The Example-Problem-Based Learning Model: Applying Cognitive Load Theory

Abstract

Cognitive Load Theory (CLT) suggests that learning best takes place in a situation that is equivalent to individual cognitive design. Thus, this article proposes a learning model called Example-Problem-Based Learning (EPBL) which is a combination of two learning strategies: worked-examples and problem-solving. This teaching method guides students to go through several cognitive developments. At the early stages of knowledge acquisition, novice students benefit more from worked-examples, which is a model of problem-solving. After they have gained sufficient knowledge, worked-examples may no longer be appropriate because the positive effects of worked-examples will be lost. Therefore, learning through problem-solving should be applied since students have already equipped themselves with profound domain knowledge. Established in an experiment conducted, the EPBL teaching method enhances students' knowledge acquisitions, learning transfer, and mental effort during learning, as well as increasing their learning efficiency.

The Development of a Visual Output Approach for Programming via the Application of Cognitive Load Theory and Constructivism

“…The relationship between intrinsic, extraneous and germane cognitive load can be seen in the following three situations: (1) For situations where intrinsic cognitive load is low (easy learning content), and sufficient memory resources, students will be able to perform the learning process despite the high extraneous cognitive load (poor presentation of teaching material); (2) In situations where high intrinsic cognitive load (difficult teaching content) and high extraneous cognitive load, the cognitive load overcome mental resources and learning processes may fail; (3) Situations in which the external cognitive load in (2) is reduced, and the germane cognitive load is enhanced to facilitate the learning process [34].…”

Human-robot collaboration on an assembly work with extended cognition approach

“…In other studies, cognitive load was classified into three categories: intrinsic cognitive load, extraneous cognitive load and germane cognitive load (Martin, 2015;de Jong, 2010;Paas et al, 2010;Jalani and Sern, 2015;Sweller, 2011). In a study by Jalani and Sern (2015), these three types of cognitive loads generate the total cognitive load. As observed in Table 1, intrinsic load emerges from a background of knowledge and expertise, and extraneous and germane loads emerge from methods and teaching design.…”

“…CLT states that learning and problem solving in complex cognitive domains, such as computer programming, mathematics, physics and science, are typically constrained by the limited capacity of human memory and/or limited information processing capacity (Paas et al, 1994;Jalani and Sern, 2015). Thus, cognitive load is generally considered a multidimensional construct that represents the load that performing a particular task imposes on the cognitive system of a learner (Paas et al, 1994.…”

The effects of mind-mapping technique in engineering mathematics

“…It is widely accepted that cognitive load is considered as one of the factors influencing the achievement of the students [11,12]. This is tallying with Clark et al (2006) as he mentions that human's cognitive system has limits.…”