Cognitive load theory: researching and planning teaching to maximise learning

Leppink, Jimmie; Gog, Tamara van; Paas, Fred; Sweller, John

doi:10.1002/9781118838983.ch18

Cited by 54 publications

(58 citation statements)

References 76 publications

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“…Conversely, extraneous cognitive load pertains to the use of working memory resources on information unrelated to the goals of instructions, such as information related to an unfamiliar, malfunctioning or unsuitable learning environment, and emotions felt during a simulation that distract from the task at hand . To optimise the learning process, extraneous cognitive load must be minimised to allow learners to focus their working memory resources on dealing with intrinsic cognitive load …”

Section: Introductionmentioning

confidence: 99%

“…6,7 To optimise the learning process, extraneous cognitive load must be minimised to allow learners to focus their working memory resources on dealing with intrinsic cognitive load. 10 When studying the relationship between cognitive load measures and students' perceptions of cognitive load in simulation-based training, Naismith et al 6 demonstrated that task complexity is accurately detected through self-reported intrinsic cognitive load measures. The authors also revealed that a lack of prior experience and the need to integrate multiple skills in one scenario contribute to increasing the perception of task complexity.…”

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confidence: 99%

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Simulation‐based education for novices: complex learning tasks promote reflective practice

et al. 2018

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Context Simulated clinical immersion (SCI), in which clinical situations are simulated in a realistic environment, safely and gradually exposes novices to complex problems. Given their limited experience, undergraduate students can potentially be quite overwhelmed by SCI learning tasks, which may result in misleading learning outcomes. Although task complexity should be adapted to the learner's level of expertise, many factors, both intrinsic and extraneous to the learning task, can influence perceived task complexity and its impact on cognitive processes. Objectives The purpose of this mixed‐methods study was to understand the effects of task complexity on undergraduate pharmacy students’ cognitive load, task performance and perception of learning in SCI. Methods A total of 167 second‐year pharmacy students were randomly assigned to undertake one simple and one complex learning task in SCI consecutively. Participants’ cognitive load was measured after each task and debriefing. Task performance and time on task were also assessed. As part of a sequential explanatory design, semi‐structured interviews were conducted with students showing maximal variations in intrinsic cognitive load to elucidate their perceptions of learning when dealing with complexity. Results Although the complex task generated significantly higher cognitive load and time on task than the simple task, performance was high for both tasks. Qualitative results revealed that a lack of clinical experience, an unfamiliar resource in the environment and the constraints inherent to SCI, such as time limitations, hindered the clinical reasoning process and led to poorer self‐evaluation of performance. Simple tasks helped students gain more self‐confidence, whereas complex tasks further encouraged reflective practice during debriefings. Conclusions Although complex tasks in SCI were more cognitively demanding and took longer to execute, students indicated that they learned more from them than they did from simple tasks. Complex tasks constitute an additional challenge in terms of clinical reasoning and thus provide a more valuable learning experience from the student's perspective.

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Simulation‐based education for novices: complex learning tasks promote reflective practice

et al. 2018

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“…We view these differences as productive and one of the gains from working in a sub‐discipline that draws together people from many different professional groups. However, someone working from a different personal epistemology may have focused more on, for example, the role of individual cognitive processes in learning in the workplace, including learner‐related factors such as motivation, accurate metacognitive monitoring of learning, task complexity and cognitive load . This would be perfectly valid and would add to the body of knowledge and understanding of workplace learning in a different way from the theories we suggest.…”

Section: Resultsmentioning

confidence: 85%

Education and service: how theories can help in understanding tensions

Cleland

Durning

2018

Medical Education

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Objectives This paper reviews why tensions between service and education persist and highlights that this is an area of medical education research (MER) that, to date, lacks a robust body of theory‐driven research. After carrying out a review of the literature on service–education tensions in medical education and training, we turn to consider how theory can help provide new insights into service–education tensions. Methods We conducted a search of the literature on service–education tensions since 1998 to examine the use of theory in studies on this topic. Results We identified 44 out of 603 relevant papers. Their focus fell into four broad categories: time residents spent on ‘service’ and ‘education’; perceptions of the balance between service and education; considerations of how best to define service and education, and the impact of structural and systems changes on education/training. Of the papers reporting primary research, the dominant methodology was the bespoke survey. Rarely were the precise natures of tensions or how different factors interact to cause tensions examined in detail. Discussion Through discussion and reflection, we then agreed on the applicability of four sociocultural theories for illuminating some examples of service–education tensions. We present four sociocultural theories: Holland's figured worlds, Kemmis et al.'s practice architectures, Lave and Wenger's situated learning and Engeström's cultural‐historical activity theory (CHAT or AT). We describe each and then briefly illustrate how each theory can support new ways of thinking and potential directions for research focusing on education–service tensions. Conclusions The use of theory in research studies will not resolve service–education tensions. However, what theory can do is illuminate and magnify different aspects of service–education tensions, to generate new insight and knowledge that can then be used to inform future research and changes in practice.

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“…(2) In past and recent research on learning and knowledge construction, motivational differences have been discussed as an interesting latent construct for different learning scenarios, including both face-to-face classroom learning and computer-supported collaborative learning (Leppink, 2010;Leppink, Gog, Paas, & Sweller, 2015). Learner actions that are motivated intrinsically can be a key to effective learning (Deci & Ryan, 1985;Nakamura & Csikszentmihalyi, 2014).…”

Section: Individual Influences In the Learning Processmentioning

confidence: 99%

Comparing effects of two collaboration scripts on learning activities for wiki-based environments

Heimbuch

Ollesch

Bodemer

2018

Intern. J. Comput.-Support. Collab. Learn

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Knowledge construction assignments with wikis can be found in various educational settings. However, wiki environments are not inevitably suited to help learning and thus more guidance could be useful. In this study, we investigated the effects of two collaboration scripts with different aims during a two-week period of knowledge construction with wikis as a supplement to lectures about descriptive statistics.

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Cognitive load theory: researching and planning teaching to maximise learning

Cited by 54 publications

References 76 publications

Simulation‐based education for novices: complex learning tasks promote reflective practice

Simulation‐based education for novices: complex learning tasks promote reflective practice

Education and service: how theories can help in understanding tensions

Comparing effects of two collaboration scripts on learning activities for wiki-based environments

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