scholarly journals The Instructional Design of Chinese Characters’ Stroke Order Motion Graphics Based on Cognitive Load Theory

2021 ◽  
Vol 6 (10) ◽  
pp. 469-479
Author(s):  
Wenjun Cao ◽  
Julina Ismail@Kamal ◽  
Chu Hiang Goh
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Design Process ◽  
Cognitive Load Theory ◽  
Chinese Character ◽  
Chinese Characters ◽  
Motion Graphics ◽  
Instructional Design Process ◽  
Load Theory ◽  
Addie Model

This research aims to develop stroke order motion graphics for Chinese characters to solve the problem of memorising Chinese characters’ stroke order in the learning process. This research adopted cognitive load theory and the ADDIE model as an instructional design process guide. Herbart’s four-stage teaching method is used as a guide for the motion graphics presentation module. Based on the characteristics of Malaysian students who learn Chinese as their second language, motion graphics for Chinese characters’ stroke order learning were developed. The expert evaluation was conducted to identify problems, and modifications were done to improve the created prototype. A total of six Chinese characters’ stroke order motion graphics have been successfully developed. The result shows that cognitive load theory provides an effective solution for developing Chinese characters’ stroke order motion graphics. The ADDIE model also offered a significant direction for the instructional design process. In addition, to be more effective in Chinese character stroke order teaching, interface design must consider the relevant teaching effects of cognitive load theory. However, making the prototype in advance can avoid large-scale modifications in the later process. The successful development of the Chinese characters’ stroke order motion graphics allows teaching Chinese character stroke order in Malaysia to be carried out more effectively.

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

The effects of simulator training on the development of creative thinking in law enforcement officers

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joy VerPlanck
Keyword(s):  
Instructional Design ◽  
Law Enforcement ◽  
Cognitive Load ◽  
Police Officers ◽  
Cognitive Load Theory ◽  
Creative Thinking ◽  
Use Of Force ◽  
Content Type ◽  
Load Theory ◽  
Instructional Design Principles

PurposeThe purpose of this exploratory study was to investigate the relationship between simulation training and police officers' ability to think creatively in crises.Design/methodology/approachThis quantitative study used instructional design principles including aspects of Cognitive Load Theory to explore the cognitive load and creative thinking of police officers training with a MILO Range use-of-force simulator.FindingsWhen provided with scenarios requiring de-escalation of emotionally disturbed persons, and when encouraged to be creative or innovative in their approach to de-escalate, officers were observed being more creative after experiencing a second simulation with the same scenario; however, multiple repetitions of similar scenarios did not result in an innovative response.Practical implicationsThe results of this study suggest that cognitive load could be affected by changing the manner in which the officers train in simulation. When a simulator curriculum is designed with the incorporation of cognitive load theory, there is potential to foster creative thinking in a situation where de-escalation is the goal.Originality/valueInstructional design principles, consideration of cognitive load and creative problem-solving are nontraditional methods in the law enforcement field and in use-of-force training.

scholarly journals Giới thiệu một số khái niệm căn bản của Lí thuyết tải nhận thức

2019 ◽  
Vol 14 (4) ◽  
pp. 110
Author(s):  
Đặng Đức Trọng ◽  
Lê Quốc Dũng
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Load Theory

Bài viết giới thiệu tổng quan một số khái niệm căn bản trong Lí thuyết tải nhận thức (cognitive load theory) – Lí thuyết được khởi xướng bởi nhà tâm lí học người Úc John Sweller, từ những năm 1980 và được áp dụng chủ yếu trong thiết kế dạy học (instructional design). Lí thuyết này đưa ra khái niệm về các loại tải nhận thức, khái niệm về sự quá tải trong giảng dạy và đưa ra một số phương pháp giảm thiểu sự quá tải.

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.

Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion

2020 ◽  
pp. 1-26 ◽  
Author(s):  
Ouhao Chen ◽  
Slava Kalyuga
Keyword(s):  
Working Memory ◽  
Instructional Design ◽  
Cognitive Load ◽  
Student Performance ◽  
Cognitive Load Theory ◽  
Memory Load ◽  
Cognitive Effort ◽  
Massed Practice ◽  
Load Theory ◽  
Memory Resources

In classroom, student learning is affected by multiple factors that influence information processing. Working memory with its limited capacity and duration plays a key role in learner ability to process information and, therefore, is critical for student performance. Cognitive load theory, based on human cognitive architecture, focuses on the instructional implications of relations between working memory and learner knowledge base in long-term memory. The ultimate goal of this theory is to generate effective instructional methods that allow managing students' working memory load to optimize their learning, indicating the relations between the form of instructional design and the function of instructional design. This chapter considers recent additions to the theory based on working memory resources depletion that occurs after exerting significant cognitive effort and reverses after a rest period. The discussed implications for instructional design include optimal sequencing of learning and assessment tasks using spaced and massed practice tasks, immediate and delayed tests.

scholarly journals Cognitive Load Theory and its Relation to Instructional Design: Perspectives of Some Algerian University Teachers of English

2020 ◽  
Vol 11 (4) ◽  
pp. 110-127
Author(s):  
Houichi Asma ◽  
Sarnou Dallel
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
English Language ◽  
Language Teachers ◽  
University Teachers ◽  
Load Theory ◽  
Research Findings ◽  
English Language Teachers

Cognitive Load Theory is a theory that can be used by educators to design effective instructions. It has been applied in many areas, including teaching English as a foreign language as it contributes to positive outcomes. Before designing instructions, teachers should well understand the theory of Cognitive Load alongside human brain architecture. Sometimes students are taught more than they can learn due to their limited cognitive capacities which teachers do not consider. Students, therefore, often experience a cognitive overload which may lead to learning failure. So to what extent Algerian university teachers of English are aware of cognitive load theory? This research aims at exploring the perspectives of Algerian university teachers of English on the theory of cognitive load and its connection to instructional design. The study is expected to increase teachers' awareness of the importance of cognitive load theory in instructional design. 21 English language teachers from different universities of Algeria were enrolled in this query. A questionnaire was used to examine the respondents’ knowledge of the theory and their instructional design experiences. Even though the early expectation was that teachers are knowledgeable about the theory, the research findings showed that teachers lack sufficient knowledge of the theory; yet, they tend to work with some of its techniques when they design instructions.

scholarly journals Cognitive load theory as an aid for instructional design

1990 ◽  
Vol 6 (2) ◽  
Author(s):  
Graham Cooper
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Educational Psychology ◽  
Cognitive Load Theory ◽  
Instructional Material ◽  
Cognitive Resources ◽  
Unpublished Manuscript ◽  
Amount Of Information ◽  
Load Theory ◽  
The Way

<span>This paper attempts to draw together several recent findings in educational psychology that have led to the development and application of cognitive load theory to the format of instruction (Chandler and Sweller, unpublished manuscript; Sweller, 1988). These findings are directly related to the processes involved in learning, and will ultimately affect the way instructional design is approached.</span><p>Cognitive load may be viewed as the level of 'mental energy' required to process a given amount of information. As the amount of information to be processed increases, so too does the associated cognitive load. Cognitive load theory suggests that effective instructional material promotes learning by directing cognitive resources towards activities that are relevant to learning rather than to processes that are an adjunct to learning.</p><p>Cognitive load theory grew out of research investigating the differences between experts and novices. This research will be discussed briefly before returning to the issue of cognitive load theory.</p>

Cognitive Architecture and Instructional Design in a Multimedia Context

2009 ◽  
pp. 1-16 ◽  
Author(s):  
Renae Low
Keyword(s):  
Instructional Design ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Processing System ◽  
Human Cognition ◽  
The Core ◽  
Load Theory ◽  
Human Cognitive Architecture ◽  
Natural Information

Our knowledge of human cognitive architecture has advanced dramatically in the last few decades. In turn, that knowledge has implications for instructional design in multimedia contexts. In this chapter, we will analyse human cognitive architecture within an evolutionary framework. That framework can be used as a base for cognitive load theory that uses human cognitive architecture to provide testable hypotheses concerning instructional design issues. Human cognition can be characterised as a natural information processing system. The core of such systems can be described using 5 principles: (a) information store principle, (b) borrowing principle and reorganizing principle, (c) randomness as genesis principle, (d) narrow limits of change principle, and (e) environment organizing and linking principle. These 5 principles lead directly to the instructional effects generated by cognitive load theory. Some of these effects are concerned with multimedia learning. The particular ones discussed in the chapter are the split-attention, modality, redundancy, element interactivity, and expertise reversal effects.

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