Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks

Paas, Fred; Merriënboer, Jeroen J. G. van

doi:10.1177/0963721420922183

Cited by 157 publications

(133 citation statements)

References 35 publications

(40 reference statements)

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“…The processing of new information is highly limited because new information has to be processed according to the narrow-limits-of-change principle prior to being deposited in LTM and then processed in WM. WM is severely restricted in both capability and length, unlike LTM (Paas & Van Merrienboer, 2020). Cognitive load theory was introduced by Sweller (1988), which distinguishes between three types of cognitive load, namely intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL).…”

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

“…The main objective of the CLT is to improve the learning of complex cognitive tasks by translating contemporary scientific expertise into instructional design guidance on how cognitive frameworks and processes are structured (i.e., cognitive architecture) (Paas & Van Merrienboer, 2020). In order to construct schemas in long-term memory, novel data must be processed in working memory.…”

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

“…Task-related aspects (e.g., instructional design), the learner aspects (e.g., intrusive ideas about failure), and the learning environment aspects may trigger ECL (e.g., distracting information in a classroom) (Paas & Van Merrienboer, 2020). Since working memory has limitations, instructional designs must be set up to reduce all types of cognitive load (Ong & Tasir, 2015).…”

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

“…Learning activities should be structured in such a way that the WM ability available is effectively exploited to achieve the maximum return on investment in mental effort. This implies that ECL should be reduced in order to release WM power, which may allow the operating resources allocated to intrinsic cognitive load to be increased (also called germane processing) (Paas & Van Merrienboer, 2020).…”

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

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Students’ extraneous cognitive load in cell biology lectures

Juanengsih

Rahmat

Wulan

et al. 2021

CJES

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This study aims to analyse students’ extraneous cognitive load (ECL) in cell biology lectures. Participants in the study were 31 students of the Biology Education Department who attended the Cell Biology course from a university in Jakarta, Indonesia. The Cell Biology lectures include fours topics. The data of ECL were measured using questionnaires with a semantically differential scale, containing statements about students’ mental efforts in understanding the information received in the lectures. The data obtained were then tabulated, categorised according to the mental effort rubric, and made into percentage for each step of the VARK (Visual, Aural, Read/write, Kinaesthetic) approach. The results of the data analysis show that students' mental effort (ECL) in understanding each concept in Cell Biology lectures through the VARK approach is generally in the lower category. This is indicated by the very high percentage in the low category for visual, aural, read/write, and kinaesthetic steps. Keywords: Extraneous cognitive load, cell biology, VARK;

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Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

Section: Theoretical Basis and Conceptual Frameworkmentioning

confidence: 99%

See 2 more Smart Citations

Students’ extraneous cognitive load in cell biology lectures

Juanengsih

Rahmat

Wulan

et al. 2021

CJES

View full text Add to dashboard Cite

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“…A basic recommendation of cognitive load theory to multimedia designers is that they should produce educational materials that do not overload the limited capacity of working memory (see Cowan, 2001 ; see also Oberauer et al, 2018 ). This is particularly needed when the learning materials are complex (high element interactivity), so there is a risk of overloading working memory (e.g., Ashman et al, 2020 ; Chen et al, 2017 ; see Paas & van Merriënboer, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

et al. 2021

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Researchers of cognitive load theory and the cognitive theory of multimedia learning have identified several strategies to optimize instructional materials. In this review article we focus on five of these strategies or solutions to problematic instructional designs in multimedia learning: (a) the multimedia principle (use visualizations and drawings to complement texts); (b) the split-attention effect or spatial contiguity principle (show texts contiguously or integrated with visualizations); (c) the redundancy effect, alike the coherence principle (remove nonessential learning information); (d) the signaling principle (cue or signal essential learning information); and (e) the transient information effect or segmenting principle (segment or control the pace of animations and videos). Usually, both cognitive theories have investigated solutions that instructors, teachers, and designers should pursue to optimize students’ learning. Here, in a novel approach, we show that these strategies can also be used by learners who want to self-manage their cognitive load and learning process. We provide several examples of both instructor- and learner-managed solutions aligned with these strategies. When assessing which agent, either the instructor or the learner, was most effective, we observed mixed results in the literature. However, the expertise reversal effect may help predict the direction of these effects: novice students may learn better under instructor-managed conditions, whereas more expert students may learn more under learner-managed conditions.

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Finger pointing to self‐manage cognitive load in learning from split‐attention examples

Zhang

Koning

Paas

2022

Applied Cognitive Psychology

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We investigated whether finger pointing can be used as a cognitive load selfmanagement strategy when learning from split-attention examples. We expected that pointing would reduce cognitive load and enhance learning performance. In a guided selfmanagement phase, 122 university students studied a split-attention example under three pointing conditions (i.e., no pointing, one-handed pointing, two-handed pointing) or an integrated example without pointing. In the subsequent unguided self-management phase, all students studied a new split-attention example without pointing instructions. Results on retention and comprehension tests and self-ratings of cognitive load after studying each split-attention example revealed no differences between conditions. An exploratory analysis of pointing movements in the unguided self-management phase revealed that participants who frequently pointed outperformed those who barely pointed on the comprehension test in this phase. Our findings provide some suggestive evidence for the effectiveness of pointing as a self-management strategy in the learning from split-attention examples.

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Cognitive-Load Theory: Methods to Manage Working Memory Load in the Learning of Complex Tasks

Cited by 157 publications

References 35 publications

Students’ extraneous cognitive load in cell biology lectures

Students’ extraneous cognitive load in cell biology lectures

Five Strategies for Optimizing Instructional Materials: Instructor- and Learner-Managed Cognitive Load

Finger pointing to self‐manage cognitive load in learning from split‐attention examples

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