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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
exaly +2 more sources
Computers in Human Behavior, 2007
Learning with multiple representations requires the mental integration of corresponding information. This highly demanding process of coherence formation can, for example, be assisted by inter-representational hyperlinks, which foster the visual search for correspondences.
Tina Seufert
exaly +2 more sources
Learning with multiple representations requires the mental integration of corresponding information. This highly demanding process of coherence formation can, for example, be assisted by inter-representational hyperlinks, which foster the visual search for correspondences.
Tina Seufert
exaly +2 more sources
2017 3rd IEEE International Conference on Cybernetics (CYBCONF), 2017
Cognitive load is the measure of cognitive effort imposed by a task demand. Emotion is considered to be an extraneous variable to influence the overall cognitive load. In this study we try to embed the positive and negative emotions in the cognitive task itself to make it a part of intrinsic load.
Francesca Ervas +2 more
exaly +3 more sources
Cognitive load is the measure of cognitive effort imposed by a task demand. Emotion is considered to be an extraneous variable to influence the overall cognitive load. In this study we try to embed the positive and negative emotions in the cognitive task itself to make it a part of intrinsic load.
Francesca Ervas +2 more
exaly +3 more sources
Applied Cognitive Psychology, 2020
SummaryPeople can make pointing gestures and tracing actions with the index finger with little or no conscious effort. From the perspective of cognitive load theory, such “biologically primary” gestures and actions might help people learn “biologically secondary” concepts and skills requiring extended cognitive effort, such as reading, science, or ...
Janette Bobiş +2 more
exaly +2 more sources
SummaryPeople can make pointing gestures and tracing actions with the index finger with little or no conscious effort. From the perspective of cognitive load theory, such “biologically primary” gestures and actions might help people learn “biologically secondary” concepts and skills requiring extended cognitive effort, such as reading, science, or ...
Janette Bobiş +2 more
exaly +2 more sources
Intrinsic cognitive load of students in solving problems linear program
AIP Conference Proceedings, 2020This research aims to describe the intrinsic cognitive load of students to solve linear program problems. This research employed qualitative method with a descriptive approach. This research subject is students with incomplete problem-solving steps. The intrinsic cognitive load of students was known based errors and difficulties experienced by students
Erry Hidayanto, Aulia Nadia Sari
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Altering Element Interactivity and Intrinsic Cognitive load
2011As described in Chapter 15, the concept of element interactivity provides a theoretical construct underpinning understanding and learning. Instructional material that is low in element interactivity and consequently low in intrinsic cognitive load requires few working memory resources, because the constituent elements do not interact and can be ...
John Sweller, Paul Ayres, Slava Kalyuga
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The effect of teacher presence in videos on intrinsic cognitive loads and academic achievements
Innovations in Education and Teaching International, 2021With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia.
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Journal of Educational Psychology, 2008
Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors.
Krista E. DeLeeuw, Richard E. Mayer
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Understanding how to measure cognitive load is a fundamental challenge for cognitive load theory. In 2 experiments, 155 college students (ages = 17 to 22; 49 men and 106 women) with low domain knowledge learned from a multimedia lesson on electric motors.
Krista E. DeLeeuw, Richard E. Mayer
openaire +1 more source