Cognitive load theory and music instruction

Cognitive Load Theory and the Format of Instruction

Using Cognitive Load Theory to Tailor Instruction to Levels of Accounting Students' Expertise

Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction. This paper investigates the effects of adaptive instruction based on using the isolated-interactive elements effect that occurs when learners who ar...

Applying cognitive theory to statistics instruction

This article presents five principles of learning, derived from cognitive theory and supported by empirical results in cognitive psychology. To bridge the gap between theory and practice, each of these principles is transformed into a practical guideline and exemplified in a real teaching context. It is argued that this approach of putting cognitive theory into practice can offer several benefi...

Measuring Knowledge to Optimize Cognitive Load Factors During Instruction

The expertise reversal effect occurs when a learning procedure that is effective for novices becomes ineffective for more knowledgeable learners. The authors consider how to match instructional presentations to levels of learner knowledge. Experiments 1–2 were designed to develop a schema-based rapid method of measuring learners’ knowledge in a specific area. Experimental data using algebra and...

Cognitive load theory: implications of cognitive load theory on the design of learning

Cognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a manner that encourages learner activities that optimise intellectual performance. It is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. Acco...