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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).
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 ...
Direct instruction (DI) is the explicit teaching of a skill set using lectures or demonstrations of the material to students. A particular subset, denoted by capitalization as Direct Instruction, refers to the approach developed by Siegfried Engelmann and Wesley C. Becker that was first implemented in the 1960s.
The expertise reversal effect refers to the reversal of the effectiveness of instructional techniques on learners with differing levels of prior knowledge. [1] [2] The primary recommendation that stems from the expertise reversal effect is that instructional design methods need to be adjusted as learners acquire more knowledge in a specific domain.