learning phase students were taught according to either a traditional procedure or according to worked examples effect of cognitive load theory. At test phase all students (control condition and treatment condition) were presented a common test (Scholastic Achievement Test). During the learning phase student’s performance in the form of errors committed and cognitive load experienced were recorded. During the test phase student’s performance and cognitive load experienced were recorded. The study revealed that students who studied worked examples committed fewer errors and experienced low cognitive load. Students who studied worked examples performed better and experienced less cognitive load than students who solved the same number of problems. It is recommended to give more emphasis on worked examples to improve the performance of children in mathematics and to reduce the cognitive load experienced by students in mathematics.

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>

A Cognitive Load Perspective to Instructional Design for Online Learning

2022 ◽  
pp. 380-403
Author(s):  
Onur Dönmez
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cognitive Load ◽  
Online Courses ◽  
Cognitive Resources ◽  
Learning Material ◽  
Intrinsic Cognitive Load ◽  
Learning Tasks ◽  
Learning Practices ◽  
Load Effects

Learners struggle to keep up with the cognitive demands of online learning. Terms referring to the drain of learners' cognitive resources such as “Zoom fatigue” have been around for a while. The instructional design of online courses must consider cognitive factors more than ever. The cognitive load theory (CLT) has major underpinnings for designing online courses. The CLT seeks to optimize the learning process by considering the demands of the learning tasks (intrinsic cognitive load), design of the learning material (extrinsic cognitive load), and activation of learners' cognitive resources (germane cognitive load). Several principles have been proposed to manage each cognitive load type. This chapter will begin by outlining the CLT. Then, well-defined cognitive load effects will be introduced, along with evidence from the field. Next, new frontiers of the theory will be presented. Finally, implications of the cognitive load effects for online learning practices will be discussed.

The imagination effect when using textual or diagrammatic material to learn a second language

2020 ◽  
pp. 136216882097178
Author(s):  
Olga Ignatova ◽  
Slava Kalyuga ◽  
John Sweller
Keyword(s):  
Second Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Spatial Information ◽  
Empirical Studies ◽  
Intrinsic Cognitive Load ◽  
Load Theory ◽  
Visual Spatial ◽  
Textual Material ◽  
Memory Resources

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

scholarly journals Managing cognitive load in simulations: exploring the role of simulation technologists

2019 ◽  
Vol 10 (4) ◽  
pp. e48-e56
Author(s):  
Matt Sibbald ◽  
Bingxian Wang ◽  
Kyla Caners
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Qualitative Data ◽  
Complex Task ◽  
Load Theory ◽  
Qualitative Feedback ◽  
Extraneous Load ◽  
Load Simulation ◽  
The Impact

Background: Facilitating simulation is a complex task with high cognitive load. Simulation technologists are often recruited to help run scenarios and lower some of the extraneous load. We used cognitive load theory to explore the impact of technologists on instructors, identifying sources of instructor cognitive load with and without technologists present. Methods: Data was collected from 56 simulation sessions for postgraduate emergency medicine residents. Instructors delivered 14 of the sessions without a technologist. After each session, the instructor and simulation technologist (if present) provided quantitative and qualitative data on the cognitive load of the simulation. Results: Instructors rated their cognitive load similarly regardless of whether simulation technologists were present. However, the composition of their cognitive load differed. Instructors experienced less cognitive load related to the simulator and technical resources when technologists were present. Qualitative feedback from instructors suggested real consequences to these differences in cognitive load in (1) perceived complexities in running the scenario, and (2) observations of learners. Conclusions: We provide evidence that simulation technologists can remove some of the extraneous load related to the simulator and technical resources for the instructor, allowing the instructor to focus more on observing the learner(s) and tailoring the scenario to their actions.

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.

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