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John Sweller - One of the best experts on this subject based on the ideXlab platform.
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cognitive load theory element Interactivity and the testing and reverse testing effects
Applied Cognitive Psychology, 2017Co-Authors: Jose Hanham, Wayne Leahy, John SwellerAbstract:Summary: The testing effect arises when learners who are tested rather than relearning material obtain superior scores on a final test than those who relearn. Based on cognitive load theory, six experiments examined whether the effect was evident under low or high element Interactivity (a measure of complexity) conditions. Students learning to write types of text were participants. In all experiments, effects on a final common test of two presentations were compared with a single presentation followed by a preliminary test. The testing effect on immediate tests was larger and more likely using lower element Interactivity materials. A reverse testing effect was likely on immediate tests tapping higher element Interactivity material but possibly eliminated by using a delayed test. Copyright © 2017 John Wiley & Sons, Ltd.
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element Interactivity and intrinsic extraneous and germane cognitive load
Educational Psychology Review, 2010Co-Authors: John SwellerAbstract:In cognitive load theory, element Interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element Interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element Interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element Interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element Interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element Interactivity is carried out.
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cognitive load theory and instructional design recent developments
Educational Psychologist, 2003Co-Authors: Alexander Renkl, John SwellerAbstract:Cognitive load theory (CLT) originated in the 1980s and underwent substantial development and expansion in the 1990s by researchers from around the globe. As the articles in this special issue demonstrate, it is a major theory providing a framework for investigations into cognitive processes and instructional design. By simultaneously considering the structure of information and the cognitive architecture that allows learners to process that information, cognitive load theorists have been able to generate a unique variety of new and sometimes counterintuitive instructional designs and procedures. The genesis of this special issue emerged from an international symposium on CLT that was organized at the 2001 Biannual Conference of the European Association for Research on Learning and Instruction, Fribourg, Switzerland. Most of the articles that follow are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. Before summarizing those articles, we provide a brief outline of CLT. Although the information that learners must process varies on many dimensions, the extent to which relevant elements interact is a critical feature. Information varies on a continuum from low to high in element Interactivity. Each element of low-element Interactivity material can be understood and learned individually without consideration of any other elements. Learning what the usual 12 function keys effect in a photo-editing program provides an example. Element Interactivity is low because each item can be understood and learned without reference to any other items. In contrast, learning how to edit a photo on a computer provides an example of high-element Interactivity. Changing the color tones, darkness, and contrast of the picture cannot be considered independently because they interact. The elements of high-element Interactivity material can be learned individually, but they cannot be understood until all of the elements and their interactions are processed simultaneously. As a consequence, high-element Interactivity material is difficult to understand. Element Interactivity is the driver of our first category of cognitive load. That category is called intrinsic cognitive load because demands on working memory capacity imposed by element Interactivity are intrinsic to the material being learned. Different materials differ in their levels of element Interactivity and thus intrinsic cognitive load, and they cannot be altered by instructional manipulations; only a simpler learning task that omits some interacting elements can be chosen to reduce this type of load. The omission of essential, interacting elements will compromise sophisticated understanding but may be unavoidable with very complex, high-element Interactivity tasks. Subsequent additions of omitted elements will permit understanding to occur. Simultaneous processing of all essential elements must occur eventually despite the high-intrinsic cognitive load because it is only then that understanding commences. One may argue that this aspect of the structure of information has driven the evolution of human cognitive architecture. An architecture is required that can handle high-element Interactivity material. Human cognitive architecture met this requirement by its combination of working and long-term EDUCATIONAL PSYCHOLOGIST, 38(1), 1–4 Copyright © 2003, Lawrence Erlbaum Associates, Inc.
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Cognitive load theory, learning difficulty, and instructional design
Learning and Instruction, 1994Co-Authors: John SwellerAbstract:This paper is concerned with some of the factors that determine the difficulty of material that needs to be learned. It is suggested that when considering intellectual activities, schema acquisition and automation are the primary mechanisms of learning. The consequences of cognitive load theory for the structuring of information in order to reduce difficulty by focusing cognitive activity on schema acquisition is briefly summarized. It is pointed out that cognitive load theory deals with learning and problem solving difficulty that is artificial in that it can be manipulated by instructional design. Intrinsic cognitive load in contrast, is constant for a given area because it is a basic component of the material. Intrinsic cognitive load is characterized in terms of element Interactivity. The elements of most schemas must be learned simultaneously because they interact and it is the interaction that is critical. If, as in some areas, interactions between many elements must be learned, then intrinsic cognitive load will be high. In contrast, in different areas, if elements can be learned successively rather than simultaneously because they do not interact, intrinsic cognitive load will be low. It is suggested that extraneous cognitive load that interferes with learning only is a problem under conditions of high cognitive load caused by high element Interactivity. Under conditions of low element Interactivity, re-designing instruction to reduce extraneous cognitive load may have no appreciable consequences. In addition, the concept of element Interactivity can be used to explain not only why some material is difficult to learn but also, why it can be difficult to understand. Understanding becomes relevant when high element Interactivity material with a naturally high cognitive load must be learned. © 1994.
Randy Guthrie - One of the best experts on this subject based on the ideXlab platform.
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the cmc Interactivity model how Interactivity enhances communication quality and process satisfaction in lean media groups
Social Science Research Network, 2009Co-Authors: Paul Benjamin Lowry, Nicholas C Romano, Jeffrey L Jenkins, Randy GuthrieAbstract:Process satisfaction is one important determinant of workgroup collaborative system adoption, continuance, and performance. We explicate the computer-mediated communication (CMC) Interactivity model (CMCIM) to explain and predict how Interactivity enhances communication quality that results in increased process satisfaction in CMC-supported workgroups. We operationalize this model in the challenging context of very large groups using extremely lean CMC. We tested it with a rigorous field experiment and analyzed the results with the latest structural equation-modeling techniques. Interactivity and communication quality dramatically improved for very large groups using highly lean CMC (audience response systems) over face-to-face (FtF) groups. Moreover, CMC groups had fewer negative status effects and higher process satisfaction than FtF groups. The practical applications of lean CMC rival theoretical ones in importance because lean CMC is relatively inexpensive and requires minimal training and support compared to other media. The results may aid large global workgroup continuance, satisfaction, and performance in systems, product and strategy development, and other processes in which status effects and communication issues regularly have negative influences on outcomes.
Sheizaf Rafaeli - One of the best experts on this subject based on the ideXlab platform.
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Interactivity in online discussions and learning outcomes
Computers in Education, 2016Co-Authors: Carmel Kent, Esther Laslo, Sheizaf RafaeliAbstract:The increased use of online discussions in learning environments both formal and informal, positions the construct of Interactivity as central to learning. Interactivity in learning communities' online discourse is viewed in this study as a socio-constructivist process. It is the network of interactions among content items and participants which drives a collective knowledge construction process. Conceptualizing Interactivity in the literature is still unclear and not enough is known about its role in knowledge construction and about its relationship to learning outcomes. In addition, assessing learning outcomes using analytics has not matured fully and is still subject to intense development. This study thus sets out to investigate the role of Interactivity as a process of knowledge construction within online discussions, and in particular, its association with learning outcomes, as measured by formal assessment tasks. We present significant positive correlations between various Interactivity measures, taken from various learning communities, and a set of well-known learning assessments. We suggest that patterns of Interactivity among learners can be measured, and teach us, not just about group dynamics and collaboration, but also about the actual individual learning process. We show an empirical operationalization framework for Interactivity in learning communities.Interactivity measures and various learning outcomes assessments are positively associated.Interactivity dimensions are suggested, theoretically and empirically based.
Dulmen S. Van - One of the best experts on this subject based on the ideXlab platform.
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Counselee participation in follow-up breast cancer genetic counselling visits and associations with achievement of the preferred role, cognitive outcomes, risk perception alignment and perceived personal control
2014Co-Authors: Albada A., Ausems M.g., Dulmen S. VanAbstract:The purpose of the study was to assess the counselee participation in the follow-up visits, compared to the first visits, for breast cancer genetic counselling and to explore associations with counselees' achievement of their preferred role in decision making, information recall, knowledge, risk perception alignment and perceived personal control. First and follow-up visits for breast cancer genetic counselling of 96 counselees of a Dutch genetics center were videotaped (2008-2010). Counselees completed questionnaires before counselling (T1), after the follow-up visit (T2) and one year after the follow-up visit (T3). Consultations were rated with the Roter Interaction Analysis System (RIAS). Counselee participation was measured as the percentage of counselee utterances, the percentage of counselee questions and the Interactivity (number of turns per minute). Follow-up visits had higher levels of counselee participation than first visits as assessed by the percentage of counselee talk, the Interactivity and counselee questions. More counselee talk in the follow-up visit was related to higher achievement of the preferred role (T2) and higher perceived personal control (T3). Higher Interactivity in the follow-up visit was related to lower achievement of the preferred role in decision making and lower information recall (T2). There were no significant associations with the percentage of questions asked and none of the participation measures was related to knowledge, risk perception alignment and perceived personal control (T2). In line with the interviewing admonishment 'talk less and listen more', the only assessment of counselee participation associated to better outcomes is the percentage of counselee talk. High Interactivity might be associated with lower recall in breast cancer genetic counselees who are generally highly educated. However, this study was limited by a small sample size and a heterogeneous group of counselees. Research is needed on the interactions causing Interactivity and its relationships with involvement in decision making and recall
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Counselee participation in follow-up breast cancer genetic counselling visits and associations with achievement of the preferred role, cognitive outcomes, risk perception alignment and perceived personal control
'Elsevier BV', 2014Co-Authors: Albada A., Ausems M.g., Dulmen S. VanAbstract:Item does not contain fulltextThe purpose of the study was to assess the counselee participation in the follow-up visits, compared to the first visits, for breast cancer genetic counselling and to explore associations with counselees' achievement of their preferred role in decision making, information recall, knowledge, risk perception alignment and perceived personal control. First and follow-up visits for breast cancer genetic counselling of 96 counselees of a Dutch genetics center were videotaped (2008-2010). Counselees completed questionnaires before counselling (T1), after the follow-up visit (T2) and one year after the follow-up visit (T3). Consultations were rated with the Roter Interaction Analysis System (RIAS). Counselee participation was measured as the percentage of counselee utterances, the percentage of counselee questions and the Interactivity (number of turns per minute). Follow-up visits had higher levels of counselee participation than first visits as assessed by the percentage of counselee talk, the Interactivity and counselee questions. More counselee talk in the follow-up visit was related to higher achievement of the preferred role (T2) and higher perceived personal control (T3). Higher Interactivity in the follow-up visit was related to lower achievement of the preferred role in decision making and lower information recall (T2). There were no significant associations with the percentage of questions asked and none of the participation measures was related to knowledge, risk perception alignment and perceived personal control (T2). In line with the interviewing admonishment 'talk less and listen more', the only assessment of counselee participation associated to better outcomes is the percentage of counselee talk. High Interactivity might be associated with lower recall in breast cancer genetic counselees who are generally highly educated. However, this study was limited by a small sample size and a heterogeneous group of counselees. Research is needed on the interactions causing Interactivity and its relationships with involvement in decision making and recall
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Counselee participation in follow-up breast cancer genetic counselling visits and associations with achievement of the preferred role, cognitive outcomes, risk perception alignment and perceived personal control.
2014Co-Authors: Albada A., Ausems M.g.e.m., Dulmen S. VanAbstract:The purpose of the study was to assess the counselee participation in the follow-up visits, compared to the first visits, for breast cancer genetic counselling and to explore associations with counselees' achievement of their preferred role in decision making, information recall, knowledge, risk perception alignment and perceived personal control. First and follow-up visits for breast cancer genetic counselling of 96 counselees of a Dutch genetics center were videotaped (2008-2010). Counselees completed questionnaires before counselling (T1), after the follow-up visit (T2) and one year after the follow-up visit (T3). Consultations were rated with the Roter Interaction Analysis System (RIAS). Counselee participation was measured as the percentage of counselee utterances, the percentage of counselee questions and the Interactivity (number of turns per minute). Follow-up visits had higher levels of counselee participation than first visits as assessed by the percentage of counselee talk, the Interactivity and counselee questions. More counselee talk in the follow-up visit was related to higher achievement of the preferred role (T2) and higher perceived personal control (T3). Higher Interactivity in the follow-up visit was related to lower achievement of the preferred role in decision making and lower information recall (T2). There were no significant associations with the percentage of questions asked and none of the participation measures was related to knowledge, risk perception alignment and perceived personal control (T2). In line with the interviewing admonishment 'talk less and listen more', the only assessment of counselee participation associated to better outcomes is the percentage of counselee talk. High Interactivity might be associated with lower recall in breast cancer genetic counselees who are generally highly educated. However, this study was limited by a small sample size and a heterogeneous group of counselees. Research is needed on the interactions causing Interactivity and its relationships with involvement in decision making and recall. (aut.ref.
Paul Benjamin Lowry - One of the best experts on this subject based on the ideXlab platform.
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the cmc Interactivity model how Interactivity enhances communication quality and process satisfaction in lean media groups
Social Science Research Network, 2009Co-Authors: Paul Benjamin Lowry, Nicholas C Romano, Jeffrey L Jenkins, Randy GuthrieAbstract:Process satisfaction is one important determinant of workgroup collaborative system adoption, continuance, and performance. We explicate the computer-mediated communication (CMC) Interactivity model (CMCIM) to explain and predict how Interactivity enhances communication quality that results in increased process satisfaction in CMC-supported workgroups. We operationalize this model in the challenging context of very large groups using extremely lean CMC. We tested it with a rigorous field experiment and analyzed the results with the latest structural equation-modeling techniques. Interactivity and communication quality dramatically improved for very large groups using highly lean CMC (audience response systems) over face-to-face (FtF) groups. Moreover, CMC groups had fewer negative status effects and higher process satisfaction than FtF groups. The practical applications of lean CMC rival theoretical ones in importance because lean CMC is relatively inexpensive and requires minimal training and support compared to other media. The results may aid large global workgroup continuance, satisfaction, and performance in systems, product and strategy development, and other processes in which status effects and communication issues regularly have negative influences on outcomes.
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the cmc Interactivity model how Interactivity enhances communication quality and process satisfaction in lean media groups
The Missouri Review, 2009Co-Authors: Paul Benjamin Lowry, Nicholas C Romano, Jeffrey L Jenkins, Randy W GuthrieAbstract:Process satisfaction is one important determinant of work group collaborative system adoption, continuance, and performance. We explicate the computermediated communication (CMC) Interactivity model (CMCIM) to explain and predict how Interactivity enhances communication quality that results in increased process satisfaction in CMC-supported work groups. We operationalize this model in the challenging context of very large groups using extremely lean CMC. We tested it with a rigorous field experiment and analyzed the results with the latest structural equation modeling techniques. Interactivity and communication quality dramatically improved for very large groups using highly lean CMC (audience response systems) over face-to-face groups. Moreover, CMC groups had fewer negative status effects and higher process satisfaction than face-to-face groups. The practical applications of lean CMC rival theoretical applications in importance because lean CMC is relatively inexpensive and requires minimal training and support compared to other media. The results may aid large global work group continuance, satisfaction, and performance in systems, product and strategy development, and other processes in which status effects and communication issues regularly have negative influences on outcomes.
