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

Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness

Using the four lenses of the How People Learn (HPL) framework, this chapter reviews research on the use of computer simulations for pedagogical purposes. Deciding when and how to support effective learning with simulations requires careful consideration of learner-centered, assessment-centered, knowledge-centered, and community-centered issues. By reviewing educational research on simulations from these four perspectives, one may then be better equipped to incorporate simulations into instruction and training in a manner that can align and balance all four perspectives, resulting in a more effective learning environment.

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Handbook of Research on Human Performance and Instructional Technology

Improving Information Problem Solving skills in Secondary Education through embedded instruction

The present study explored the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills by collecting and analysing the data through a sequential explanator...

An exploration into the impact of WebQuest-based classroom on EFL learners’ critical thinking and academic writing skills: a mixed-methods study

The WebQuest as an instructional tool has recently been widely adopted in K-16 education. However, its underlying principles and functionality are not well understood, which has resulted in an inconsistency in practice. This study identifies the underlying constructs of WebQuests as perceived by teachers and variables affecting their perceptions on WebQuests. A survey was conducted on teachers (n = 226) recruited from one large research university in the USA and a professional listserv. The findings reveal three constructs perceived by teachers as critical to WebQuests: constructivist problem solving, social interaction and scaffolded learning. Results also show that variables like purpose of WebQuest use, years of teaching, years of WebQuest use and gender predict, at various degrees, teachers' perceptions on WebQuests. Discussions are made on how the constructs identified can be used to improve online teaching and learning. Suggestions for future study are included by examining the influences of social, psychological and affective factors on learners' learning in WebQuests.

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

This study investigates effects of multimedia on cognitive load, self-efficacy and learners’ ability to solve multiple rule-based problems. Two hundred twenty-two college students were randomly assigned to interactive and non-interactive multimedia groups. Based on Engelkamp's multimodal theory, the present study investigates the role of multimedia in multiple rule-based problem solving. The findings indicate that providing learners with manipulative function in multimedia would facilitate their problem solving through reduced cognitive load and improved self-efficacy. The study identifies a significant mediator effect for self-efficacy that mediates between multimedia and learners’ problem solving. Discussion focuses on the effects of multimedia and self-efficacy on learners’ performance in multiple rule-based problem solving. Suggestions are made with regard to the design of problem solving in future studies. [ABSTRACT FROM AUTHOR]

Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving.

Objective. This project explored the communication processes associated with poison control center calls. Methods. In this preliminary study, we adapted the Roter Interaction Analysis System to cap...

Poison control center communication and impact on patient adherence

Analysis of coded communications and electronic patient record data present a unique opportunity for nursing knowledge discovery, the integration of communication content with clinical data. However, joint analysis of coded communications and clinical data depends on the ability to link waveform audio files with patient records. A procedure has been developed to /ink waveform audio files with Toxicall patient records, using date/time stamps and station identification numbers.

Matching waveform audio files with toxicall data: Record linkage in a poison control center.

Objective. This project explored the communication processes associated with poison control center calls. Methods. In this preliminary study, we adapted the Roter Interaction Analysis System to capture staff-caller dialogue. This involved case selection, wherein adherence and non-adherence cases were selected; call linkage to medical records, where case records were linked with voice recordings; and application of Roter Interaction Analysis System to calls. Results. Results indicate that communications are predominantly provider- driven, Patient age and percentage of staff partnership statements were significantly associated with adherence at the 0.05 level. Increases in age were associated with decreases in adherence to recommendations (p < 0.001). Increases in percentage of staff partnership statements (over all staff talk) were associated with increases in adherence (p = 0.013). Conclusion. This line of research could lead to evidence- based guidelines for effective staff-caller communication, increased adherence rates, and improved health outcomes.

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***Reprinted with permission. No further reproduction is authorized without written permission from Taylor & Francis (Informa Healthcare). This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document.***

Jacquee Williamson

Papers

WebQuests as Perceived by Teachers: Implications for Online Teaching and Learning

Effects of multimedia on cognitive load, self-efficacy, and multiple rule-based problem solving.

Poison control center communication and impact on patient adherence

Matching waveform audio files with toxicall data: Record linkage in a poison control center.

Reprinted with permission. No further reproduction is authorized without written permission from Taylor & Francis (Informa Healthcare). This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document.