Please enable JavaScript.
Coggle requires JavaScript to display documents.
Cognitive Load Theory (CLT) (Types of load (Intrinsic load (Not affected…
Cognitive Load Theory (CLT)
Types of load
Extraneous load
Under the control of instructors/ instructional designers
Manner in which information is presented to learners/ how is information is delivered?
Germane load
The most effective cognitive load--encouraged to be promoted
Brings about processing, construction & automation of schemas in the working memory
Intrinsic load
Not affected by the mode/ means of instructional design/ presentation
e.g. 2 + 2 = 4
Information that are immutable by nature--level of difficulty cannot be altered
Cognitive Load Effects
Primary cognitive load source:
Germane
Variable examples
Examples with variable surface features enhance learning compared with examples with similar features (Paas & van Merrienboer)
Imagination
Imagining procedures / concepts enhance learning compared with studying materials (Leathy & Sweller, 2004)
Primary cognitive load source:
Intrinsic
Isolated / interacting elements
Learning is enhanced if very high element interactivity material is first presented as isolated elements followed by interacting elements versions rather than as interacting elements form initially (Pollock, Chandler & Sweller, 2002)
Element interactivity
Cognitive load effects are only obtainable using high rather than low element interactivity material (Sweller, 1994)
Primary cognitive load source:
extraneous
Split-attention
Multiple sources of information that are unintelligible in isolation result in less learning when they are presented in split-attention as opposed to integrated format (Ayres & Sweller, 2005)
completion
Requiring learners to complete partially solved problems can be just as effective as worked examples (Paas & van Merrienboer, 1994)
worked-example
Studying worked examples results in better performance on subsequent tests of problem solving than solving the equivalent problems (Renkl, 2005)
Modality
Multiple sources of information that are unintelligible in isolation result in less learning when they are presented in single-modality as opposed to dual-modality format (Low & Sweller, 2005)
Redundancy
The presence of sources of information that do not contribute to schema acquisition or automation interfere with learning ( Sweller, 2005)
Expertise reversal
With increasing expertise, instructional procedures that are effective with novices can lose their effectiveness, whereas ineffective techniques can become effective (Kalyuga, 2005)
Guidance fading
With increasing expertise, learners should be presented worked examples followed by completion problems & then full problems rather than worked examples alone (Renkl, 2005)
Goal-free
Problems presented in goal-free form enhance learning compared with conventional problems (Pass, Camp, & Rikers, 2001)
Function of CLT
to understand how cognitive load can affect
Mental processing of information
Creation of long-term memory
Definition
cognitive overload
Excess/ too much information given to a learner by the instructor causing failure in mental processing/ work memory
cognitive limit
Working memory limit 7+/- 2 at one time
cognitive load
Amount of information being processed by the work memory at one time
