learning_theories:cognitive_load_theory
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
learning_theories:cognitive_load_theory [2011/09/12 16:25] jpetrovic [What is cognitive load theory?] |
learning_theories:cognitive_load_theory [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 40: | Line 40: | ||
| Key concepts of Sweller's theory are human working memory characteristics which have to be considered during instructional design in order to free as much capacity for learning as possible. That will reduce cognitive load overall or enable increase in learners germane cognitive load. Both ways it should enable more successful learning. | Key concepts of Sweller's theory are human working memory characteristics which have to be considered during instructional design in order to free as much capacity for learning as possible. That will reduce cognitive load overall or enable increase in learners germane cognitive load. Both ways it should enable more successful learning. | ||
| - | Various ways of reducing extraneous cognitive load have been suggested so far. Since they mostly origin from same roots as the cognitive theory of multimedia learning, they are summarized and explained in [[cognitive_theory_of_multimedia_learning|cognitive theory of multimedia learning]] section. | + | Various ways of reducing extraneous cognitive load and enhancing learning have been suggested so far by Sweller(([[http://www.csuchico.edu/~nschwartz/Sweller_2008.pdf|Sweller, J. Human Cognitive Architecture. In Handbook of research on educational communications and technology, 369-381. Taylor & Francis, 2008.]])), and [[http://www.psych.ucsb.edu/people/faculty/mayer/index.php|Richard Mayer]](([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning. Cambridge University Press, 2001.]])) (since they mostly origin from same roots as the cognitive theory of multimedia learning). All togehter, they are summarized and explained in [[research_results:principles and effects]] section. |
| Aside from reducing extraneous load, learners should be encouraged to increase their germane load, which can be achieved with help of learning scaffolds, questions reminding them on the just learned content and practice materials. Instructional approaches successfully increasing germane load have shown to enhance learning(([[http://institute.nsta.org/scipack_research/impact_sequencing_prior_knowledge_on_learning_etrd2.pdf|Clarke, T., Ayres, P. and Sweller, J. The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research & Development, 53(3), 15-24. 2005.]])). | Aside from reducing extraneous load, learners should be encouraged to increase their germane load, which can be achieved with help of learning scaffolds, questions reminding them on the just learned content and practice materials. Instructional approaches successfully increasing germane load have shown to enhance learning(([[http://institute.nsta.org/scipack_research/impact_sequencing_prior_knowledge_on_learning_etrd2.pdf|Clarke, T., Ayres, P. and Sweller, J. The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational Technology Research & Development, 53(3), 15-24. 2005.]])). | ||
learning_theories/cognitive_load_theory.1315837524.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
