Articles:Implications of Cognitive Load Theory for Multimedia Learning
From unthinkMedia
Cognitive Load Theory is an instructional theory based on the understanding of the limitations in working memory that encompass the our knowledge of human cognitive architecture.
Contents |
Knowledge Structure
understanding
Rote learning, which focuses on memorization through repetition, may assist recall however does not necessary increasing understanding of a concept. For understanding to occur, there must be an additional changes in long-term memory.
schema construction
Is a cognitive construct which organizes information for storage in long term memory. They allow multiple elements to be categorized as a single element.
"All skilled performance in complex domains requires the acquisition of countless numbers of schema held in long term memory" (pg. 21)
Once a schema has been stored in long-term memory and practiced over an extended period of time, long-term memory could be processed automatically without conscious control. This allows for more cognitive resources to be available for other elements.
Working Memory Limits
- Millar indicates that working memory could only hold Seven, plus or minus two elements of information.
- Working memory could only process, manipulate, combine about 2-4 elements at a time.
- Peterson and Peterson (1959) state that without rehearsal, element could only be held in working memory for approx. 10 seconds.
Knowledge Building Steps
- Do I have prior knowledge in long-term memory?
- Does someone around me have prior knowledge that could assist me? Schema held by someone else could also act as the central executive.
- Start random generation and testing.
Three Categories of Cognitive Load
"Extraneous, intrinsic, and germane cognitive load are additive. The aim of instruction should be to reduce extraneous cognitive load caused by inappropriate instruction." (pg. 27)
intrinsic
Intrinsic load is the "natural complexity" associated with instructional materials. The amount of cognitive load this creates is dependent on the level of element complexity.
Element complexity is decided by the amount of dependency that one piece of content has with another.
- Low Element Complexity: Learning spelling words, learning one word is not dependent on learning the others.
- High Element Complexity: Can not meaningfully learn one element without learning the other element in parallel.
extraneous
Extraneous load happens when instructional design ignores the limits of working memory for schema construction.
germane cognitive load
Germane cognitive load is "effective" and assists in schema construction. This load is cause by effortful learning.
related instructional principles
There are various principles that are based on Cognitive Load Theory. These principles include worked example effect, split-attention, modality effect, redundancy effect and the expertise reversal effect
Reference
Mayer, R.E. (Ed.) (2005). Cambridge Handbook of Multimedia Learning. New York: Cambridge. [Chapter 2]
