Cognitive Load Theory

Why the bottom 10% just can't do it - Mental Effort Measures and Implication for Introductory Programming Courses.

by Raina Mason

Paper presented at ACE2012 - Fourteenth Australasian Computing Education conference, in Melbourne, Australia.

This paper reports the results of mental effort measures and comments collected as part of a study of 44 introductory... more This paper reports the results of mental effort measures and comments collected as part of a study of 44 introductory programming courses in 28 Australian universities, conducted in the latter months of 2010. Academic staff were interviewed regarding their perceptions of the mental effort that is required by themselves, an average student, and a low-performance student while attempting to solve and learn from a novice programming problem. Qualitative responses were also gathered from academics to gain insight into the various student profiles and impediments to learning for low-performing students. Mental effort results indicated that many low- performance students typically experience high to extreme levels of mental effort. Verbal responses obtained from academics also indicate an awareness that for many low-performance students learning fails due to excessive demands being placed upon their cognitive resources. It is suggested that for many low-performance students learning fails due to cognitive overload. The implications for the selection of languages and environments and for the design of introductory programming courses (units) are discussed.

Cognitive Load Theory-considerations for instructional design

by Tatiana Abras

Online reading: A preliminary study of the impact of integrated and split-attention formats on L2 students' cognitive load

by Saleh Al-Shehri

Using semantic search to reduce cognitive load in an electronic health record

by Dinara Saparova

Does Multimedia Truly Enhance Learning? Moving Beyond The Visual Media Bandwagon Toward Instructional Effectiveness

by David Swisher

The Worked-Example Effect Using Ill-Defined Problems: Learning to Recognise Designers

by Arianne Rourke

Teaching novices design history via worked examples

by Arianne Rourke

Some consequences of training strategies when learning a computer application

by Narciso Cerpa

N. Cerpa, J. Sweller and P. Chandler, "Some Consequences of Training Strategies When Learning a Computer Application", Proceedings of the Australian Association for Research in Education Conference (AARE), Hobart, November 1995.

When students are required to learn a new computer application program, frequently they are required to split their... more When students are required to learn a new computer application program, frequently they are required to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, also can impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. A windows oriented, computer-based training software package with an integrated format, was developed to test these hypotheses. The split-attention effect was investigated by comparing the test outcome of a group of students using the computer-based training software with that of a group using a conventional manual plus the computer software to be learned.
The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. It was predicted that the group using the
computer-based training software would outperform the other two groups due to the split-attention and redundancy effects. The results of the experiment supported the hypotheses. We
concluded that teaching computer software can be facilitated by using self-contained computer-based training software which eliminates the need for a manual

Some Conditions Under Which Integrated Computer-Based Training Software Can Facilitate Learning

by Narciso Cerpa

N. Cerpa, P. Chandler and J. Sweller, “Some Conditions Under Which Integrated Computer-Based Training Software Can Facilitate Learning”, Journal of Educational Computing Research, Volume 15, Number 4, 1996, pp 345-367, ISSN 0735-8331.

When students are required to learn a new computer application program, frequently they need to split their attention... more When students are required to learn a new computer application program, frequently they need to split their attention between material in a manual and material on the screen because neither is self-contained. Previous work has indicated that split-attention can interfere with learning because the need to mentally integrate material imposes an extraneous cognitive load. Alternatively, even if the screen-based material is self-contained, the material of a redundant manual, if processed by learners, can also impose an extraneous cognitive load. Under these circumstances, learning may be facilitated by the use of self-contained, screen-based material alone. In Experiment 1, the first author developed a windows spreadsheet, computer-based training package with an integrated format, to test these hypotheses. The split-attention effect was investigated by comparing the performance of a group of students using the integrated computer-based training software with that of a group using a conventional manual plus the computer software to be learned. The redundancy effect was investigated by comparing a group using the computer-based training software with a group using the same computer-based training software plus a hard-copy of this training software. Results from Experiment 1 supported the above cognitive load hypotheses. Specifically, in areas of high information complexity, the integrated computer-based training software group clearly outperformed both the conventional manual plus computer software group, and the computer-based training software plus hard-copy group, thus demonstrating both split-attention and redundancy effects. Experiment 2 partially replicated this result, as well as providing support for a cognitive load explanation of results by measuring mental load. In the light of these findings and previous research, it is suggested that cognitive load is a major factor in all aspects of instructional design. Computer training software that reduces extraneous cognitive load by adopting integrated computer-based training formats can considerably facilitate learning.

A cognitive model for facilitating the teaching of computer programming skills

by Narciso Cerpa

N. Cerpa and J. Shepherd, "A Cognitive Model for Facilitating the Teaching of Computer Programming Skills", Proceedings of the First Australasian Conference on Computer Science Education, Sydney, Australia, July 3-5, 1996, pp.1-6, ISBN 0-89791-845-2. DOI:10.1145/369585.369586.

Applying Computational Models to Measure Relative Cognitive Load

by Narciso Cerpa

N. Cerpa, and J. Sweller
Proceedings of the 4th World Multi-conference on Systemics, Cybernetics and Informatics, July 23-26, 2000, Orlando, Florida, USA, Volume 10, pp 20-25, ISBN 980-07-6696-0.

A previous study found that when students are required to learn a new computer application program, learning of high... more A previous study found that when students are required to learn a new computer application program, learning of high complexity materials is facilitated by the use of self-contained, windows-based material alone rather than a combination of hard-copy and screen-based materials. However, the learning of low complexity materials may not be facilitated by this approach since its intrinsic cognitive load is low. In the present study, we developed several computational models to represent the level of cognitive difficulty faced by students while learning the material taught in previous experiments to measure the relative cognitive load imposed. These models were based on the students’ background knowledge and a good understanding of each task and its decomposition. Simulation runs provided support for a cognitive load explanation of the experimental results, and agreed with the students’ perception of mental load. These findings provide additional evidence for an emphasis on cognitive load as an important factor in instructional design.

Examining the relationships of different cognitive load types related to user interface in web-based instruction

by Michael M Grant

Co-authored with Jongpil Cheon. To be published in Journal of Interactive Learning Research.

This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates... more This study proposes a new instrument to measure cognitive load types related to user interface and demonstrates theoretical assumptions about different load types. In reconsidering established cognitive load theory, the inadequacies of the theory are criticized in terms of the adaption of learning efficiency score and distinction of cognitive load types. Since measurement of mental effort does not cover all types of cognitive load, a new way of isolating different loads is required. Previous studies have focused on designing interface to reduce extraneous cognitive load. However, interface may have the potential to enhance germane cognitive load because learners may construct their knowledge schemata with interface layouts. In this study, meaningful cognitive activities related to user interface were measured as germane cognitive load in web-based instruction. In addition, a usability test was used to gauge extraneous cognitive load. The results revealed that germane cognitive load and extraneous cognitive load are closely related, but other relationships were not significant. Germane and intrinsic cognitive load positively influences learning performance. Even though new instruments are still subjective and limited to interface in web-based instruction, the experiment strengthens cognitive load research.

Are pretty interfaces worth the time? The effects of user interface types on Web-based instruction

by Michael M Grant

Published in Journal of Interactive Learning Research, 20(1), 5-33. Co-authored with Jongpil Cheon

The purpose of this study was to examine the effectiveness of three different interface types on Web-based... more The purpose of this study was to examine the effectiveness of three different interface types on Web-based instruction: a text-based interface, a graphical interface and a metaphorical interface. In order to determine differences among three interface groups, learning performance, cognitive load, usability and appeal were compared with various data from 41 undergraduate students in the mid-south. Results indicated there was no difference among the groups in terms of learning performance, cognitive load and usability; however, a metaphorical interface increased learners’ attention. Based on the results, implications for instructional designers are presented.

Unconscious orientation processing depends on perceptual load

by David Carmel

Perceptual load alters visual excitability

by David Carmel

Increasing perceptual load reduces the processing of visual stimuli outside the focus of attention, but the mechanism... more Increasing perceptual load reduces the processing of visual stimuli outside the focus of attention, but the mechanism underlying these effects remains unclear. Here we tested an account attributing the effects of perceptual load to modulations of visual cortex excitability. In contrast to stimulus competition accounts, which propose that load should affect simultaneous, but not sequential, stimulus presentations, the visual excitability account makes the novel prediction that load should affect detection sensitivity for both simultaneous and sequential presentations. Participants fixated a stimulus stream, responding to targets defined by either a color (low load) or color and orientation conjunctions (high load). Additionally, detection sensitivity was measured for a peripheral critical stimulus (CS) presented occasionally. Increasing load at fixation reduced sensitivity to the peripheral CSs; this effect was similar regardless of whether CSs were presented simultaneously with central stimuli or during the (otherwise empty) interval between them. Controls ruled out explanations of the results in terms of strategic task prioritization. These findings support a cortical excitability account for perceptual load, challenging stimulus competition accounts.
tition accounts.

Using technology-enhanced peer tutoring to support knowledge sharing in Learning Networks

by Amy Hsiao

Reducing extraneous load of self-organized knowledge sharing by applying peer tutoring in Learning Networks

by Amy Hsiao

Cognitive load and knowledge sharing in Learning Networks

by Amy Hsiao

Optimizing knowledge sharing in learning networks through peer tutoring

by Amy Hsiao

Effect of using peer tutoring to support knowledge sharing in Learning Networks: A cognitive load perspective

by Amy Hsiao