Differing instructional modalities and cognitive structures: Linear algebra

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

Cognitive style and instructional preferences

The aim of the study was to investigate the relationship between learners’ cognitive styles and their instructional preferences. The sample consisted of 240 business studies students at a UK university. Subjects’ cognitive styles were assessed using the Cognitive Styles Analysis (which assesses the wholist-analytical and verbaliser-imager dimensions of style) and their instructional preferences...

Cognitive Architecture and Instructional Design

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/2or 3-dimensional information as well as a...

Instructional Factors Analysis: A Cognitive Model For Multiple Instructional Interventions

In this paper, we proposed a new cognitive modeling approach: Instructional Factors Analysis Model (IFM). It belongs to a class of Knowledge-Component-based cognitive models. More specifically, IFM is targeted for modeling student’s performance when multiple types of instructional interventions are involved and some of them may not generate a direct observation of students’ performance. We comp...

Trigonometric Identities, Linear Algebra, and Computer Algebra