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.

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.

The implications of Cognitive Load Theory and exposure to subtitles in English Foreign Language (EFL)

2018 ◽  
Vol 4 (1) ◽  
pp. 55-76 ◽  
Author(s):  
Anca Daniela Frumuselu
Keyword(s):  
Foreign Language ◽  
Cognitive Load ◽  
Language Learning ◽  
Cognitive Processing ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Load Theory ◽  
Colloquial Language ◽  
Language Classroom

Abstract The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both interlingual (L1) and intralingual (L2) subtitles prove to have a facilitating role in informal and colloquial language learning in this context.

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>

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.

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.

Cognitive Load Theory

2009 ◽  
pp. 34-57 ◽  
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Theory ◽  
Cognitive Architecture ◽  
Load Theory ◽  
Load Factors ◽  
Load Effects ◽  
Instruction Theory ◽  
Learning And Instruction

Cognitive load theory is a learning and instruction theory that describes instructional design implications of human cognitive architecture outlined in the previous chapter. Based on these theoretically and empirically established instructional consequences (usually referred to as cognitive load effects or principles), the theory makes specific prescriptions on managing cognitive load in learning and instruction. The theory distinguishes several different types or sources of cognitive load (e.g., effective and ineffective load; intrinsic, extraneous, and germane load) that are associated with different instructional implications and cognitive load effects. This chapter analyzes cognitive load factors that could potentially influence efficiency of interactive multimedia applications (e.g., levels of element interactivity, spatial and temporal configurations of instructional presentations, redundant representational formats, levels of learner prior experience in a task domain). Basic assumptions of cognitive theory of multimedia learning are discussed. The chapter starts with the description of the sources of cognitive load followed by an overview of the major cognitive load effects.

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.

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.

Examining Graphing Calculator Affordances in Learning Pre-Calculus among Undergraduate Students

2016 ◽  
Vol 12 (2) ◽  
pp. 35-50 ◽  
Author(s):  
Francis Nzuki
Keyword(s):  
Cognitive Load ◽  
Undergraduate Students ◽  
Cognitive Load Theory ◽  
Mathematics Classroom ◽  
Graphing Calculator ◽  
Mathematical Ideas ◽  
Extraneous Cognitive Load ◽  
Load Theory ◽  
Learning Mathematics ◽  
Intelligent Technology

This study examines graphing calculator affordances in learning mathematics among college precalculus students. The study draws from the Cognitive Load Theory (CLT) and the “Intelligent Technology” theoretical framework proposed by Salomon, Perkins, and Globerson (1991). From these perspectives the effects “with” the graphing calculator technology include the potential for this technology to offload students' extraneous cognitive load (e.g., the presence of unwieldy numbers), and in turn optimize their germane cognitive load (e.g., freeing students to focus on the key mathematical ideas). To examine students' perceptions on the adoption of the graphing calculator instructional approach a questionnaire was administered towards the end of the semester. The findings showed that the graphing calculator afforded students' learning in a variety of ways. Also considered is the challenge for educators to develop strategies that encourage appropriate use of graphing calculators in mathematics classroom in order to ensure that their integration is effective in instruction.

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