Technology (Cognitive Load)

Question 1

Cognitive load theory refers to…

Answer 1

The level of demands placed upon working memory (WM) in a given learning environment – common to research in educational technology. The goal of instructional design is to not exceed WM limits and to maximize germane load.

Question 2

What is intrinsic load?

Answer 2

Load resulting from the intrinsic properties of the to-be-learned information

Question 3

What is extrinsic load?

Answer 3

Load resulting from how the to-be-learned information is presented.

Question 4

What is germane load?

Answer 4

Load that is relevant to the learning and creation of schemas.

Question 5

What are three recommendations from Mayer & colleagues for instructional design to optimize cognitive load?

Answer 5

1. Contiguity – presenting related information (e.g. verbal and visual information) simultaneously rather than successively
2. Coherence – clarity in the presentation of information; avoiding the processing of extra words, sounds, and pictures
3. Modality – Take advantage of WM’s ability to process information through visual and verbal modes and avoid redundancy

Question 6

What is the expertise reversal effect?

Answer 6

• Employing cognitive load reduction techniques is not always appropriate
• Learner expertise plays a role in the effectiveness of cognitive load reduction
• Generally, as factors are added to multimedia presentations to reduce cognitive load by adding instructional guidance, students with high levels of expertise on the topic can find this redundant
• Thus, these students are suffering from the redundancy effect and experiencing unnecessary extraneous load

Question 7

What were the findings of Kalyuga, Chandler, & Sweller (1998)?

Answer 7

• Evidence for the expertise reversal effect
• Used diagram-only instruction or diagram + integrated text instruction
• High expertise learners benefited more from the diagram-only vs. the diagram + text, while low expertise learners benefited more from the diagram + text
• This is because the redundancy of material placed extraneous cognitive load on the experts, but helped the novices further understand the material