Cognitive Load Theory and Instructional Design: Recent Developments

doi:10.1207/S15326985EP3801_1

Journal Article•DOI•

Cognitive Load Theory and Instructional Design: Recent Developments

Fred Paas, Alexander Renkl, John Sweller¹•Institutions (1)

01 Mar 2003-Educational Psychologist (Lawrence Erlbaum Associates, Inc.)-Vol. 38, Iss: 1, pp 1-4

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.

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Abstract: (2003). Cognitive Load Theory and Instructional Design: Recent Developments. Educational Psychologist: Vol. 38, No. 1, pp. 1-4.

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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

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Paul A. Kirschner, John Sweller

01 Jan 2006

5,243 citations

Journal Article•DOI•

Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching

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Paul A. Kirschner¹, John Sweller², Richard E. Clark³•Institutions (3)

Open University¹, University of New South Wales², University of Southern California³

01 Jun 2006-Educational Psychologist

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.

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Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.

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5,199 citations

Cites background from "Cognitive Load Theory and Instructi..."

...Paas, Renkl, & Sweller, 2003, 2004; Sweller, 1999, 2004; Winn, 2003) noted that despite the alleged advantages of unguided environments to help students to derive meaning from learning materials, cognitive load theory suggests that the free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to learning....
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Journal Article•DOI•

Focus on Formative Feedback

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Valerie J. Shute¹•Institutions (1)

Florida State University¹

01 Mar 2008-Review of Educational Research

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.

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Abstract: This article reviews 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 According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific Formative feedback is usually presented as information to a learner in response to some action on the learner’s part It comes in a variety of types (eg, verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (eg, immediately following an answer, after some time has elapsed) Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (eg, individual characteristics of the learner and aspects of the task) All of these issues are discussed This review concludes with guidelines for generating formative feedback

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2,893 citations

Book•

Cognitive Load Theory

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John Sweller¹•Institutions (1)

University of New South Wales¹

30 Mar 2011

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.

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Abstract: Kirschner, P. A., Kirschner, F. C., & Paas, F. (2009). Cognitive load theory. In E. M. Anderman & L. H. Anderman (Eds.). Psychology of classroom learning: An encyclopedia, Volume 1, a-j (pp. 205-209). Detroit, MI: Macmillan Reference.

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1,878 citations

Journal Article•DOI•

Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

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Jeroen J. G. van Merriënboer¹, John Sweller²•Institutions (2)

Open University¹, University of New South Wales²

01 Jun 2005-Educational Psychology Review

TL;DR: 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.

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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.

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1,731 citations

Cites background from "Cognitive Load Theory and Instructi..."

...On the basis of a comprehensive review of about 30 studies, Paas et al. (2003b) conclude that “. . . the use of rating scales to measure mental effort and cognitive load remains popular, because they are easy to use; do not interfere with primary task performance; are inexpensive; can detect small…...
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...Paas and van Merriënboer (1993; see also Paas et al., 2003b) developed a computational approach to combine measures of mental effort with measures of associated performance in order to compare the efficiency of instructional conditions—under the assumption that learners’ behavior in a particular…...
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...Paas et al. (2003b) discuss different measurement techniques for mental effort, including rating scales, secondary task methods, and psychophysiological measures....
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...The second route continued the traditional task of CLT: namely, the generation of new instructional effects (see Kirschner, 2002; Paas et al., 2003a, 2004)....
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Cognitive Load Theory and Instructional Design: Recent Developments

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