Cognitive Load Theory.
Download as DOCX, PDF0 likes78 views
This document discusses cognitive load theory and cognitive load management. It explains that cognitive load has three types - intrinsic, extraneous, and germane load. The summary aims to minimize extraneous load, manage intrinsic load, and maximize germane load. Extraneous load can be reduced through logical presentation of information. Intrinsic load can be managed through scaffolding and segmenting information. Germane load can be increased through self-explanation, variability, imagination, and explanation effects. The document provides examples of techniques for each load type and concludes that managing cognitive load is important for effective teaching and learning.
Cognitive Load Theory.
- 1. Student Number: 219090904 Name & Surname: Wandile Michael Nkambule Module: Education Studies
- 2. Cognitive load theory refers to the amount of information that can be processed by the brain (Van Merrienboer and Sweller 2005). Proponents of cognitive learning theory state that the goal of learning is to change long term memory by facilitating schema construction and automation (Kirschner et al, 2006). This essay will discuss cognitive load management, how we can minimize extraneous load, how we can manage intrinsic load, how we can maximize germane load and create a model of cognitive load management. Description of Cognitive load management: Cognitive load management refers to the “ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques”. Cognitive load management has three types of loads. The intrinsic cognitive load must be managed, the extraneous cognitive load must be minimized, and the germane load must be maximized to have total cognitive load. Research in the field of forensic psychology revealed that eye closure minimizes working memory load, and it improves performance on eyewitness-memory tasks by freeing working memory resources that would have been involved in monitoring the environment (Vredeveldt, H and Baddeley, 2011). Research suggests that gestures can support working memory processing by temporarily off-loading working memory resources (cook et al). In addition, gestures like tracing can support working memory processing through the physical embodiment of a process, concept, or object (Sepp et al, 2019). According to a study conducted by Ramirez and Beilock (2011), it revealed that short expressive writing assignment that occurred immediately before writing a test it improved test performance by freeing working memory resources associated with worries about failure. According to Um, et al (2012), he states that when you use positive emotional design principles to a multimedia learning environment (using bright, warm colour combinations) it increased motivation. According to Schotz and Kirschner (2007), they state that techniques to simply reduce cognitive load can be counterproductive. They argue that learning task must be adapted to the learners’ zone of proximal development which depends on the learners’ level of expertise, and that intrinsic and germane cognitive load must be promoted while extraneous cognitive load is reduced. According to Mayer (2009), he states that effective “instructional design depends on techniques for reducing extraneous processing, managing essential processing, and fostering generative processing” (p.57). According to De Jong (2010), he states that the three main recommendations that cognitive load theory has contributed to instructional design are: “present materials that aligns with the prior knowledge of the learner, avoid non-essential and
- 3. confusing information, and stimulate processes that lead to conceptually rich and deep knowledge” (p.111). Teachers must not create unnecessary activities in connection with a lesson that need concentration that can overload the working memory and prevent learners from getting important information. Instructional designers must not fill the limited capacity with flashy bells and whistles (Sorden, 2005). An example of multimedia instructional design is that the layout must be visually appealing and intuitive, but the activities must remain focused on the concepts to be learned. Cognitive load theory research has revealed that it is possible to overcome individual working memory limitations through collaboration (Kirshner et al, 2011). How we can minimize extraneous load: Extraneous cognitive load refers to information that is irrelevant to learning and it places unnecessary burden on the learners working memory (Paas et al, 2003). it is caused by poorly designed teaching. To minimize the amount of working memory that is needed for understanding in learning, the presentation of the lesson must be organised in a logical flow. In the introduction phase of the lesson learners can be given a preview of the organizational structure of the content. Multiple components of a single idea, or multiple ideas must be presented on one slide. Each stage must be completely explained before showing the next element of slide. Use language that is not bombastic but easy for students to comprehend. Teachers can use visual representations other than using text when making slides. Content that is not important it must not be taught. A single integrated and self-explanatory source of information must be used because students do not have to assimilate information to make sense. The extraneous load must not be increased by presenting audio graphics, and on-screen text at the same time. According to the modality principle “present words as speech rather than on- screen text” (Clark and Mayer, 2011). When combining on-screen text with audio it overwhelms the visual processing capabilities of learners. Screen text must be used when it is critical to the learning outcome. For example, when students learn mathematical formula. Redundant information it must not be presented (redundancy effect, Chandler and Sweller, 1991). Multiple modalities must not be used to teach mutually referring textual and pictorial information (modality effect, Mousavi et al, 1995). Worked examples must be presented in integrated formats prior to practicing problem-solving (worked example effect, Sweller, 1999). Teachers can give pre-training material that is needed to understand the context of the key learning element. This will help in creating prior knowledge. Declarative and procedural information can be delivered separately. When presenting complex information, we can use
- 4. one dote, and info graphic presentation. To overcome split attention effect in working memory we can use auditory and visual channels (Mayer and Moreno, 1998). How we can manage intrinsic load: Intrinsic cognitive load refers to the number of cognitive resources that a person would need to transfer new information to the long-term memory. The complexity of information being taught, includes the nature of the learning material and the expertise level of the learner which define the level of intrinsic load placed on the learner (Paas et al, 2003). It was thought that intrinsic cognitive load was resistant to external manipulation; recent work has shown that it can be reduced by scaffolding information (Kaiyuga et al, 2003). There are two vital ways to enhance meaningful learning is to create activities that minimise cognitive load, and to increase learners’ interest, which encourage learners to use the freed capacity for deep processing during learning (Mayer et al, 2004). Cognitive load theory suggests that for teaching to be effective, care must be taken to create instruction in a way as to not overload the brains capacity for processing information. Students must first know the important principles of a task before they move to its complex processes. Students must not be overwhelmed by presenting a range of interactivities woven activities within a single task. Cognitive load theory stipulates that managing intrinsic load it depends on two aspects (Sweller, Ayres, and Kalyuga, 2011). The first aspect is called pretraining, which targets learners’ personal strengths, the basic schemata is presented before combining multiple lower-level interactive elements into a single higher level interactive processing. The second aspect is called segmenting which targets the task itself (Mayor and Moreno, 2010). Students can be first given a chance to process subtasks and the interactivity of the tasks can be gradually increased. Intrinsic load can also be managed by expanding the knowledge of the learner or changing the nature of learning tasks. Learners can create basic schemata required to complete new tasks and combine multiple lower-level interactive elements into a single higher-level interactive element for processing. Learners can complete smaller tasks with lower element interactivity (Kester et al, 2010). According to Mayor and Moreno (2003) they state that teaching about parts of a system before you teach how the system works it enhances learning. According to research that was conducted by Pollock et al. on mathematics learning tasks it revealed that when low ability learners study content that has high element interactivity, when teaching smaller aspects of the content and gradually including the rest of the content it promotes better learning transfer.
- 5. When we create a learning environment that focuses on subtasks it helps to reduce the degree of interactivity among elements, by increasing the number of elements that learners must consider at any time. For example, releasing them from the difficulty of considering all elements in tasks simultaneously. Other theories prefer the use of visual media in e-learning environment. For example, using illustrations, graphs, images, animations, and videos (Kizilec et al, 2015). Visual media assist learners to reason and make inferences, further reducing cognitive load (Goldstone et al). According to Day et al, (2006) he found that when a professor added a video to e-learning lecture, higher retention and transfer rates were produced by students other than not using the video. We can use narration to deliver the content other than using text because it can help learners to transfer information from working memory to long term memory (Mayer et al, 2006). Animated text is considered to enhance learning because it enables learners to choose information, build representation models and make sense of the learning content (Luzon and Luton, 2015). How we can maximize germane load: The germane cognitive load comes from the deep processing of new information by organizing, integrating, and connecting it with existing knowledge (Clark, 2014). The germane load can be maximised by engaging students in self-explanation activity (Clark et al, 2006). According to Alen and Koedinger (2002) they suggest that prompting to self-explain during problem solving rather than during example study it fosters learning. Meta-analysis reveal that technology can enhance learning (Means et al, 2010). There are three ways to maximise the germane load or to facilitate effective mental processes (Sweller et al, 2011). Firstly, through variability. The variability effect happens when example- based teaching which include high variables examples result in enhanced transfer performance compared to less variable, more simple examples. Second, is imagination effect. After studying a worked example, learners were told to look away and try to imagine the steps that are involved in the procedure. By telling students to imagine a previously studied worked-out solution path it produced better learning outcomes compared to studying the same worked example. Third, is the explanation effect. It is a mental dialogue that learners have when studying a worked example that helps them understand the example and build a schema from it (Clark, R. et al, 2006). Self-explanation needs learners to make the interaction that relate to various elements of worked example both to each other and to previous knowledge (Sweller et al, 2011). When planning the design and delivery of the content teachers must consider both the structure of information that is presented and the cognitive architecture that is required to process the information. Illustrations must be given in both written and verbal form. In online learning,
- 6. teachers can record a short video that explains an assignment and the passing criteria will serve to make sure that learners put less cognitive resources in administrative tasks and more on constructing schema. Research reveals that giving the same content many times using different forms of media it assists learners to gain a better understanding of the content (Baggett et al, 1984). Others claim that deeper cognitive processing linked to still images it is beneficial in retaining information (Schnotz and Rasch, 2005). In addition, videos for professors speaking accompanied by text have been promoted for better understanding of the content (Day et al, 2015). Teaching environment that promotes self-regulation have been found to lead to higher levels of academic achievement (Komarraju et al, 2013). It shows that using self-regulated learning methods which include planning within multimedia online learning it leads to greater learning (Moos et al, 2013). According to Puzziferro (2008) he states that students that reported the use of higher levels of self-regulated effort to manage academic tasks within a university e-learning course they scored higher marks compared to learners that reported lower levels of self- regulated learning with the same course. A model of cognitive load management: In the above model when teaching Human Reproduction in Life Sciences in the third block of the model the extraneous load it must be minimised by not using bombastic words and by not using examples that are not related to the topic. In addition, learners will not be told about my Extraneous load minimize destructions Intrinsic Load bombastisc words and animated text. Explanation and Research project. Story and diverse tasks. Germane Load interactive smartboard and quiz on Kahoot. group work and collaboration. self explanation and video. Retrieve old information from Connected to Working Memory Long term memory.
- 7. personal life like when I completed my degree. In my power point presentation destructions will be minimized by not presenting videos and pictures at the same time which can split learners’ attention and my slides will be arranged in a logical way. Also, Multiple components of an idea will be in one slide each aspect will be explained fully before proceeding to the next slide. Visual aids like pictures which are relevant to the content will be used in my presentation of the lesson. Audio graphics on-screen text will not be used at the same time. Learners will be given worked examples in integrated formats before they do problem-solving. A past exam paper will be given to the learners as a pre-training material. In the model from the extraneous load when reducing many destructions which is content that is not related to the lesson there will be a lot of space in the working memory for students to retrieve new information. In the second block of the model the intrinsic load must be managed. Through explaining what is required when learners are given a task or assessment. Too many assignments or difficult work will not be given to students. Learners will have a variety of tasks to accommodate different learning styles. Learners will be given a research project so that it expands their knowledge. When delivering the content, a story will be told to learners that is relevant to the content. When designing notes animated text will be used. In the first block of the model the germane load it must be maximised. Through engaging the learners in self explanation activity. At the beginning of the lesson learners will watch a short video that is related to the content. An interactive smartboard will be used to present the lesson and learners will be given a quiz on Kahoot. The explanation effect will be used by asking the learners questions while teaching to check if they are following. When students do not understand the content that was taught the lesson will be repeated or ask any learners that understand better to explain the content. At the end of the lesson leaners will summarise what they learned also exit slip will be used. Students will do group work and collaborate. Learners will be given classwork and homework. From my model in the germane load when there is no destructive materials students would easily organise the new information into their long term memory. In conclusion, it is important to cut out unnecessary information when teaching students because it causes an overload to the brain of learners. In addition, destructions must be avoided as much as possible, and teachers need to use simple English when they teach. Teachers need to maximize the germane load by using various activities and teaching aids when presenting the lesson at the same time they need to manage the intrinsic load and minimize the extraneous load.
- 8. References: Blake, H. (2017). Cognitive load theory and application in the classroom. Christopher, L., Jamie, C., (2017). The effective of lecture diversity on germane load. Jesse, F. (2017). Cognitive load theory: Helping students learning systems function more efficiently. Paas, F. Jeroen J.G. Van, M. (2020). Cognitive load theory: Methods to manage working memory load in the learning of complex tasks. https://doi.org/10.1177/0963721420922183 International review of research in open and distance learning 18(2). Muhammed, F.A., (2017). What principles of media learning do language instructional designers need to know? Managing cognitive load is a delicate act of balance (2018).