learning_theories:cognitive_load_theory
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learning_theories:cognitive_load_theory [2011/09/12 16:22] jpetrovic [What is cognitive load theory?] |
learning_theories:cognitive_load_theory [2023/06/19 18:03] (current) |
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| ^ ^ Cognitive load types ^^ ^ | ^ ^ Cognitive load types ^^ ^ | ||
| - | ^ | **__Germane cognitive load__** |This type of cognitive load is caused by the learners own **effort to construct new schemata**. "//Effective instructional methods encourage learners to invest free processing resources to schema construction and automation, evoking germane cognitive load.//"(([[http://elkedagopendag.nl/Docs/Expertise/OTEC/Publicaties/jeroen%20van%20merrienboer/VanMerrienboerSweller.pdf|Merriënboer, Jeroen J. G. and Sweller, J. Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review 17, no. 2: 147-177. July 2005.]])). ^ ^ | + | ^ | **__Germane cognitive load__** |This type of cognitive load is caused by the learners own **active effort to construct new schemata**. "//Effective instructional methods encourage learners to invest free processing resources to schema construction and automation, evoking germane cognitive load.//"(([[http://elkedagopendag.nl/Docs/Expertise/OTEC/Publicaties/jeroen%20van%20merrienboer/VanMerrienboerSweller.pdf|Merriënboer, Jeroen J. G. and Sweller, J. Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions. Educational Psychology Review 17, no. 2: 147-177. July 2005.]])) ^ ^ |
| ^ | **__Extraneous cognitive load__** |This type of cognitive load is caused by **inappropriate instructional designs** that do not take into considerations mentioned limitations and architecture of human memory. Sweller and other researchers have proposed various methods for improving instructional design. Since most of them is oriented on learning from multimedia materials, they are listed and explained in the [[learning_theories:Cognitive theory of multimedia learning]] section. ^ ^ | ^ | **__Extraneous cognitive load__** |This type of cognitive load is caused by **inappropriate instructional designs** that do not take into considerations mentioned limitations and architecture of human memory. Sweller and other researchers have proposed various methods for improving instructional design. Since most of them is oriented on learning from multimedia materials, they are listed and explained in the [[learning_theories:Cognitive theory of multimedia learning]] section. ^ ^ | ||
| - | ^ | **__[[research_results:Intrinsic cognitive load]]__** |This type of cognitive load is caused by element interactivity or inherent complexity of the information which needs to be processed. For example, when translating a number of words intrinsic cognitive load is quite small, but when translating same number of words forming part of a sentence intrinsic cognitive load is higher since not only meanings of individual words, but also their relations must be analyzed. Newly suggested techniques to reduce intrinsic load include simple to complex ordering or molar instead of modular presentations.((For example see: [[http://ou-nl.academia.edu/PaulKirschner/Papers/281917/Taking_the_Load_Off_a_Learners_Mind_Instructional_Design_for_Complex_Learning|van Merrienboer, Jeroen J. G., Paul A. Kirschner, and Liesbeth Kester. Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning. Educational Psychologist 38, no. 12003: 5. 2003.]] or [[http://www.springerlink.com/index/JL14Q60710WN5088.pdf|Gerjets, Peter, Katharina Scheiter, and Richard Catrambone. Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures. Instructional Science 32, no. 1/2: 33-58. January 2004.]])). ^ ^ | + | ^ | **__[[research_results:Intrinsic cognitive load]]__** |This type of cognitive load is caused by **element interactivity** or inherent complexity of the information which needs to be processed. For example, when translating a number of words intrinsic cognitive load is quite small, but when translating same number of words forming part of a sentence intrinsic cognitive load is higher since not only meanings of individual words, but also their relations must be analyzed. Newly suggested techniques to reduce intrinsic load include simple to complex ordering or molar instead of modular presentations.((For example see: [[http://ou-nl.academia.edu/PaulKirschner/Papers/281917/Taking_the_Load_Off_a_Learners_Mind_Instructional_Design_for_Complex_Learning|van Merrienboer, Jeroen J. G., Paul A. Kirschner, and Liesbeth Kester. Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning. Educational Psychologist 38, no. 12003: 5. 2003.]] or [[http://www.springerlink.com/index/JL14Q60710WN5088.pdf|Gerjets, Peter, Katharina Scheiter, and Richard Catrambone. Designing Instructional Examples to Reduce Intrinsic Cognitive Load: Molar versus Modular Presentation of Solution Procedures. Instructional Science 32, no. 1/2: 33-58. January 2004.]])) ^ ^ |
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| 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.]])). | ||
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