Enhancing the Effectiveness of Educational Hypermedia

2016 ◽  
pp. 387-409 ◽  
Author(s):  
Anne-Marie Singh ◽  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Prior Knowledge ◽  
Cognitive Load Theory ◽  
Transfer Of Knowledge ◽  
Load Theory ◽  
Hypermedia Learning ◽  
Expert Novice ◽  
Different Levels ◽  
Educational Hypermedia

With advancement in technology, hypermedia learning environments are becoming more common in education. Such environments present the multiple representations of information in a non-linear and non-sequential format, allowing the learners to enhance their retention and transfer of knowledge by selecting and sequencing their learning paths. Research into expert-novice differences has suggested that learner prior knowledge has major implications for learning. This chapter considers the role of learner prior knowledge in enhancing the effectiveness of hypermedia learning from a cognitive load perspective. Cognitive load theory is an instructional theory that investigates instructional means of managing limitations of human cognitive system, primarily processing limitations of working memory. The chapter reviews recent studies of cognitive load theory-generated techniques for learners with different levels of prior knowledge and relevant research in hypermedia learning. The chapter concludes with evidence-based recommendations for enhancing the effectiveness of educational hypermedia.

scholarly journals Expert–Novice Comparison Reveals Pedagogical Implications for Students’ Analysis of Primary Literature

2019 ◽  
Vol 18 (4) ◽  
pp. ar56 ◽  
Author(s):  
April A. Nelms ◽  
Miriam Segura-Totten
Keyword(s):  
Cognitive Load ◽  
Scientific Literacy ◽  
Cognitive Load Theory ◽  
Scientific Literature ◽  
Data Interpretation ◽  
Scientific Article ◽  
Load Theory ◽  
Research Article ◽  
Primary Literature ◽  
Expert Novice

Student engagement in the analysis of primary scientific literature increases critical thinking, scientific literacy, data evaluation, and science process skills. However, little is known about the process by which expertise in reading scientific articles develops. For this reason, we decided to compare how faculty experts and student novices engage with a research article. We performed think-aloud interviews of biology faculty and undergraduates as they read through a scientific article. We analyzed these interviews using qualitative methods. We grounded data interpretation in cognitive load theory and the ICAP (interactive, constructive, active, and passive) framework. Our results revealed that faculty have more complex schemas than students and that they reduce cognitive load through two main mechanisms: summarizing and note-taking. Faculty also engage with articles at a higher cognitive level, described as constructive by the ICAP framework, when compared with students. More complex schemas, effectively lowering cognitive load, and deeper engagement with the text may help explain why faculty encounter fewer comprehension difficulties than students in our study. Finally, faculty analyze and evaluate data more often than students when reading the text. Findings include a discussion of successful pedagogical approaches for instructors wishing to enhance undergraduates’ comprehension and analysis of research articles.

Understanding Cognitive Processes in Educational Hypermedia

2006 ◽  
pp. 648-651
Author(s):  
Patricia M. Boechler
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Cognitive Activity ◽  
Human Memory ◽  
Load Theory ◽  
Educational Hypermedia

Cognitive load theory (CLT) is currently the most prominent cognitive theory pertaining to instructional design and is referred to in numerous empirical articles in the educational literature (for example, Brünken, Plass, & Leutner, 2003; Chandler & Sweller, 1991; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Sweller, van Merri¸nboer, & Paas, 1998). CLT was developed to assist educators in designing optimal presentations of information to encourage learning. CLT has also been extended and applied to the design of educational hypermedia and multimedia (Mayer & Moreno, 2003). The theory is built around the idea that the human cognitive architecture has inherent limitations related to capacity, in particular, the limitations of human working memory. As Sweller et al. (pp. 252-253) state: The implications of working memory limitations on instructional design cannot be overstated. All conscious cognitive activity learners engage in occurs in a structure whose limitations seem to preclude all but the most basic processes. Anything beyond the simplest cognitive activities appear to overwhelm working memory. Prima facie, any instructional design that flouts or merely ignores working memory limitations inevitably is deficient. It is this factor that provides a central claim to cognitive load theory. In order to understand the full implications of cognitive load theory, an overview of the human memory system is necessary.

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.

Understanding Cognitive Processes in Educational Hypermedia

2011 ◽  
pp. 3280-3284
Author(s):  
P. M. Boechler
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Cognitive Activity ◽  
Human Memory ◽  
Load Theory ◽  
Educational Hypermedia

Cognitive load theory (CLT) is currently the most prominent cognitive theory pertaining to instructional design and is referred to in numerous empirical articles in the educational literature (for example, Brünken, Plass, & Leutner, 2003; Chandler & Sweller, 1991; Paas, Tuovinen, Tabbers, & Van Gerven, 2003; Sweller, van Merri¸nboer, & Paas, 1998). CLT was developed to assist educators in designing optimal presentations of information to encourage learning. CLT has also been extended and applied to the design of educational hypermedia and multimedia (Mayer & Moreno, 2003). The theory is built around the idea that the human cognitive architecture has inherent limitations related to capacity, in particular, the limitations of human working memory. As Sweller et al. (pp. 252-253) state: The implications of working memory limitations on instructional design cannot be overstated. All conscious cognitive activity learners engage in occurs in a structure whose limitations seem to preclude all but the most basic processes. Anything beyond the simplest cognitive activities appear to overwhelm working memory. Prima facie, any instructional design that flouts or merely ignores working memory limitations inevitably is deficient. It is this factor that provides a central claim to cognitive load theory. In order to understand the full implications of cognitive load theory, an overview of the human memory system is necessary.

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.

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.

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