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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.
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.
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 .
Sweller et al. conducted several classroom-based studies with students studying algebra problems. [41] These studies have shown that active problem solving early in the learning process is a less effective instructional strategy than studying worked examples (Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active problem solving ...
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).
The test format doesn't seem to impact the results as it is the process of retrieval that aids the learning [79] but transfer-appropriate processing suggests that if the encoding of information is through a format similar to the retrieval format then the test results are likely to be higher, with a mismatch causing lower results. [80]
When virtual and physical environments were designed so that the same learning theories were employed by the students, (Physical Engagement, Cognitive Load, Embodied Encoding, Embodied Schemas, and Conceptual Salience), differences in post-test performance did not lie between physical vs. virtual, but instead in how the environment was designed ...
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