Learning requires applying limited working memory and attentional resources to intrinsic, germane, and extraneous aspects of the learning task. To reduce the especially undesirable extraneous load aspects of learning environments, cognitive load theorists suggest that spatially integrated learning materials should be used instead of spatially separated materials, thereby reducing the split-atte...

There has been a call in recent years for an integration of cognitive load theory into instructed second language acquisition practices to assist learners by taking advantage theories on human architecture. This paper seeks move the conversation how this might be achieved presenting findings from survey data conducted with enrolled online courses at cyber-university South Korea (n = 68). Findin...

In this paper the assumption of cognitive overhead in hypermedia learning is specified by cognitive load theory. This analysis is based on different types of cognitive load, the dimension of linearity/non-linearity as well as text characteristics. We propose a model stating that extraneous cognitive load in hypermedia learning is basically determined by the interaction of text presentation form...

The ENGAGE project is a game-based virtual environment where students engage in problembased learning experiences centered around computational thinking and broader computer science education learning objectives that require students to participate in cognitively demanding tasks. Cognitive Load Theory (Ayres & van Gog, 2009; Sweller, et al., 1998) provides a robust framework to characterize the...

In this paper we propose some augmentations of Cognitive Load Theory (CLT) inspired by evidence from hypertext-based instruction. In particular, we focus on the role of goal configurations and processing strategies as moderators between instructional design and cognitive load. First, we describe pivotal assumptions of CLT and conceptual shortcomings related to these assumptions. Second, we revi...

The object of mind is something that must be taught by the teacher to student in form learning, or we know teaching process ofinteraction between students, students and teachers, learning resources environment so with it as educators need optimize thestudent's thought can optimal for information. There are three sources how obtain optimization process, namely: intrinsic cognitive load (dependin...

This study investigated the cognitive load theory prediction that the inconsistent findings concerning the effectiveness of instructional animations are exacerbated by their transitory nature. Three groups were compared who received different but equivalent forms of instruction in learning a topic in economics. One group received an animation presentation with integrated text and diagrams, a se...

The present study tested the hypothesis of an additive interaction between intrinsic, extraneous and germane cognitive load, by manipulating factors of mental workload assumed to have a specific effect on either type of cognitive load. The study of cognitive load factors and their interaction is essential if we are to improve workers' wellbeing and safety at work. High cognitive load requires t...