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Workload can also refer to the total energy output of a system, particularly of a person or animal performing a strenuous task over time. One particular application of this is weight lifting/weights training, where both anecdotal evidence and scientific research have shown that it is the total "workload" that is important to muscle growth, as opposed to just the load, just the volume, or "time ...
According to work conducted in the field of instructional design and pedagogy, broadly, there are three types of cognitive load: intrinsic cognitive load is the effort associated with a specific topic; extraneous cognitive load refers to the way information or tasks are presented to a learner; and germane cognitive load refers to the work put ...
The relevant topics include mental workload, decision-making, skilled performance, human-computer interaction, human reliability, work stress and training as these may relate to human-system design." [ 2 ] Cognitive ergonomics studies cognition in work and operational settings, in order to optimize human well-being and system performance.
Qualitative workload: Having work that is too difficult. Underload: Having work that fails to use a worker's skills and abilities. [59] Workload as a work demand is a major component of the demand-control model of stress. [11] This model suggests that jobs with high demands can be stressful, especially when the individual has low control over ...
Full-time equivalent (FTE), or whole time equivalent (WTE), is a unit of measurement that indicates the workload of an employed person (or student) in a way that makes workloads or class loads comparable across various contexts. [1]
A trivial example involves serving static data. It would take very little effort to have many processing units produce the same set of bits. Indeed, the famous Hello World problem could easily be parallelized with few programming considerations or computational costs. Some examples of embarrassingly parallel problems include: Monte Carlo ...
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The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.