Cognitive load theory states that well-designed learning material minimizes extraneous cognitive load and optimizes germane cognitive load within the thresholds of available cognitive resources. In this study, the extraneous cognitive load is minimized by avoiding temporal split attention with regard to supportive information (i.e., conceptual models or 'theory') and the germane cognitive load ...

Cognitive load measurement is an important aspect of educational research. Current cognitive surveys differentiate between intrinsic (resulting from the complexity learning materials) and their extraneous (which increased by a demanding design). In two studies, order effects subscales are demonstrated. Asking learners regarding first increases responses concerning this type load, with little ef...

Learning introductory software development is a difficult task and students often perceive programming subjects as requiring significantly more work than others. This paper describes a learning model for programming that has its basis in cognitive load theory. This theory suggests that there are three types of cognitive load that learners experience: intrinsic which is determined by the mental ...

Abstract For more than three decades, cognitive load theory has been addressing learning from a perspective. Based on this instructional theory, design recommendations and principles have derived to manage the working memory while learning. The increasing attention paid in educational science quickly culminated need measure its types of — intrinsic, extraneous, germane which additively contribu...

INTRODUCTION Schema-based instruction has been shown to improve diagnostic performance and reduce cognitive load. However, to date, this has only been studied in controlled research settings. More distractions in classrooms may limit generalizability to real-world settings. We evaluated whether schema-based instruction would maintain its effects on cognitive load optimization and performance in...

Research in the development of teacher cognition and teaching performance in K–12 classrooms has identified consistent challenges and patterns of behavior that are congruent with the predictions of dual-process models of cognition. However, cognitive models of information processing are not often used to synthesize these results. This article reviews findings from the research on teaching and t...

This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with cognitive load theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on...

Previous chapters have defined Cognitive Load Theory (CLT), described evidence for different origins and types of cognitive load, the way that load interacts with individual differences and the impact of load on learning from instruction. In this chapter we will step back a bit and describe some of the history of cognitive load theory in order to better understand both its current focus and fut...

Recent studies have tested the addition of worked examples to tutored problem solving, a more effective instructional approach than the untutored problem solving used in prior worked example research. These studies involved Cognitive Tutors, software designed to support problem solving while minimizing extraneous cognitive load by providing prompts for problem sub-goals, step-based immediate fe...

Bruner’s constructs of learning, specifically the structure of learning, spiral curriculum, and discovery learning, in conjunction with the Cognitive Load Theory, are used to evaluate the Picture Word Inductive Model (PWIM), an inquiry-oriented inductive language arts strategy designed to teach K-6 children phonics and spelling. The PWIM reflects Bruner’s constructs of learning and it encompass...