Guidance-Fading Effect

Renkl, Alexander

doi:10.1007/978-1-4419-1428-6_335

Cited by 4 publications

(3 citation statements)

References 7 publications

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“…This general principle is important for educational programs of longer duration, in which learners gradually acquire more expertise in a task domain. It indicates that methods for novice learners need to be different from methods for more advanced learners (Renkl, 2012; van Merriënboer & Kirschner, 2018).…”

Section: Exemplary Methods To Manage Cognitive Loadmentioning

confidence: 99%

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

Paas

Merriënboer

2020

Curr Dir Psychol Sci

157

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Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.

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Section: Exemplary Methods To Manage Cognitive Loadmentioning

confidence: 99%

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

Paas

Merriënboer

2020

Curr Dir Psychol Sci

157

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“…A forerunner of the guidance-fading effect is the completion strategy, where the educational program starts with providing worked examples, followed by completion problems for which the learners must complete increasingly larger parts of the solution and ending with conventional problems (van Merriënboer and Krammer 1990). Renkl (2012), Renkl and Atkinson 2003) and van Merriënboer and Kirschner (2018a) discuss other examples of the guidancefading effect.…”

Section: Guidance-fading Effectmentioning

confidence: 99%

Cognitive Architecture and Instructional Design: 20 Years Later

2019

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Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with most instructional design recommendations proceeding as though working memory and long-term memory did not exist. In contrast, cognitive load theory emphasised that all novel information first is processed by a capacity and duration limited working memory and then stored in an unlimited long-term memory for later use. Once information is stored in long-term memory, the capacity and duration limits of working memory disappear transforming our ability to function. By the late 1990s, sufficient data had been collected using the theory to warrant an extended analysis resulting in the publication of Sweller et al. (Educational Psychology Review, 10, 251-296, 1998). Extensive further theoretical and empirical work have been carried out since that time and this paper is an attempt to summarise the last 20 years of cognitive load theory and to sketch directions for future research.

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“…For example, a task on page four read: “The crucial point is that the magnetic poles and geographic poles … [fill in the gap].” For the aid+signal condition, the task read: “The crucial point is that the magnetic poles (see + and −) and geographic poles (see N and S) … [fill in the gap].” We followed the guidance‐fading principle (e.g. Renkl, 2012); hence the blanks were enlarged from the series of tasks we presented. Participants were forced to fill in the blanks before they could go to the next page.…”

Section: Methodsmentioning

confidence: 99%

Adjunct aids and signals support online learning from multiple representations

Kollmer

Hosp

Glogger‐Frey

et al. 2020

Computer Assisted Learning

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To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the form of adjunct aids (i.e. fill-in-the blank tasks) with references to the graphics (e.g. "see Figure X") on retention and understanding. In our study, 106 learners (N) received multimedia instructional materials about the formation of auroras either with or without adjunct aidsthe former with references to graphics (signals), or with none. In line with our hypotheses, adjunct aids with signals led to deeper understanding, as reflected by higher scores in the comprehension test. In contrast, adjunct aids with signals did not lead to higher scores in the retention test. Thus, our results are in line with previous research, showing that instructional support for integrating text and graphics specifically fosters deeper understanding. Possible boundary conditions and implications for future research are discussed.

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Guidance-Fading Effect

Cited by 4 publications

References 7 publications

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

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

Cognitive Architecture and Instructional Design: 20 Years Later

Adjunct aids and signals support online learning from multiple representations

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