An Introduction to MultiAgent Systems.

Cognitive engineering

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Mental Representations A Dual Coding Approach

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.

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Cognitive load theory, educational research, and instructional design: some food for thought

▶ Addresses the accessibility, usability, and, ultimately, acceptability of Information Society Technologies by anyone, anywhere, at anytime, and through any media and device. ▶ Focuses on theoretical, methodological, and empirical research, of both technological and non-technological nature. ▶ Features papers that report on theories, methods, tools, empirical results, reviews, case studies, and best-practice examples.

Universal access in the information society

https://tecfa.unige.ch/tecfa/maltt/ergo/1415/UtopiaPeriode3/Amadieu&al2009a.pdf

Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

The attention-guiding effect and cognitive load in the comprehension of animations

http://andre.tricot.pagesperso-orange.fr/AmadieuTricotMarine_CHB_2009.pdf

Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences

Three complexity levels of information problems are defined related to psychology domain.40 students in psychology and in other domains performed information problems with an online encyclopedia.Students in psychology performed better than the others, especially for complex problems.Students in psychologies used more relevant strategies than the others.These expertise-related differences are stronger for the complex problems. This study addresses the impact of domain expertise (i.e. of prior knowledge of the domain) on the performance and query strategies used by users while searching for information. Twenty-four experts (psychology students) and 24 non-experts (students from other disciplines) had to search for psychology information from the Universalis website in order to perform six information problems of varying complexity: two simple problems (the keywords required to complete the task were provided in the problem statement), two more difficult problems (the keywords required had to be inferred) and two impossible problems (no answer was provided by the website). The results showed that participants with prior knowledge in the domain (experts in psychology) performed better (i.e. reached more correct answers after shorter search times) than non-experts. This difference was stronger as the complexity of the problems increased. This study also showed that experts and non-experts displayed different query strategies. Experts reformulated the impossible problems more often than non-experts, because they produced new queries with psychology-related keywords. The participants rarely used thematic category tool and when they did so this did not enhance their performance.

Query strategies during information searching

http://andre.tricot.pagesperso-orange.fr/AmadieuTricotMarine_IwC_2009.pdf

Franck Amadieu

Papers

Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning

The attention-guiding effect and cognitive load in the comprehension of animations

Prior knowledge in learning from a non-linear electronic document: Disorientation and coherence of the reading sequences

Query strategies during information searching

Interaction between prior knowledge and concept-map structure on hypertext comprehension, coherence of reading orders and disorientation