scholarly journals Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

2015 ◽  
pp. 18-34 ◽  
Author(s):  
Jeff Howarth
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Information Technologies ◽  
Geographic Information ◽  
Future Research ◽  
Introductory Course ◽  
Load Theory ◽  
Cognitive Studies ◽  
Geographic Information Technologies ◽  
Based Instruction

This article presents a teaching model to support learning by solving problems with geographic information technology. Using the case study of a re-designed introductory course in geographic information systems, I present research from studies of expertise and Cognitive Load Theory that identify learning objectives and methods for problem-based instruction. I illustrate a general template for learning geographic technology by solving a problem based on a process of understanding the problem, developing a plan, and implementing the plan. This template also reinforces learning during practice and exam problems. The article aims to encourage future research on problem-based instruction of geographic information technologies that integrate cognitive studies of learning, spatial thinking, and problem solving. 

Cognition Research Basis for Instructional Multimedia

2011 ◽  
pp. 146-162
Author(s):  
Juhani E. Tuovinen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Future Research ◽  
Multimedia Instruction ◽  
Educational Multimedia ◽  
Load Theory ◽  
Moving Images ◽  
South Wales ◽  
The University

The work described in this chapter is a synthesis of recent instructional cognition research implications for fundamental educational multimedia theory. Most of the research described here has been conducted in the Cognitive Load Theory context. The leading research group in this area is located at the University of New South Wales, in Sydney, Australia, and a complementary cognition research program is based at the Open University of Netherlands. The work emanating from these groups and allied efforts elsewhere has significant implications for multimedia use in various educational contexts. In this chapter the structure of human cognitive architecture will be described from an information processing perspective. Then the cognitive load theory will be introduced. The implications of multimodal experiments for multimedia instruction will be derived in the cognitive load theory context. The interaction of multimodal instruction and material complexity or element interactivity plus prior knowledge will be considered. Then the research on the instructional effects of moving images and sound will be discussed from a cognitive perspective. Methods for alleviating the visual search on complex multimedia screens employing focusing or linking strategies will be described. Guidelines for the effective design and use of educational multimedia in a global context will be noted in each section. Finally general issues of future research interest will be discussed. The objectives of this chapter are to suggest a theoretical foundation for multimodal multimedia instruction, and to distil from the relevant cognition research a number of practical implications for educational multimedia planning, design and use.

Cognition Research Basis for Instructional Multimedia

2011 ◽  
pp. 323-335 ◽  
Author(s):  
Juhani E. Tuovinen
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Cognitive Architecture ◽  
Future Research ◽  
Multimedia Instruction ◽  
Educational Multimedia ◽  
Load Theory ◽  
Moving Images ◽  
South Wales ◽  
The University

The work described in this chapter is a synthesis of recent instructional cognition research implications for fundamental educational multimedia theory. Most of the research described here has been conducted in the Cognitive Load Theory context. The leading research group in this area is located at the University of New South Wales, in Sydney, Australia, and a complementary cognition research program is based at the Open University of Netherlands. The work emanating from these groups and allied efforts elsewhere has significant implications for multimedia use in various educational contexts. In this chapter the structure of human cognitive architecture will be described from an information processing perspective. Then the cognitive load theory will be introduced. The implications of multimodal experiments for multimedia instruction will be derived in the cognitive load theory context. The interaction of multimodal instruction and material complexity or element interactivity plus prior knowledge will be considered. Then the research on the instructional effects of moving images and sound will be discussed from a cognitive perspective. Methods for alleviating the visual search on complex multimedia screens employing focusing or linking strategies will be described. Guidelines for the effective design and use of educational multimedia in a global context will be noted in each section. Finally general issues of future research interest will be discussed. The objectives of this chapter are to suggest a theoretical foundation for multimodal multimedia instruction, and to distil from the relevant cognition research a number of practical implications for educational multimedia planning, design and use.

scholarly journals Revisiting cognitive load theory: second thoughts and unaddressed questions

2020 ◽  
Vol 30 (1) ◽  
pp. e36918
Author(s):  
Jimmie Leppink
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Retrieval Practice ◽  
Educational Practice ◽  
Worked Examples ◽  
Health Science ◽  
Future Research ◽  
Long Term Memory ◽  
Load Theory ◽  
Completion Problem

In cognitive load theory (CLT), learning is the development of cognitive schemas in a long-term memory with no known limits and can happen only if our limited working memory can process new information presented and the amount of information that does not contribute to learning is low. According to this theory, learning is optimal when instructional support is decreased going from worked examples via completion problem to autonomous problem solving and learners do not benefit from practicing retrieval with complex content. However, studies on productive failure and retrieval practice have provided clear evidence against these two guidelines. In this article, issues with CLT and research inspired by this theory, which remain largely ignored among cognitive load theorists but have likely contributed to these contradictory findings, are discussed. This article concludes that these issues should make us question the usefulness of CLT in health science education, medical education and other complex domains, and presents recommendations for both educational practice and future research on the matter.

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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