Journal ArticleDOI
Cognitive Architecture and Instructional Design
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Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance as discussed by the authors, which assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation.Abstract:
Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it.read more
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Running head: WHY MINIMALLY GUIDED INSTRUCTION DOES NOT WORK Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner,John Sweller +1 more
Journal ArticleDOI
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Journal ArticleDOI
Focus on Formative Feedback
TL;DR: This article reviewed the corpus of research on feedback, with a focus on formative feedback, defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning.
Journal ArticleDOI
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
TL;DR: In this paper, the authors discuss cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT), which is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer).
Book
Cognitive Load Theory
TL;DR: Cognitive load theory uses evolutionary theory to consider human cognitive architecture and uses that architecture to devise novel, instructional procedures to generate instructional procedures, summarized in this chapter.
References
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Journal Article
The magical number seven, plus or minus two: some limits on our capacity for processing information
TL;DR: The theory of information as discussed by the authors provides a yardstick for calibrating our stimulus materials and for measuring the performance of our subjects and provides a quantitative way of getting at some of these questions.
Book
The magical number seven plus or minus two: some limits on our capacity for processing information
TL;DR: The theory provides us with a yardstick for calibrating the authors' stimulus materials and for measuring the performance of their subjects, and the concepts and measures provided by the theory provide a quantitative way of getting at some of these questions.
Journal ArticleDOI
Controlled and automatic human information processing: II. Perceptual learning, automatic attending and a general theory.
TL;DR: Tested the 2-process theory of detection, search, and attention presented by the current authors (1977) in a series of experiments and demonstrated the qualitative difference between 2 modes of information processing: automatic detection and controlled search.
Journal ArticleDOI
Cognitive load during problem solving: Effects on learning
TL;DR: It is suggested that a major reason for the ineffectiveness of problem solving as a learning device, is that the cognitive processes required by the two activities overlap insufficiently, and that conventional problem solving in the form of means-ends analysis requires a relatively large amount of cognitive processing capacity which is consequently unavailable for schema acquisition.