cognitive load theory
TRANSCRIPT
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Cognitive Load Research & Theory
Implications for Instructional Design
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Cognitive Architecture
The basics Working memory
Early research The magic number 7 2
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Working Memory
We are conscious of what is in working memory
Can hold a few things in working memory
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Math Story Problem
A tailor stitches 2 shirts everyday. It takes him 3 hours to stitch a shirt. Each shirt uses 7 buttons and has two pockets. Each shirt costs the tailor $2 and he charges the customer $4.
1. How many pockets does the tailor stitch in 8 days?2. How many shirts does the tailor stitch if he uses 84 buttons? 3. How many dollars does the tailor collect from his customers in 4 days? 4. How many dollars does the tailor earn as profit in 5 days? 5. How many hours does the tailor work in 3 days?
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Long Term Memory
It is more than a passive storage place
How have we learned about long term memory?
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What are these structures?
schemata A cognitive constructs that permit us
to treat multiple elements as a single element
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Learning
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An example (Sweller)
Rote memory s=vt
s=distance traveledv=average velocityt=time
Easy to memorize and write it down for a test
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s=vt
1. S= distance traveled2. V= average speed3. T=time4. Speed is defined5. as the number of units of distance traveled6. in a single unit of time7. Multiplying8. the number of units traveled9. in a single unit of time10. by the number of units of time11. equals the distance traveled
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Interactivity
High interactivity among elements
Only meaningful when considered simultaneously
Low interactivity among elements
i.e., chemical symbols
No interaction
Can be learned individually
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Interactivity
Low interactivity
Impose very little on working memory
May be difficult to learn
High interactivity
Impose a lot on working memory
How do we accomplish this “impossible” task?
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Three types of Cognitive Load
Intrinsic
Extraneous
Germane
ICL + ECL + GCL = TCL
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Dimensions of Cognitive Load
Ideal situation with ample cognitive resources are available.
Available Cognitive Resources
Intrinsic Cognitive Load
Extraneous Cognitive Load
Germane Cognitive Load
Total Cognitive Capacity
Fredrick D. Pociask
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Dimensions of Cognitive Load
A context where instructional materials were poorly designed.
Available Cognitive Resources
Intrinsic Cognitive Load
Extraneous Cognitive Load
Germane Cognitive Load
Total Cognitive Capacity
Fredrick D. Pociask
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Controlling Cognitive Load
Controlling for split attention and redundancy
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Split Attention Effect
Learner’s must split attention between diagram and instructions Diagram
Instructions
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Baddeley’s Working Memory Model
Visual/Spatial Sketch Pad Visual working memory Deals with entities that occupy 2-3d space
Diagrams, pictures
CentralExecutive
Visual/SpatialSketch Pad
PhonologicalLoop
Long TermMemory
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Baddeley’s Working Memory Model
CentralExecutive
Visual/SpatialSketch Pad
PhonologicalLoop
Long TermMemory
Executive MemoryTransfers information between locations
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Baddeley’s Working Memory Model
Listening to an audio tape Use phonological loop (auditory) memory to
process
CentralExecutive
Visual/SpatialSketch Pad
PhonologicalLoop
Long TermMemory
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Baddeley’s Working Memory Model
Consider listening to an audio tape explaining a diagram
Use visual/spatial memory for diagram Use auditory memory for tape
CentralExecutive
Visual/SpatialSketch Pad
PhonologicalLoop
Long TermMemory
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Baddeley’s Working Memory Model
But, what happens if you are reading about the diagram?
Sentence is first processed by visual working memoryThen transferred to auditory working memoryProcessed the same was as if it was heard
Long TermMemory
CentralExecutive
Visual/SpatialSketch Pad
Phonological
Loop
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Implications
Two applications for cognitive load Instructional design Message design Message design, the lost art
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In Summary
Cognitive load theory could inform our ID practice and research Reduce extraneous cognitive load Results in an increase in germane
cognitive load
Potential areas for future research
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References
van Meeriënboer, Kirschner, Kester (2003). Taking the load off a learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13. Miller, G. A., (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review. 63, 81-97. Cowan, N. (2000). The magical number 4 in short term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24, 87-185. Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Pscyologist, 38(1), 43-52.