Cognitive load in interactive knowledge construction |
| |
| Authors: | Ludo Verhoeven Wolfgang Schnotz Fred Paas |
| |
| Institution: | 1. Graduate Institute of Applied Science and Technology, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei 106, Taiwan;2. Department of Electrical and Computer Engineering, National University of Singapore, #21 Lower Kent Ridge Road, Singapore 119077, Singapore;3. Communications and New Media Programme, National University of Singapore, #21 Lower Kent Ridge Road, Singapore 119077, Singapore;4. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, #43, Sec.4, Keelung Rd., Taipei 106, Taiwan;1. School of Education, University of New South Wales, Sydney, Australia;2. Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Rotterdam, The Netherlands;3. Early Start Research Institute, University of Wollongong, Wollongong, Australia;1. Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, No.43, Keelung Rd, Sec. 4, Da''an District, Taipei City 10607, Taiwan, ROC;2. Department of Digital Multimedia Design, China University of Technology, No. 56, Sec.3, Hsing-Lung Rd, Taipei, Taiwan/ No. 530, Sec.3, Jhong-Shan Rd, Hukou, Hsinchu, Taiwan, ROC;1. Open University of the Netherlands. Welten Institute, PO Box 2960, 6401 DL, Heerlen, the Netherlands;2. Utrecht University. Faculty of Social Sciences, PO Box 80125, 3508 TC, Utrecht, the Netherlands;3. University of New South Wales, School of Education, Sydney, NSW 2052, Australia;4. Open University of the Netherlands/University of Oulu. Welten Institute, PO Box 2960, 6401 DL, Heerlen, the Netherlands |
| |
| Abstract: | The focus of this special issue is on the cognitive load underlying processes of interactive knowledge construction in a wide range of instructional multimedia platforms. Multimedia comprehension involves the parallel processing of auditory–verbal and visual–pictorial channels within working memory. By means of integrating multimodal information, students are able to acquire new knowledge. However, the processes of knowledge construction may be dependent on the load a task imposes on the learner's cognitive system. Such cognitive load is determined by prior knowledge, motivation, and processing strategies on the part of the learner as well as on task demands. Other critical factors that should be explored are goal adoption and perspective taking, effects of interactive animation, environmental support, and possibilities of collaboration. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
