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John Sweller - One of the best experts on this subject based on the ideXlab platform.

  • the advantages of listening to academic content in a second language may be outweighed by disadvantages a Cognitive Load Theory approach
    British Journal of Educational Psychology, 2021
    Co-Authors: Stephanie Roussel, André Tricot, John Sweller
    Abstract:

    BACKGROUND It is frequently implicitly assumed that advantages in language acquisition when learning content through a second language exceed the disadvantages of reduced content acquisition. AIMS Based on Cognitive Load Theory, that assumption was tested experimentally. The Theory is concerned with techniques for reducing extraneous working memory Load in order to facilitate learning. MATERIALS This study used a listening task. METHODS French students of Law and Political Science listened to an audio document about the European Court of Humans Rights under one of four experimental conditions: in their native language (French) twice; in a second language (German) twice; first in French, then in German; or first in German then in French. After the listening task, we tested students' understanding of both the German language and of the academic content. RESULTS Our results indicated that listening to the content in French before listening to it in a second language was beneficial for both content and language learning. In contrast, listening to content in a second language not only depressed content acquisition as is to be expected, but also depressed language acquisition. We discuss the relevance of Cognitive Load Theory to frame learning tasks aimed at teaching content through a second language.

  • from Theory to practice the application of Cognitive Load Theory to the practice of medicine
    Academic Medicine, 2021
    Co-Authors: Adam Szulewski, Jeroen J. G. Van Merriënboer, Daniel Howes, John Sweller
    Abstract:

    Cognitive Load Theory has become a leading model in educational psychology and has started to gain traction in the medical education community over the last decade. The Theory is rooted in our current understanding of human Cognitive architecture in which an individual's limited working memory and unlimited long-term memory interact during the process of learning. Though initially described as primarily a Theory of learning, parallels between Cognitive Load Theory and broader aspects of medical education as well as clinical practice are now becoming clear. These parallels are particularly relevant and evident in complex clinical environments, like resuscitation medicine. The authors have built on these connections to develop a recontextualized version of Cognitive Load Theory that applies to complex professional domains and in which the connections between the Theory and clinical practice are made explicit, with resuscitation medicine as a case study. Implications of the new model for medical education are also presented along with suggested applications.

  • Cognitive Load Theory and educational technology
    Educational Technology Research and Development, 2020
    Co-Authors: John Sweller
    Abstract:

    Cognitive Load Theory provides instructional recommendations based on our knowledge of human cognition. Evolutionary psychology is used to assume that knowledge should be divided into biologically primary information that we have specifically evolved to acquire and biologically secondary information that we have not specifically evolved to acquire. Primary knowledge frequently consists of generic-Cognitive skills that are important to human survival and cannot be taught because they are acquired unconsciously while secondary knowledge is usually domain-specific in nature and requires explicit instruction in education and training contexts. Secondary knowledge is first processed by a limited capacity, limited duration working memory before being permanently stored in long-term memory from where unlimited amounts of information can be transferred back to working memory to govern action appropriate for the environment. The Theory uses this Cognitive architecture to design instructional procedures largely relevant to complex information that requires a reduction in working memory Load. Many of those instructional procedures can be most readily used with the assistance of educational technology.

  • the modality effect of Cognitive Load Theory
    International Conference on Applied Human Factors and Ergonomics, 2019
    Co-Authors: Juan C Castroalonso, John Sweller
    Abstract:

    The modality effect, which has been investigated by Cognitive Load Theory, predicts that learning from visualizations supplemented with written text should be less effective than learning from the same visualizations supplemented with comparable spoken text. An explanation of the effect assumes a degree of separation between the processing of visuospatial and auditory information. Due to this separability, learning only from visuospatial information (visualizations and visual text) is more likely to overLoad visuospatial processing, as compared to learning from visuospatial and auditory information (visualizations and auditory text), in which both the visuospatial and the auditory processors share the Load of the learning material. The aims of this review chapter are to: (a) describe the modality effect, (b) provide supporting evidence using computer multimedia about STEM topics, and (c) describe studies indicating the separability of visuospatial and auditory processing. We finish by suggesting future directions for research on the modality effect.

  • instructional visualizations Cognitive Load Theory and visuospatial processing
    2019
    Co-Authors: Juan C Castroalonso, Paul Ayres, John Sweller
    Abstract:

    There are basically two formats used in instructional visualizations, namely, static pictures and dynamic visualizations (e.g., animations and videos). Both can be engaging and fun for university students in the fields of health and natural sciences. However, engagement by itself is not always conducive to learning. Consequently, teachers, lecturers, and instructional designers need to utilize the Cognitive processing advantages of visualizations as well as engagement to achieve full instructional effectiveness. A Cognitive processing focus has outlined many ways in which instructional visualization can be optimized. Specifically, Cognitive Load Theory and the Cognitive Theory of multimedia learning are two research paradigms that provide several methods for directing the design of visualizations by considering how learners process visuospatial information. In this chapter, we describe five methods based on these Cognitive theories: (a) the split attention effect and spatial contiguity principle, (b) the modality effect, (c) the redundancy effect and coherence principle, (d) the signaling principle, and (e) the transient information effect. For each of these effects, examples of applications for education in health and natural sciences are provided, where the influence of visuospatial processing is also considered. We end this chapter by discussing instructional implications for science education and providing future directions for research.

Jeroen J G Van Merrienboer - One of the best experts on this subject based on the ideXlab platform.

  • Cognitive Load Theory implications for medical education amee guide no 86
    Medical Teacher, 2014
    Co-Authors: John Q Young, Jeroen J G Van Merrienboer, Steve Durning, Olle Ten Cate
    Abstract:

    Cognitive Load Theory (CLT) builds upon established models of human memory that include the subsystems of sensory, working and long-term memory. Working memory (WM) can only process a limited number of information elements at any given time. This constraint creates a ‘‘bottleneck’’ for learning. CLT identifies three types of Cognitive Load that impact WM: intrinsic Load (associated with performing essential aspects of the task), extraneous Load (associated with non-essential aspects of the task) and germane Load (associated with the deliberate use of Cognitive strategies that facilitate learning). When the Cognitive Load associated with a task exceeds the learner’s WM capacity, performance and learning is impaired. To facilitate learning, CLT researchers have developed instructional techniques that decrease extraneous Load (e.g. worked examples), titrate intrinsic Load to the developmental stage of the learner (e.g. simplify task without decontextualizing) and ensure that unused WM capacity is dedicated to germane Load, i.e. Cognitive learning strategies. A number of instructional techniques have been empirically tested. As learners’ progress, curricula must also attend to the expertise-reversal effect. Instructional techniques that facilitate learning among early learners may not help and may even interfere with learning among more advanced learners. CLT has particular relevance to medical education because many of the professional activities to be learned require the simultaneous integration of multiple and varied sets of knowledge, skills and behaviors at a specific time and place. These activities possess high ‘‘element interactivity’’ and therefore impose a Cognitive Load that may surpass the WM capacity of the learner. Applications to various medical education settings (classroom, workplace and self-directed learning) are explored.

  • Cognitive Load Theory in health professional education design principles and strategies
    Medical Education, 2010
    Co-Authors: Jeroen J G Van Merrienboer, John Sweller
    Abstract:

    Context  Cognitive Load Theory aims to develop instructional design guidelines based on a model of human Cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding Cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of Cognitive Load are distinguished: intrinsic Load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous Load is a result of superfluous processes that do not directly contribute to learning, and germane Load is caused by learning processes that deal with intrinsic Cognitive Load. Objectives  This paper discusses design guidelines that will decrease extraneous Load, manage intrinsic Load and optimise germane Load. Discussion  Fifteen design guidelines are discussed. Extraneous Load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic Load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane Load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health professional education and current research lines are discussed. Medical Education 2010: 44: 85–93

  • toward a synthesis of Cognitive Load Theory four component instructional design and self directed learning
    Educational Psychology Review, 2009
    Co-Authors: Jeroen J G Van Merrienboer, Dominique Sluijsmans
    Abstract:

    This article explores the opportunities to apply Cognitive Load Theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous Load for performing learning tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and selecting tasks. Moreover, principles to increase germane Load, such as high variability and self-explanation prompts, are also applicable to assessment and selection. It is concluded that Cognitive Load Theory and four-component instructional design provide a solid basis for a research program on self-directed learning.

  • research on Cognitive Load Theory and its design implications for e learning
    Educational Technology Research and Development, 2005
    Co-Authors: Jeroen J G Van Merrienboer, Paul Ayres
    Abstract:

    This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with Cognitive Load Theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of Cognitive Load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on instructional methods to decrease extraneous Cognitive Load that is not directly relevant for learning, contributions to this special issue represent wider perspectives that reflect new developments in CLT. These articles have been organized into three categories: (a) methods to decrease intrinsic Cognitive Load, and deal with high-element interactivity materials, (b) methods to increase germane Cognitive Load that is directly relevant for learning, and (c) methods to deal with differences in learner's individual levels of expertise and expertise development. To conclude, design implications for (adaptive) e-learning are discussed.

  • multimedia instructions and Cognitive Load Theory effects of modality and cueing
    British Journal of Educational Psychology, 2004
    Co-Authors: Huib Tabbers, Rob Martens, Jeroen J G Van Merrienboer
    Abstract:

    Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to Cognitive Load Theory (Sweller, Van Merrienboer, & Paas, 1998) and Mayer's Theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase the effectiveness of multimedia instructions in terms of better learning results or less mental effort spent. Aims: The aim of this study was to test the generalisability of the modality and cueing effect in a classroom setting. Sample: The participants were 111 second-year students from the Department of Education at the University of Gent in Belgium (age between 19 and 25 years). Method: The participants studied a web-based multimedia lesson on instructional design for about one hour. Afterwards they completed a retention and a transfer test. During both the instruction and the tests, self-report measures of mental effort were administered. Results: Adding visual cues to the pictures resulted in higher retention scores, while replacing visual text with spoken text resulted in lower retention and transfer scores. Conclusions: Only a weak cueing effect and even a reverse modality effect have been found, indicating that both effects do not easily generalise to non-laboratory settings. A possible explanation for the reversed modality effect is that the multimedia instructions in this study were learner-paced, as opposed to the system-paced instructions used in earlier research.

Fred G W C Paas - One of the best experts on this subject based on the ideXlab platform.

  • extending Cognitive Load Theory to incorporate working memory resource depletion evidence from the spacing effect
    Educational Psychology Review, 2018
    Co-Authors: Fred G W C Paas, Juan C Castroalonso, Ouhao Chen, John Sweller
    Abstract:

    Depletion of limited working memory resources may occur following extensive mental effort resulting in decreased performance compared to conditions requiring less extensive mental effort. This “depletion effect” can be incorporated into Cognitive Load Theory that is concerned with using the properties of human Cognitive architecture, especially working memory, when designing instruction. Two experiments were carried out on the spacing effect that occurs when learning that is spaced by temporal gaps between learning episodes is superior to identical, massed learning with no gaps between learning episodes. Using primary school students learning mathematics, it was found that students obtained lower scores on a working memory capacity test (Experiments 1 and 2) and higher ratings of Cognitive Load (Experiment 2) after massed than after spaced practice. The reduction in working memory capacity may be attributed to working memory resource depletion following the relatively prolonged mental effort associated with massed compared to spaced practice. An expansion of Cognitive Load Theory to incorporate working memory resource depletion along with instructional design implications, including the spacing effect, is discussed.

  • Cognitive Load Theory: New Conceptualizations, Specifications, and Integrated Research Perspectives
    Educational Psychology Review, 2010
    Co-Authors: Fred G W C Paas, John Sweller
    Abstract:

    Over the last few years, Cognitive Load Theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on Cognitive Load Theory discuss new conceptualizations of the different categories of Cognitive Load, an integrated research perspective of process-oriented and Cognitive Load approaches to collaborative learning, an integrated research perspective of Cognitive and social–Cognitive approaches to example-based learning, and a specification of the Theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the Theory, discusses some of its recent advances, and provides an overview of the contributions to this issue.

  • Cognitive Load Theory: Advances in Research on Worked Examples, Animations, and Cognitive Load Measurement
    Educational Psychology Review, 2010
    Co-Authors: Tamara Van Gog, Fred G W C Paas, John Sweller
    Abstract:

    The contributions to this special issue document some recent advances of Cognitive Load Theory, and are based on contributions to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments in example-based learning, amongst others on the effects of integrating worked examples in Cognitive tutoring systems; specify the effects of transience on Cognitive Load and why segmentation may help counteract these effects in terms of the role of time in working memory Load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous and objective measure of Cognitive Load. This article provides a short introduction to the contributions in this issue.

  • implications of Cognitive Load Theory for multimedia learning
    2005
    Co-Authors: Fred G W C Paas, John Sweller
    Abstract:

    Human Cognitive architecture indicates the manner in which Cognitive structures and processes are organized. In turn, that architecture can be used to hypothesize the relative effectiveness of alternative instructional designs. Over several decades, Cognitive Load Theory has simultaneously identified those aspects of human cognition relevant to instructional issues and tested the resultant hypotheses using randomized, controlled experiments. The Cognitive architecture used by Cognitive Load Theory has continually been developed and refined over this period. Currently, that architecture is based on evolutionary principles. This chapter outlines the Cognitive architecture used by Cognitive Load Theory and provides a general indicator of its relevance to instructional design issues associated with multimedia instruction.

  • Cognitive Load Theory and instructional design recent developments
    Educational Psychologist, 2003
    Co-Authors: Fred G W C Paas, Alexander Renkl, John Sweller
    Abstract:

    (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist: Vol. 38, No. 1, pp. 1-4.

Jeroen J. G. Van Merriënboer - One of the best experts on this subject based on the ideXlab platform.

  • from Theory to practice the application of Cognitive Load Theory to the practice of medicine
    Academic Medicine, 2021
    Co-Authors: Adam Szulewski, Jeroen J. G. Van Merriënboer, Daniel Howes, John Sweller
    Abstract:

    Cognitive Load Theory has become a leading model in educational psychology and has started to gain traction in the medical education community over the last decade. The Theory is rooted in our current understanding of human Cognitive architecture in which an individual's limited working memory and unlimited long-term memory interact during the process of learning. Though initially described as primarily a Theory of learning, parallels between Cognitive Load Theory and broader aspects of medical education as well as clinical practice are now becoming clear. These parallels are particularly relevant and evident in complex clinical environments, like resuscitation medicine. The authors have built on these connections to develop a recontextualized version of Cognitive Load Theory that applies to complex professional domains and in which the connections between the Theory and clinical practice are made explicit, with resuscitation medicine as a case study. Implications of the new model for medical education are also presented along with suggested applications.

  • Cognitive Load Theory in health professional education design principles and strategies
    Medical Education, 2010
    Co-Authors: Jeroen J. G. Van Merriënboer, John Sweller
    Abstract:

    CONTEXT Cognitive Load Theory aims to develop instructional design guidelines based on a model of human Cognitive architecture. The architecture assumes a limited working memory and an unlimited long-term memory holding Cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long-term memory. Learning is described as the construction and automation of such schemas. Three types of Cognitive Load are distinguished: intrinsic Load is a direct function of the complexity of the performed task and the expertise of the learner; extraneous Load is a result of superfluous processes that do not directly contribute to learning, and germane Load is caused by learning processes that deal with intrinsic Cognitive Load. OBJECTIVES This paper discusses design guidelines that will decrease extraneous Load, manage intrinsic Load and optimise germane Load. DISCUSSION Fifteen design guidelines are discussed. Extraneous Load can be reduced by the use of goal-free tasks, worked examples and completion tasks, by integrating different sources of information, using multiple modalities, and by reducing redundancy. Intrinsic Load can be managed by simple-to-complex ordering of learning tasks and working from low- to high-fidelity environments. Germane Load can be optimised by increasing variability over tasks, applying contextual interference, and evoking self-explanation. The guidelines are also related to the expertise reversal effect, indicating that design guidelines for novice learners are different from guidelines for more experienced learners. Thus, well-designed instruction for novice learners is different from instruction for more experienced learners. Applications in health professional education and current research lines are discussed.

  • Cognitive Load Theory and complex learning: Recent developments and future directions
    Educational Psychology Review, 2005
    Co-Authors: Jeroen J. G. Van Merriënboer, John Sweller
    Abstract:

    Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous Cognitive Load so that available Cognitive resources can be fully devoted to learning. This article strengthens the Cognitive base of CLT by linking Cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic Cognitive Load, of such tasks is often high so that new methods are needed to manage Cognitive Load. Second, complex learning is a lengthy process requiring learners’ motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and Cognitive Load so that instruction can be flexibly adapted to individual learners’ needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.

  • Cognitive Load Theory and the acquisition of complex Cognitive skills in the elderly towards an integrative framework
    Educational Gerontology, 2000
    Co-Authors: Pascal W.m. Van Gerven, Fred G W C Paas, Jeroen J. G. Van Merriënboer, Henk G Schmidt
    Abstract:

    The purpose of this article is to explore the advantages of instructional formats based on Cognitive Load Theory for elderly learners engaged in the acquisition of complex Cognitive skills. A great body of research has demonstrated that Cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of Cognitive Load Theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive Load Theory claims that this can be achieved by minimizing the level of extraneous Cognitive Load, which is the portion of Load that does not contribute to schema acquisition, and by maximizing the level of germane Cognitive Load, which directly contributes to the construction of Cognitive schemata. Since instructions based on Cognitive Load Theory deal with Cognitive limitations, in that they lead to an efficient use of the available resourc...

Fred Paas - One of the best experts on this subject based on the ideXlab platform.

  • should self regulated learning be integrated with Cognitive Load Theory a commentary
    Learning and Instruction, 2017
    Co-Authors: John Sweller, Fred Paas
    Abstract:

    Research on either Cognitive Load Theory or self-regulated learning usually proceeds without reference to the other Theory. In this commentary, we have commented on the editorial introduction and the six papers included in this Special Issue intended to indicate possible links between the two theories. To assist in this process, we have analysed some of the characteristics of both theories that either facilitate or impede the establishment of links. We conclude that while links are possible, the many differences between the theories present considerable barriers that will need to be overcome.

  • Cognitive Load Theory: A Broader View on the Role of Memory in Learning and Education
    Educational Psychology Review, 2014
    Co-Authors: Fred Paas, Paul Ayres
    Abstract:

    According to Cognitive Load Theory (CLT), the limitations of working memory (WM) in the learning of new tasks together with its ability to cooperate with an unlimited long-term memory (LTM) for familiar tasks enable human beings to deal effectively with complex problems and acquire highly complex knowledge and skills. With regard to WM, CLT has focused to a large extent on learning task characteristics, and to a lesser extent on learner characteristics to manage WM Load and optimize learning through instructional design. With regard to LTM, explanations of human learning and cognition have mainly focused on domain-general skills, instead of domain-specific knowledge held in LTM. The contributions to this special issue provide a broader Cognitive Load view on the role of memory in learning and education by presenting the historical roots and conceptual development of the concept of WM, as well as the theoretical and practical implications of current debates about WM mechanisms (Cowan 2014 ), by presenting an updated model of Cognitive Load in which the physical learning environment is considered a distinct causal factor for WM Load (Choi et al. 2014 ), by an experimental demonstration of the effects of persistent pain on the available WM resources for learning (Smith and Ayres 2014 ), and by using aspects of evolutionary educational psychology to argue for the primacy of domain-specific knowledge in human cognition (Tricot and Sweller 2014 ).

  • Cognitive Load Theory new directions and challenges
    Applied Cognitive Psychology, 2012
    Co-Authors: Paul Ayres, Fred Paas
    Abstract:

    Summary: This special issue on Cognitive Load Theory is a collection of eight papers that report either on contemporary challenges to the Theory that may lead to new research directions or on new research directions that pose new challenges to the Theory. The contemporary challenges relate to the timing and frequency of Cognitive Load measurement, the design of instructional animations, and the use of eye tracking to uncover learners’ Cognitive processes. The new research directions relate to fostering learning by directing novices to use primary knowledge, instructing novices to self-manage their Cognitive Load, and considering learners’ affective responses to different configurations of simple and complex tasks. We hope that the findings of these studies will instigate other researchers to pursue new research directions and meet its challenges. Copyright © 2012 John Wiley & Sons, Ltd. This special issue contains eight papers that address a number of contemporary issues confronting Cognitive Load Theory (CLT). Over the last 30years, CLT has become a very successful instructional Theory that has identified a number of strategies to facilitate learning. The Theory is grounded in the findings of memory research, in particular the Cognitive processes that occur during interactions between working memory and long-term memory (Sweller, Ayres, & Kalyuga, 2011; Sweller, van Merrienboer, & Paas, 1998). Critical to the Theory is the working memory Load (i.e. Cognitive Load) placed on the learner when processing instructional information or problem solving. If too much Cognitive Load is created through poor instructional design, or dealing with complex materials, then learning is compromised because insufficient working memory resources are available to be devoted to the processes required to learn. Accordingly, CLT has been very successful in identifying a number of impediments to learning (e.g. split attention and redundancy) and finding strategies (e.g. worked examples and modality effect) to overcome such difficulties (for summaries of the effects and applications, see Clark, Nguyen, & Sweller, 2006; Sweller et al., 2011; van Merrienboer & Ayres, 2005) Cognitive Load Theory, like many theories, has come under some scrutiny in the last couple of years. Researchers have raised some critical questions and alternative explanations for well-researched Cognitive Load effects. This special issue contains a collection of papers that investigate some of the key issues confronting the Theory, as well as some new cutting-edge directions. The articles are organized into six main sections under the following headings: measuring Cognitive Load, improving instructional animations, use of eye tracking to identify visual search patterns, using general problem-solving strategies to foster learning, managing one’s own Cognitive Load, and the affective domain and the peak-end rule. Each of these sections contains articles that address some major issues and/or new innovative research directions. Three papers include eye-tracking data, which have emerged as a significant tool in CLT research. The problem solving or learning activities represent great variety and include word problems, learning about power plants, government bills, mechanisms of cuckoo clocks, diagnosing diseases from radiological images, coastal erosion, educational psychology, and second language vocabulary acquisition. The following sections outline each theme and introduce each article.

  • design of interactive and dynamic anatomical visualizations the implication of Cognitive Load Theory
    The Anatomical Record Part B: The New Anatomist, 2005
    Co-Authors: Mohammed K Khalil, Fred Paas, Tristan E Johnson, Andrew F Payer
    Abstract:

    In improving the teaching and learning of anatomical sciences, empirical research is needed to develop a set of guiding principles that facilitate the design and development of effective dynamic visualizations. Based on Cognitive Load Theory (CLT), effective learning from dynamic visualizations requires the alignment of instructional conditions with the Cognitive architecture of learners and their levels of expertise. By improving the effectiveness and efficiency of dynamic visualizations, students will be able to be more successful in retaining visual information that mediates their understanding of complex and difficult aspects of anatomy. This theoretical paper presents instructional strategies generated by CLT and provides examples of some instructional implications of CLT on the design of dynamic visualizations for teaching and learning of anatomy.

  • Cognitive Load Theory instructional implications of the interaction between information structures and Cognitive architecture
    Instructional Science, 2004
    Co-Authors: Fred Paas, Alexander Renkl, John Sweller
    Abstract:

    Within the Cognitive Load Theory research community it has become customary to report theoretical and empirical progress at international conference symposia and in special issues of journals (e.g., Educational Psychologist 2003; Learning and Instruction 2002). The continuation of this custom at the 10th European Conference for Research on Learning and Instruction, 2003, in Padova, Italy, has materialized in this special issue of Instructional Science on the instructional implications of the interaction between information structures and Cognitive architecture. Since the 1990s this interaction has begun to emerge as an explicit field of study for instructional designers and researchers. In this introduction, we describe the basics of Cognitive Load Theory, sketch the origins of the instructional implications, introduce the articles accepted for this special issue as a representative sample of current research in this area, and discuss the overall results in the context of the Theory. It is generally accepted that performance degrades at the Cognitive Load extremes of either excessively low Load (underLoad) or excessively high Load (overLoad) – see e.g., Teigen (1994). Under conditions of both underLoad and overLoad, learners may cease to learn. So, whereas learning situations with low processing demands will benefit from practice conditions that increase the Load and challenge the learner, learning situations with an extremely high Load will benefit from practice conditions that reduce the Load to more manageable levels (Wulf and Shea 2002). Cognitive Load Theory (CLT; Paas, Renkl and Sweller 2003; Sweller 1988, 1999) is mainly concerned with the learning of complex Cognitive tasks, where learners are often overwhelmed by the number of information elements and their interactions that need to be processed simultaneously before meaningful learning can commence. Instructional control of this (too) high Load, in order to attain meaningful learning in complex Cognitive domains, has