Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions
TLDR
In this paper, the authors discuss recent developments in cognitive load theory related to the current view in instructional design that real-life tasks should be the driving force for complex learning, and provide guidelines for future research.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.read more
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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.
Journal ArticleDOI
Cognitive load theory in health professional education: design principles and strategies
TL;DR: Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture that assumes a limited working memory and an unlimited long‐term memory holding cognitive schemas and learns as the construction and automation of such schemas.
Book ChapterDOI
Implications of cognitive load theory for multimedia learning
Fred Paas,John Sweller +1 more
TL;DR: Cognitive load theory has been one of the theories used to integrate knowledge of human cognitive structures and instructional design principles and its general implications for multimedia learning, specifically, words presented in spoken or written form along with pictures or diagrams are concerned.
Journal ArticleDOI
A Systematic Review and Meta-Analysis of the Cognitive Correlates of Bilingualism
TL;DR: The authors conducted a meta-analysis of studies that examined the cognitive correlates of bilingualism and found that bilingualism is reliably associated with several cognitive outcomes, including increased attentional control, working memory, metalinguistic awareness, and abstract and symbolic representation skills.
Journal ArticleDOI
Cognitive load theory, educational research, and instructional design: some food for thought
TL;DR: In this paper, the authors explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues, and conclude by presenting a research agenda for future studies on cognitive load.
References
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Journal ArticleDOI
Cognitive Architecture and Instructional Design
TL;DR: 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.
Book
Principles of Instructional Design
Robert M. Gagné,Leslie J. Briggs +1 more
TL;DR: This chapter discusses Instructional Design, which focuses on the design of Instructional Systems, and Varieties of Learning, which examines the combination of Information, Motor Skills, and Attitudes that make up a learning environment.
Journal ArticleDOI
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Richard E. Mayer,Roxana Moreno +1 more
TL;DR: The analysis shows that cognitive load is a central consideration in the design of multimedia instruction because it exceeds the learner's available cognitive capacity.
Journal ArticleDOI
Long-term working memory
K A Ericsson,Walter Kintsch +1 more
TL;DR: To account for the large demands on working memory during text comprehension and expert performance, the traditional models of working memory involving temporary storage must be extended to include working memory based on storage in long-term memory.
Journal ArticleDOI
Cognitive Load Theory and Instructional Design: Recent Developments
TL;DR: Cognitive load theory (CLT) is a major theory providing a framework for investigations into cognitive processes and instructional design, and 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.