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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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Application of Inquiry Based Learning Model Using STEM Approach to Reduce Students' Intrinsic Cognitive Load [PDF]
Insecta, 2021 This study is an experimental research using a quasi-experimental design with the type of non-equivalent control group pretest-posttest. This research aims to reduce Intrinsic Cognitive Load (ICL) through Inquiry Based Learning (IBL) model based STEM ...
Abdurrahman Abdurrahman
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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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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 +2 more
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Reducing Intrinsic Cognitive Load in Percentage Change Problems: The Equation Approach [PDF]
Learning and Individual Differences, 2016 We compared the equation approach and unitary approach in helping students (n = 59) learn percentage change problems from a cognitive load perspective. The equation approach emphasized a two-part learning process. Part 1 revised prior knowledge of percentage quantity; Part 2 integrated the percentage quantity and the original amount in an equation for ...
Bing H Ngu, Huy P. Phan, Hasbee Usop
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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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Using Subjective Measures to Detect Variations of Intrinsic Cognitive Load Within Problems
Learning and Instruction, 2006 Abstract 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.
By Professor Paul Ayres
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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, Paul Ayres, Slava Kalyuga
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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 +2 more
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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 +2 more
openaire +2 more sources