Trainee teachers’ mental effort in learning spreadsheet through self-instructional module based on Cognitive Load Theory

2012 ◽  
Vol 59 (2) ◽  
pp. 449-465 ◽  
Author(s):  
Zaidatun Tasir ◽  
Ong Chiek Pin
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Mental Effort ◽  
Trainee Teachers ◽  
Load Theory ◽  
Instructional Module

scholarly journals Looking at Mental Effort Appraisals through a Metacognitive Lens: Are they Biased?

2020 ◽  
Vol 32 (4) ◽  
pp. 1003-1027 ◽  
Author(s):  
Katharina Scheiter ◽  
Rakefet Ackerman ◽  
Vincent Hoogerheide
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Research Agenda ◽  
Mental Effort ◽  
Objective Measures ◽  
Subjective Measures ◽  
Load Theory ◽  
And Performance ◽  
Robust Evidence

Abstract A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research, metacognitive research provides robust evidence that self-appraisals of performance are often biased. In this review, we consider the possibility that mental effort appraisals may also be biased. In particular, we review signs for covariations and mismatches between subjective and objective measures of effort. Our review suggests that subjective and most objective effort measures appear reliable and valid when evaluated in isolation, because they discriminate among tasks of varying complexity. However, not much is known about their mutual correspondence—that is, whether subjective measures covariate with objective measures. Moreover, there is evidence that people utilize heuristic cues when appraising their effort, similar to utilization of heuristic cues underlying metacognitive appraisals of performance. These cues are identified by exposing biases—mismatch in effects of cue variations on appraisals and performance. The review concludes with a research agenda in which we suggest applying the well-established methodologies for studying biases in self-appraisals of performance in metacognitive research to investigating effort appraisals. One promising method could be to determine the covariation of effort appraisals and objective effort measures as an indicator of the resolution of effort appraisals.

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.

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
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