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John Sweller (born 1946) is an Australian educational psychologist who is best known for formulating an influential theory of cognitive load. [1] He is currently (i.e., 2020) Professor Emeritus at the University of New South Wales .
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.
These studies were conducted largely based on individual problem solving of well-defined problems. Sweller (1988) proposed cognitive load theory to explain how novices react to problem solving during the early stages of learning. [41] Sweller, et al. suggests a worked example early, and then a gradual introduction of problems to be solved.
Cognitive load theory was developed in the late 1980s out of a study of problem solving by John Sweller. [2] Sweller argued that instructional design can be used to reduce cognitive load in learners. Much later, other researchers developed a way to measure perceived mental effort which is indicative of cognitive load.
Chandler and Sweller found through empirical study that the integration of text and diagrams reduces cognitive load and facilitates learning. [5] They found that the split-attention effect is evident when learners are required to split their attention between different sources of information (e.g., text and diagrams).
"Cognitive load theory suggests that the free exploration of a highly complex environment may generate a heavy working memory load that is detrimental to learning". [ attribution needed ] [ 17 ] Beginning learners do not have the necessary skills to integrate the new information with information they have learned in the past.
That is, although they are engaged in activity, they may not be learning (Sweller, 1988). Mayer recommends using guided discovery, a mix of direct instruction and hands-on activity, rather than pure discovery: "In many ways, guided discovery appears to offer the best method for promoting constructivist learning." [10]
Problem solving is the process of achieving a goal by overcoming obstacles, a frequent part of most activities. Problems in need of solutions range from simple personal tasks (e.g. how to turn on an appliance) to complex issues in business and technical fields.