Results 191 to 200 of about 2,990,584 (223)
Development and Validation of Two Instruments Measuring Intrinsic, Extraneous, and Germane Cognitive Load [PDF]
Frontiers in Psychology, 2017 Cognitive Load Theory is one of the most powerful research frameworks in educational research. Beside theoretical discussions about the conceptual parts of cognitive load, the main challenge within this framework is that there is still no measurement instrument for the different aspects of cognitive load, namely intrinsic, extraneous, and germane ...
Florian Schmitz +2 more
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Impact of Extraneous Cognitive Load on Multimedia-Based Grammar Learning [PDF]
Advanced Science Letters, 2018 Cognitive load is a theoretical notion having an increasingly influential role in the educational research areas that asserts that cognitive capacity in working memory is limited where too much load on the cognitive system may hamper the total learning ...
Hafizoah Kassim, Nadia Refat
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The Evolution of Cognitive Load Theory and the Measurement of Its Intrinsic, Extraneous and Germane Loads: A Review [PDF]
Communications in Computer and Information Science, 2019 Cognitive Load Theory has been conceived for supporting instructional design through the use of the construct of cognitive load. This is believed to be built upon three types of load: intrinsic, extraneous and germane. Although Cognitive Load Theory and its assumptions are clear and well-known, its three types of load have been going through a ...
Luca Longo
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Exploring extraneous cognitive load in an instructional process via the web conferencing system
Behaviour and Information Technology, 2017 ABSTRACTThis study, based on an online instruction via the web conferencing system, explores extraneous cognitive load and its influence on the learning process. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study.
Ünal Cakiroglu
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Frontiers in Psychology, 2022 The COVID-19 pandemic caused an unprecedented and highly threatening, constrained, and confusing social and educational environment, we decided to expand the traditional focus of the extraneous load in Cognitive Load Theory (CLT) acknowledging the psychological environment in which learning occurs. We therefore adapted and implemented principles of the
Sarah Lerchenfeldt +2 more
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Decorative animations impair recall and are a source of extraneous cognitive load [PDF]
American Journal of Physiology - Advances in Physiology Education, 2020 Working memory is critical for learning but has a limited capacity for processing new information in real time. Cognitive load theory is an evidence-based approach to education that seeks to minimize the extraneous (unnecessary) load on working memory to avoid overloading it. The “seductive details effect” postulates that extraneous load can come from
Philip Newton
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Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Educational Psychology Review, 2010 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
John Sweller
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Dual computer displays reduce extraneous cognitive load
Journal of Computer Assisted Learning, 2020Abstract Dual display desktop computers are becoming more prevalent in the home, workplace, and schools, yet there has been little research into how learning and productivity are impacted by having a second display. One useful method in exploring this question is to measure cognitive load during an intensive learning event. This study
Kyle van Ittersum, Robert Miller
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Intrinsic and Extraneous Cognitive Load
2011Learners must process instructional information in working memory. The load imposed on working memory by that instructional information can be divided into categories depending on its function (Paas, Renkl, & Sweller, 2003, 2004; Sweller, van Merrienboer, & Paas, 1998; van Merrienboer & Sweller, 2005).
John Sweller +2 more
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Anxiety is associated with extraneous cognitive load during teaching using high-fidelity clinical simulation [PDF]
Medical Education Online, 2021 High-fidelity clinical simulation is currently a well-established teaching tool. However, high-fidelity representations of patients in critical conditions have the potential to elicit emotions among learners and impact their cognitive load (CL). Teaching with clinical simulation may induce both emotional and cognitive overloads.
Fiza Rashid-Doubell, Salim Fredericks
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