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1.
The contributions to this special issue document some recent advances of cognitive load theory, and are based on contributions
to the Third International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The contributions focus on developments
in example-based learning, amongst others on the effects of integrating worked examples in cognitive tutoring systems; specify
the effects of transience on cognitive load and why segmentation may help counteract these effects in terms of the role of
time in working memory load; and discuss the possibilities offered by electroencephalography (EEG) to provide a continuous
and objective measure of cognitive load. This article provides a short introduction to the contributions in this issue. 相似文献
2.
Virtual reality (VR) is predicted to create a paradigm shift in education and training, but there is little empirical evidence of its educational value. The main objectives of this study were to determine the consequences of adding immersive VR to virtual learning simulations, and to investigate whether the principles of multimedia learning generalize to immersive VR. Furthermore, electroencephalogram (EEG) was used to obtain a direct measure of cognitive processing during learning. A sample of 52 university students participated in a 2 × 2 experimental cross-panel design wherein students learned from a science simulation via a desktop display (PC) or a head-mounted display (VR); and the simulations contained on-screen text or on-screen text with narration. Across both text versions, students reported being more present in the VR condition (d = 1.30); but they learned less (d = 0.80), and had significantly higher cognitive load based on the EEG measure (d = 0.59). In spite of its motivating properties (as reflected in presence ratings), learning science in VR may overload and distract the learner (as reflected in EEG measures of cognitive load), resulting in less opportunity to build learning outcomes (as reflected in poorer learning outcome test performance). 相似文献
3.
Alexander Skulmowski 《Mind, Brain, and Education》2023,17(1):20-28
Cognitive load measurement is a methodological issue of high importance in all learning settings involving a high perceptual richness, such as virtual and augmented reality. As a result of the growing number of cognitive load measurement methods and surveys, it can be difficult to choose the optimal measurement instrument for learning tasks in perceptually rich environments. Current research suggests that survey-based methods do not necessarily have to be less valid than physiological measures. Furthermore, in several studies, single-item measures of cognitive load have shown a high negative correspondence with learning outcomes. A trend toward a more fine-grained analysis of different components of cognitive load can be observed, but the ability to detect cognitive load depends on selecting an appropriate survey for the specific task. Based on this narrative overview on current developments in cognitive load measurement, recommendations for deciding on a cognitive load measurement method are given. 相似文献
4.
Hyunjeong Lee 《教育心理学》2014,34(7):838-848
This study investigated a reliable and valid method for measuring cognitive load during learning through comparing various types of cognitive load measurements: electroencephalography (EEG), self-reporting, and learning outcome. A total of 43 college-level students underwent watching a documentary delivered in English or in Korean. EEG was measured during watching, and subjective rating load was reported right after watching. Comprehension was tested for learning achievements. The results demonstrated a positive relationship between difficulty rating by self-report and beta frequency via EEG in the T3 area (Pearson r = .309, p < .05). Difficulty rating and learning performance are correlated negatively and significantly (Pearson r = ?.391, p < .01). The results have theoretical implications supporting cognitive load theory in terms of a negative relationship between the difficulty rating and the learning performance. On the practical side, the study contributes to provide the information of validity of cognitive load measurements. 相似文献
5.
Robert Zheng Anne Cook 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):233-246
The study challenged the current practices in cognitive load measurement involving complex problem solving by manipulating the presence of pictures in multiple rule‐based problem‐solving situations and examining the cognitive load resulting from both off‐line and online measures associated with complex problem solving. Forty‐eight participants were recruited from a subject pool in the Educational Psychology department in a large research university in western USA. Results showed that the presence of pictures had no effect on learners' complex problem solving as measured by the response time and accuracy. However, the online measure (eg, pupillometric measures) revealed a change in cognitive load associated with the presence of pictures in complex problem solving. The authors concluded that different measures of cognitive load may actually be measuring separate aspects of cognitive load. Discussions were made on how research on multimedia learning and cognitive load could be advanced by carefully considering multiple aspects of cognitive load and by including the use of convergent measurement techniques to capture the variations of cognitive load involved in learning. 相似文献
6.
Many online videos feature an instructor on the screen to improve learners' engagement; however, the influence of this design on learners' cognitive load is underexplored. This study investigates the effects of instructor presence on learners' processing of information using both subjective and psychophysiological measures of cognitive load. Sixty university students watched a statistics instructional video either with or without instructor presence, while the spontaneous electrical activity of their brain was recorded using electroencephalography (EEG). At the conclusion of the video, they also self‐reported overall load, intrinsic load, extraneous load, and germane load they experienced during the video. Learning from the video was assessed via tests of retention and transfer. Results suggested the instructor‐present video improved learners' ability to transfer information and was associated with a lower self‐reported intrinsic and extraneous load. Event‐related changes in theta band activity also indicated lower cognitive load with instructor‐present video. 相似文献
7.
Cognitive styles have been regarded as a crucial factor that affects the effectiveness of web-based learning (WBL). Previous research indicated that educational settings that match with students' cognitive styles can enhance students' learning performance, which is, however, linked to their emotion. Various physiological signals can be applied to measure emotion but the pulse is perhaps the most effective indicator. Thus, we conduct an exploratory research, which looks for a link between emotion and the matching/mismatching instructional approach with the condition of cognitive styles through a continuous pulse rate monitoring. The matching/mismatching instructional approach was delivered via a WBL system, which includes an index version and map version. The pulses of individual learners are collected by using a non-intrusive sensor. Our results indicate that the matching condition enables learners to feel more positive emotions than the mismatching condition, and is also linked to better learning performance. 相似文献
8.
《Learning and Instruction》2006,16(5):389-400
Cognitive load theorists have frequently used subjective measures of cognitive load to test the effectiveness of instructional procedures. This study sought to broaden the applications of subjective measures by testing their ability to detect variations in intrinsic cognitive load within tasks. In two experiments students were asked to complete algebraic problems and provide a subjective measure of cognitive load for each computation completed. By keeping extraneous and germane cognitive load constant, it was argued that changes in intrinsic cognitive load (element interactivity) were measured. Results showed that subjective measures were highly reliable, varied significantly within problems and correlated highly with errors. Evidence was also found that the subjective measures were influenced by the expertise of the learner and procedural errors. 相似文献
9.
Jongpil Cheon Michael M. Grant 《Educational technology research and development : ETR & D》2012,60(3):399-420
The purpose of this study was to examine the effects of a metaphorical interface on germane cognitive load in Web-based instruction. Based on cognitive load theory, germane cognitive load is a cognitive investment for schema construction and automation. A new instrument developed in a previous study was used to measure students?? mental activities of schema construction and automation supported by structural cues in a metaphorical interface environment. Eighty participants were randomly assigned to one of two types of instructional units with the same instructional content and different interface types (i.e., non-metaphorical interface and metaphorical interface). The results indicated that germane cognitive load positively affected learning performance while there was no relationship between germane cognitive load and students?? prior knowledge. A metaphorical interface enhanced learners?? germane cognitive load and learning performance, and both germane cognitive load and prior knowledge similarly contributed to learning performance. The findings provide implications for the advancement of cognitive load theory and the practice of instructional development. 相似文献
10.
Jens F. Beckmann 《Learning and Instruction》2010,20(3):250-264
Research on cognitive load theory (CLT) has not yet provided facet-specific measures of cognitive load. The lack of valid methods to measure intrinsic, extraneous and germane cognitive load makes it difficult to empirically test theoretical explanations of effects caused by manipulations of instructional designs. This situation also imposes challenges to testing CLT as a theory. This paper critically reflects the conceptualisation of CLT's core concept and the implications for its operationalisation. In order to address some of the challenges we propose a complexity framework that allows the derivation of a priori estimates of mental load that go beyond CLT's notion of element interactivity. In a study we test hypotheses with regard to effects of the variation of sources for intrinsic cognitive load (increase of complexity within tasks) and the variation of sources for extraneous cognitive load (reduction of extraneous cognitive load between tasks) in three ability groups. Complexity-based estimates prove superior to element interactivity-based estimates of mental load in the prediction of performance outcomes. Results also indicate that individual differences in information-processing capacity determine to what extent complexity is reflected as cognitive load. In this respect the proposed framework extends the focus of CLT beyond the discussion of the role of prior knowledge and acquired levels of expertise. 相似文献
11.
John Sweller 《Educational Psychology Review》2010,22(2):123-138
In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load
for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By
defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous
cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is
a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive
load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining
the various cognitive load effects in terms of element interactivity is carried out. 相似文献
12.
Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 总被引：27，自引：0，他引：27
Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive resources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biological evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cognitive load. Second, complex learning is a lengthy process requiring learners motivational states and levels of expertise development to be taken into account. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to individual learners needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided. 相似文献
13.
Pascal W. M. Van Gerven Fred G. W. C. Paas Jeroen J. G. Van Merriënboer Henk G. Schmidt 《Educational gerontology》2013,39(6):503-521
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology. 相似文献
14.
Alexander Skulmowski 《Mind, Brain, and Education》2023,17(3):165-169
Cognitive load measurement is an important aspect of educational research. Current cognitive load surveys differentiate between intrinsic cognitive load (resulting from the complexity of learning materials) and their extraneous cognitive load (which is increased by a demanding design). In two studies, order effects of cognitive load subscales are demonstrated. Asking learners regarding their intrinsic load first increases their responses concerning this type of load, with little effect on extraneous load ratings. This effect can be replicated even when extraneous load is intentionally induced. This finding has important implications for cognitive load research, as the order of surveys appears to bias cognitive load ratings. As most cognitive load research is conducted to find ways of reducing extraneous load, it may be reasonable to carefully consider whether and when intrinsic load items are included in studies. Generally, the results show that study participants seem to emphasize certain demands, similar to a dialogue. 相似文献
15.
《Contemporary educational psychology》2002,27(2):270-295
A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures. 相似文献
16.
Recent studies about learning and instruction use cognitive load measurement to pay attention to the human cognitive resources and to the consumption of these resources during the learning process. In order to validate different measures of cognitive load for different cognitive load factors, the present study compares three different methods of objective cognitive load measurement and one subjective method. An experimental three-group design (N = 78) was used, with exposure to seductive details (extraneous cognitive load factor), mental animation tasks (germane cognitive load factor), or the basic learning instruction (control group). Cognitive load was measured by the rhythm method (Park and Brünken 2015), the index of cognitive activity (ICA) (Marshall 2007), and the subjective ratings of mental effort and task difficulty (Paas 1992). Eye-tracking data were used to analyze the attention allocation and as an indicator for cognitive activity. The results show a significantly higher cognitive load for the mental animation group in contrast to the control and the seductive detail group, indicated by rhythm method and subjective ratings, as well as a higher cognitive activity, indicated by eye tracking. Furthermore, the mental animation group shows significantly higher comprehension performance in contrast to the seductive detail group and significantly higher transfer performance in contrast to the control group. The ICA values showed no significant differences in cognitive load. The results provide evidence for the benefits of combining eye-tracking analysis and the results of cognitive load ratings or secondary task performance for a direct and continuous cognitive load assessment and for a differentiating access to the single cognitive load factors. 相似文献
17.
The relations between changes in the scalp-recorded electroencephalogram (EEG) and the development of the ability to perform successfully 2 cognitive tasks attributed to frontal lobe functioning were examined in 13 infants from 7 to 12 months of age. Infants successful in performing the A-not-B task with increasingly longer delays across the second half of the first year of life showed changes in power in scalp-recorded brain electrical activity in the frontal region and an increase in anterior/posterior EEG coherence. Infants with rapid mastery of object retrieval did not differ in frontal EEG development from infants who exhibited the normal developmental progression in object retrieval performance. In a task examining inhibition of reaching to a novel toy, there were no differences in frontal EEG as a function of performance. Results from a cross-sectional sample revealed similar findings. These data confirm work with nonhuman primates on the importance of maturation of frontal cortex in the successful performance on certain tasks (A-not-B), but do not confirm nonhuman primate data on the importance of frontal cortex for other tasks (object retrieval). The data also suggest that the electroencephalogram may be useful as a noninvasive measure of central nervous system development during the first year of life. 相似文献
18.
Obtaining an electrocorticograms （ECoG） signal requires an invasive procedure in which brain activity is recorded from the cortical surface. In contrast, obtaining electroencephalograms （EEG） recordings requires the non-invasive procedure of recording the brain activity from the scalp surface, which allows EEG recordings to be performed more easily on healthy humans. In this work, a technique previously used to study spatial-temporal patterns of brain activity on animal ECoG was adapted for use on EEG. The main issues are centered on solving the problems introduced by the increment on the interelectrode distance and the procedure to detect stable frames. The results showed that spatial patterns of beta and gamma activity can also be extracted from the EEG signal by using stable frames as time markers for feature extraction. This adapted technique makes it possible to take advantage of the cognitive and phenomenological awareness of a normal healthy subject. 相似文献
19.
Effects of the Physical Environment on Cognitive Load and Learning: Towards a New Model of Cognitive Load 总被引：1，自引：0，他引：1
Hwan-Hee Choi Jeroen J. G. van Merriënboer Fred Paas 《Educational Psychology Review》2014,26(2):225-244
Although the theoretical framework of cognitive load theory has acknowledged a role for the learning environment, the specific characteristics of the physical learning environment that could affect cognitive load have never been considered, neither theoretically nor empirically. In this article, we argue that the physical learning environment, and more specifically its effects on cognitive load, can be regarded as a determinant of the effectiveness of instruction. We present an updated version of the cognitive load model of Paas and Van Merriënboer (Educational Psychology Review, 6:351–371, 1994a), in which the physical learning environment is considered a distinct causal factor that can interact with learner characteristics, learning-task characteristics, or a combination of both. Previous research into effects of the physical learning environment on cognitive performance that could inspire new cognitive load research is discussed, and a future research agenda is sketched. 相似文献
20.
在美国心理学的发展历史上,认知负荷理论的发展长期以来一直受到来自行为主义理论的抑制。行为主义注重强化学习动机和强调学习的简单形式,凸显出越来越明显的研究局限,最终使得新行为主义者利用认知理论来研究复杂的学习问题。认知负荷理论虽然为教学设计与教学实践提供了具体而系统的教学方法,但也存在认知负荷如何测量、相关负荷与外在负荷的来源如何确定的问题。神经科学关于心理负荷与瞳孔放大的研究,以及对监测认知负荷变化的成像方法的研究为解决这些问题提供了思路和实验证据。具体而言．瞳孔放大与血管收缩可以作为心理负荷测量的标准和替代方法;借助于神经科学和生物科学的脑成像方法（如事件相关电位（ERPs）、功能性磁共振成像（fMRI）等）能够揭示大脑工作记忆的基本过程,记录大脑活动的差异,甄别大脑加工活动的模式。在未来,研究者应保持一种开放的心态来看待认知心理学和神经科学在过去与未来取得的进步,并谨慎地应用各种神经科学研究方法来深入地研究作为认知负荷基础的神经和认知机制。我们的最终目标是寻找一个能在认知心理学和神经科学之间架起桥梁的统一理论。 相似文献