Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Khalil, Mohammed K.; Paas, Fred; Johnson, Tristan E.; Payer, Andrew F.

doi:10.1002/ar.b.20078

Cited by 59 publications

(51 citation statements)

References 41 publications

(31 reference statements)

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“…VR instructional intervention might have helped to reduce extraneous cognitive load and at the same time increase germane cognitive load. The ability to control the learning activities while interacting with the dynamic visualizations allows learners to adapt the instructional material to their cognitive system to decrease extraneous load; and engages learners in active processing of instructional material to increase germane cognitive load (Bodemer, Ploetzner, Feuerlein, & Spada, 2004;Khalil et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

“…Extraneous cognitive load is the load that does not directly contribute to learning (i.e., schema construction), which is evoked by the instructional method and it can be altered by instructional interventions (van Merriënboer & Sweller, 2005). Germane cognitive load is the load that is necessary for learning and it results from the way information is presented and the circumstances in which it is presented (Khalil, Paas, Johnson, & Payer, 2005). These three cognitive loads are additive and the sum should not exceed the memory resources available.…”

Section: Cognitive Load Theorymentioning

confidence: 99%

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Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

326

130

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This study aims to verify the learning effectiveness of a desktop virtual reality (VR)-based learning environment, and to investigate the effects of desktop VR-based learning environment on learners with different spatial abilities. The learning outcome was measured cognitively through academic performance. A quasi pretest-posttest experimental design was employed for this study. A total of 431 high school students from four randomly selected schools participated in this study where they were randomly assigned to either experimental or control groups based on intact classes. Findings indicate a significant difference in the performance achievement between the two groups with students performed better using desktop virtual reality. A possible explanation is that the desktop virtual reality instructional intervention has helped to reduce extraneous cognitive load and engages learners in active processing of instructional material to increase germane cognitive load. A significant interaction effect was found between the learning mode and spatial ability with regard to the performance achievement. Further analysis shows a significant difference in the performance of low spatial ability learners in the experimental and control groups, but no statistically significant difference in the performance for high spatial learners in both groups. The results signify that low spatial ability learners' performance, compared with high spatial ability learners, appeared to be more positively affected by the desktop VRbased learning environment which is supported by the ability-as-compensator hypothesis, and can be explained by the cognitive load theory.

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Section: Discussionmentioning

confidence: 99%

Section: Cognitive Load Theorymentioning

confidence: 99%

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Lee

Wong

2014

Computers & Education

326

130

View full text Add to dashboard Cite

show abstract

“…The basic principle of cognitive load is that learning is hindered when cognitive overload occurs, in other words when working memory capacity is exceeded (see e.g., Khalil et al 2005). However, the measures that are discussed here cannot be used to measure overload; the critical level indicating overload is unknown.…”

Section: Overall Problems With Cognitive Load Measuresmentioning

confidence: 99%

Cognitive load theory, educational research, and instructional design: some food for thought

2009

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Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load.

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“…In Khalil et al (2005), we present the implications of the cognitive load theory on anatomy education.…”

Section: Principles Of Multimedia Learningmentioning

confidence: 99%

“…We recognize that this information might be new to most anatomist and anatomy teachers. In a follow-up article (Khalil et al, 2005), we present the implications of designing instructional materials based on cognitive load theory (CLT) and the needed research to advance the effectiveness and efficiency of dynamic visualizations.…”

Section: Introductionmentioning

confidence: 99%

Interactive and dynamic visualizations in teaching and learning of anatomy: A cognitive load perspective

Khalil¹,

Paas²,

Johnson³

et al. 2005

The Anatomical Record Part B

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With the increasing use of computers in the classroom and the advancement of information technology, a requirement to investigate and evaluate different strategies for the presentation of verbal information in interactive and dynamic visualizations has risen to a high level of importance. There is a need for research efforts that apply cognitive load theory (CLT), cognitive learning strategies, and established principles of multimedia design to conduct empirical research that will add to our knowledge of designing and developing dynamic visualizations for teaching and learning anatomy. The impact of improved teaching and learning of anatomical sciences and the development of a set of guiding principles to facilitate the design and development of effective dynamic visualizations represent a significant achievement for medical education with wide application. This theoretical paper presents the foundations of CLT, cognitive learning strategies, and principles of multimedia design to guide the needed research on dynamic visualizations. Anat Rec (Part B: New Anat) 286B:8 -14, 2005.

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Design of interactive and dynamic anatomical visualizations: The implication of cognitive load theory

Cited by 59 publications

References 41 publications

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Learning with desktop virtual reality: Low spatial ability learners are more positively affected

Cognitive load theory, educational research, and instructional design: some food for thought

Interactive and dynamic visualizations in teaching and learning of anatomy: A cognitive load perspective

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