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1.
A Reconsideration of Cognitive Load Theory 总被引：6，自引：1，他引：5
Cognitive load theory has been very influential in educational psychology during the last decade in providing guidelines for
instructional design. Whereas numerous empirical studies have used it as a theoretical framework, a closer analysis reveals
some fundamental conceptual problems within the theory. Various generalizations of empirical findings become questionable
because the theory allows different and contradicting possibilities to explain some empirical results. The article investigates
these theoretical problems by analyzing the conceptual distinctions between different kinds of cognitive load. It emphasizes
that reduction of cognitive load can sometimes impair learning rather than enhancing it. Cognitive load theory is reconsidered
both from the perspective of Vygotski’s concept of the zone of proximal development and from the perspective of research on
implicit learning. Task performance and learning are considered as related, but nevertheless fundamentally different processes.
Conclusions are drawn for the further development of the theory as well as for empirical research and instructional practice.
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| Wolfgang SchnotzEmail: |
2.
This article reviews contemporary research on multimedia learning that uses cognitive load theory as the major theoretical framework. In particular, we address the extent to which working memory has been conceptualized and measured in this research, what kind of subjective measures of cognitive load have been used and whether such measures are combined with other measures of cognitive load, and how results from subjective measures have been related to learning and achievement. The findings show that most of the reviewed studies did not include any clear conceptualization or measurement of working memory, used only general subjective measures containing one or very few items, and did not report findings consistent with the hypothesized relationship between cognitive load and multimedia learning. The findings are discussed in relation to the broader goal of improving research on cognitive load in the context of multimedia learning. 相似文献
3.
ABSTRACTLo’s variation theory is a learning and teaching theory based on Marton’s phenomenographic approach and is one of the most important backbones of learning studies. The proponents of variation theory demarcate their approach from constructivist learning approaches, stressing constructivism as philosophical framework, but not as learning theory. At the same time, the phenomenographic approach emphasizes the importance of Piaget’s work about the cognitive development, which should be considered when talking about learning and teaching. We argue that – from a theoretical point of view – Piaget’s theory of how cognitive schemata are developed and how variation theory proposes that learning can be fostered entails many similarities which are not apparent at first glance. We demonstrate the similarities and differences using a teaching example from an English as second language classroom and show the implications for practical instructional work. Finally, we discuss concrete suggestions how variation theory could benefit even more from Piaget’s theory. 相似文献
4.
Parallel to the recent advancements in information and communications technologies, research on multimedia learning has generated a number of theories and empirical findings. Numerous trends and issues have emerged, showing the complex and dynamic nature of multimedia learning and the associated scholarship. To provide a comprehensive knowledge map and an overview of recent research on multimedia learning, 411 peer-reviewed articles from 1996 to 2016 were analyzed to describe the empirical work in multimedia learning. A bibliometric approach was applied to reveal the most common keywords and terms and their interactions via co-word analysis. The results showed that cognitive load is the highest co-occurred keyword and that animation provided the highest number of co-occurrence relationships with other keywords in our sample. Five clusters of research trends were identified: theoretical foundations of multimedia learning, representations and principles, instructional design and individual differences, motivation and metacognition, and video and hypermedia. Despite the high co-occurrence of the terms “memory”, “working memory”, and “cognitive load”, only a few studies examined the role of individual differences in cognition such as working memory capacity in multimedia learning. The multimedia learning principles most commonly discussed in the last two decades of research are redundancy, contiguity, and coherence. Thus, more research should be conducted to empirically test the many other principles recently discussed in the Cambridge Handbook of Multimedia Learning and address the issue of individual differences in attention and cognition during learning with multimedia. 相似文献
5.
Robert R. Whelan 《Educational Research Review》2007,2(1):1-12
This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how current measures of cognitive load cannot accurately show the distinction between different types of cognitive load in different learning conditions, and existing approaches to cognitive load assessment are limited in terms of their precision and methodology. A literature review discusses the conceptual framework of Sweller's [Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction 4, 295-312; Sweller, J. (1999). Instructional design in technical areas. Camberwell, Australia: ACER Press] cognitive load theory, and describes various approaches to load measurement and their limitations. The paper then describes how the core components of cognitive load - intrinsic, extraneous, and germane load - may be observable using neuroimaging techniques, and argues for the exploration of new links between education research and neuroscience. 相似文献
6.
Geary DC 《Journal of learning disabilities》2005,38(4):305-307
Gersten, Jordan, and Flojo (in this issue) provide the beginnings of an essential bridge between basic research on mathematical disabilities (MD) in young children and the application of this research for the early identification and remediation of these forms of learning disability. As they acknowledge, the field of MD is in the early stages of development, and thus recommendations regarding identification measures and remedial techniques must be considered preliminary. I discuss the importance of maintaining a tight link between theoretical and empirical research on children's developing numerical, arithmetical, and mathematical competencies and future research on learning disabilities in mathematics. This link will provide the foundation for transforming experimental procedures into assessment measures, understanding the cognitive strengths and weaknesses of children with these forms of learning disability, and developing remedial approaches based on the pattern of cognitive strengths and weaknesses for individual children. 相似文献
7.
Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539
This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed. 相似文献
8.
Genevieve Marie Johnson 《Interactive Learning Environments》2013,21(3):298-308
In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, – behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human learning and development in interactive learning environments is proposed. Such an inclusive paradigm organizes the fundamental theoretical assumptions of behaviourism (i.e. automated learning), cognitivism (i.e. recall, understanding, analysis, synthesis, evaluation, creativity, problem solving) and constructivism (i.e. private and shared meaning). Based on review of the literature, behaviourism is best conceptualized as a learning theory; constructivist theoretical assumptions are best applied to cognitive development including private online experience (cognitive constructivism) and shared online experience (social constructivism). Cognitivism is a particularly relevant theoretical orientation in understanding both human learning and development in interactive learning environments. 相似文献
9.
The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant. 相似文献
10.
基于移动学习终端的智能化课堂学习数据分析多是基于教学互动和学习结果反馈等显性学习行为实现的,可穿戴的脑机接口设备能够测量学生的认知负荷、注意力、情感等内隐状态,为智能化课堂教学提供新的技术支持。本文构建了基于脑机接口的智能化课堂应用模型,通过脑机接口与移动终端的结合,实现师生教与学风格识别匹配、学习者脑波状态测量、教师教学行为智能化支持、学生复杂能力评测等智能化教学任务。为验证模型的可行性,本文开展了两项实证研究,验证基于脑机接口实现学习风格分类的可能性,分析了常态课堂教学中学生注意力特征,并基于学生教学活动的注意力特征提出课堂教学优化策略。 相似文献
11.
浅论对话学习 总被引：2，自引：0，他引：2
彭杜宏 《宁波大学学报(教育科学版)》2008,30(5):9-12
对话是一种两个或两个以上主体的交流、讨论活动。“对话学习”是将对话同时作为目的和手段的学习方式。该学习方式有着坚实的心理学基础,包括社会建构主义学习论、智力的社会性发展论、认知精制和认知负荷论等,同时,它具有视界拓展、共同创生、多维检测、动机促进、潜能释放等多种学习效应。 相似文献
12.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning. 相似文献
13.
14.
Fred Korthagen 《Teachers and Teaching》2017,23(4):387-405
Based on recent findings about teacher learning, a critical analysis of traditional and new approaches to professional development is presented. To a large degree, teacher learning takes place unconsciously and involves cognitive, emotional and motivational dimensions. Moreover, teacher learning takes place at various levels. Although these insights may be inconvenient truths to policy-makers, empirical evidence is presented showing that approaches building on the multi-level and multi-dimensional nature of teacher learning are effective at influencing teacher behaviour. Hence, in teacher learning, the connection with the person of the teacher is crucial. Practical consequences for professional development are discussed. 相似文献
15.
Jared R. Lancer 《School Effectiveness & School Improvement》2013,24(4):639-667
A clearly articulated theoretical perspective on learning is essential for developing consistency among learning, pedagogy, and leadership and for planning and making adjustments to better serve students in all areas. Notwithstanding, few professional learning and school improvement approaches in pre-school through 12th grade (P-12) schools improve student learning (Guskey, 2003). Therefore, the central question is raised, how is theory used in professional learning and school improvement approaches that advance teaching and learning?Examination of peer-reviewed literature resulted in the identification of 3 effective approaches for analysis using 4 major learning theories. Analysis revealed that each approach was associated with the tenets of either a cognitive, constructivist, or sociocultural theoretical perspective on learning. This introduced a way to examine the theoretical soundness of school improvement and professional learning approaches. Conclusions regarding the use of learning theory in improvement designs are discussed. 相似文献
16.
To bring order in concepts related to individual learner differences, Curry (1983) designed the three-layered onion model. As this model provides an interesting way to distinguish related concepts – such as cognitive styles and approaches to studying – on the basis of their stability in learning situations, ample studies build further on this model. Given that only few studies have been conducted to empirically test the model, we conducted two studies to address this research gap. In the first study (N = 113), analyses do not show a clear causal path from three concepts belonging to different layers in relation to learning outcomes. In the second, longitudinal study (N = 162), no support is found for differences in stability between cognitive styles and approaches to studying. Our research does not provide solid evidence for the onion model, which warns to be cautious with applying the assumptions of theoretical models in educational practice without empirical support. 相似文献
17.
Learning from peers: Beyond the rhetoric of positive results 总被引：2，自引：0，他引：2
This paper extends previous efforts to provide clarity to the field of cooperative learning. Various theoretical approaches to learning from peers are described, and the implications of these approaches for key instructional choices by teachers are delineated. The primary perspectives of interest in this paper were social-behavioral approaches and cognitive approaches. Potential sources of problems are identified, and suggestions for averting such problems are provided. The role of the teacher within the cooperative classroom is also discussed. 相似文献
18.
样例是知识获取的主要途径。根据样例学习的相似性理论,在样例学习过程中,至少要呈现两个或多个样例,而解释性理论认为只要样例合理,可以向学生呈现一个样例。Anderson等人在ACT-R理论的基础上,提出了四阶段重叠模型,Sweller从认知资源的角度提出了认知负荷理论。四种样例学习理论从不同角度指导着样例学习实证研究与教学实践。 相似文献
19.
《British Journal of Educational Studies》2012,60(1):19-30
ABSTRACTThis paper examines the concept of learner dispositions empirically and theoretically based on two related studies: one undertaken in the United Kingdom exploring students learning power, identity and their engagement in learning; and one undertaken in Australia, which explored the relationship between learning power and Dweckian self-theories. Three different measures of dispositions are used. Two of these – learning power and self-theories – approach dispositions as malleable but relatively slow to change attributes, while the third considers dispositions as potentially more contextually responsive. The two studies had the measure of learning power in common, enabling a statistical as well as a theoretical comparison between the two studies’ models of learning dispositions and their contribution to the notion of engagement. The implications of these related studies are that, in order to foster deep engagement in learning, pedagogical attention needs to be paid to the formation of learning identity and the development of learning dispositions in the process of knowledge construction. While the different approaches to conceptualising dispositions were broadly compatible, each provided a different insight into this complex concept and suggests different but related pedagogical strategies for building engagement. The paper concludes with an exploration of the implications for dispositional research of autopoetic theory as an integrating conceptual framework. 相似文献
20.
多媒体教学能够促进有意义的学习,同时多媒体学习受认知负荷的影响又是十分明显的。在多媒体学习理论框架内研究了具体多媒体学习情境下的认知超负荷现象,提出了相应的减负方法。 相似文献