scholarly journals The Example-Problem-Based Learning Model: Applying Cognitive Load Theory

2015 ◽  
Vol 195 ◽  
pp. 872-880 ◽  
Author(s):  
Noor Hisham Jalani ◽  
Lai Chee Sern
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Problem Based Learning ◽  
Learning Model ◽  
Load Theory

scholarly journals The Effect of Problem-based Learning Model Modified by Cognitive Load Theory on Mathematical Problem Solving Skills

2020 ◽  
Vol 2 (2) ◽  
pp. 41-55
Author(s):  
Maulida Nur Zahara ◽  
Aan Hendrayana ◽  
Aan Subhan Pamungkas
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Primary Data ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Load Theory

The background of the research is based on the fact that problem solving skills and its process is still low so that those create overload information. Another way to overcome this problem is to use a problem-based learning model which concerns on cognitive load theory. This study is aimed to determine on how students' problem solving skills when using a problem-based learning model modified by cognitive load theory. This research method uses a combination of research methods, namely quantitative as primary data and qualitative as secondary data. The population in this study are all students of grade VII Junior High School accredited A in Tangerang Regency. The sampling technique used is cluster random sampling and the selected sample is 60 students of Grade VII SMP Negeri 3 Cikupa which divided into experimental class and control class. The instruments in this research are 5 short essay tests and non-tests, questionnaire and interview. Based on data analysis’ result, it can be concluded that the achievement and improvement of students' mathematical problem solving abilities which use problem-based learning model modified by cognitive load theory is better than for those using problem-based learning generally.

Use of Scaffolds to Manage the Cognitive Load Experienced By Student Teachers in an Online Training Package on Problem Based Learning Strategy (PBLS)

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Ms. Vaishali Manoj Sawant
Keyword(s):  
Working Memory ◽  
Cognitive Load ◽  
Student Teachers ◽  
Cognitive Load Theory ◽  
Problem Based Learning ◽  
Online Training ◽  
Basic Premise ◽  
Load Theory ◽  
New Information ◽  
Significant Difference

Cognitive load refers to load imposed on the working memory while performing a particular task. The basic premise of cognitive load theory is that learners have a limited capacity when dealing with new information. Moreover cognitive load theory assumes that learners have “an effectively unlimited long term memory holding cognitive schemas that vary in their degree of complexity and automation”. Furthermore, when handling new information, working memory is severely limited in both capacity and duration. The educational implication of cognitive load theory hence focuses on reduction of work load on working memory so as to increase learning effectiveness. Because novices lack the schemas necessary to process complex material in working memory, scaffolding for these missing schemas, thereby promotes schema construction. In this study on 41 Student teachers undergoing the online training on Scaffolded Problem Based Learning (PBLS), Cognitive load is measured in terms of mental efforts and mental load experienced by the learners while working towards solutions to the problems. Findings indicate significant difference between the cognitive load felt before and after the training which is also supported by the  qualitative data indicating  reduction in  the cognitive load as the students move from Problem one to Problem ten.

scholarly journals COLORS for Programming: A System to Support the Learning of Programming

10.28945/2485 ◽  
2002 ◽  
Author(s):  
Stuart Garner
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Teaching And Learning ◽  
Software Tool ◽  
Learning Model ◽  
Load Reduction ◽  
Instructional Format ◽  
Load Theory ◽  
Conscious Processing ◽  
Mental Demands

Learning introductory software development is a difficult task and students often perceive programming subjects as requiring significantly more work than others. This paper describes a learning model for programming that has its basis in cognitive load theory. This theory suggests that there are three types of cognitive load that learners experience: intrinsic which is determined by the mental demands of the domain of knowledge; extraneous which is generated by the instructional format used in the teaching and learning process; and germane which can be utilised by learners to engage in conscious processing. The learning model is used as a basis, together with a particular instructional design framework, for the development of “COLORS (Cognitive Load Reduction System) for Programming”. COLORS is described together with a software tool, CORT (Code Restructuring Tool), that has been developed by the author to support various aspects of COLORS.

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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