Cognitive Load

• kokoronotanken.jp/john-sweller-cognitive-load-theory/

  • In order to acquire schemas, it is necessary to use teaching methods that do not burden working memory. In cognitive load theory, John Sweller has devised techniques to reduce the load on working memory in order to facilitate the changes in long-term memory that are key to acquiring schemas.

  • Principles of cognitive load theory

  • The instructional strategies proposed by John Sweller in cognitive load theory are as follows:

  • Use problems without achievement goals or problems without already solved answers to change problem-solving methods. The goal here is to avoid burdening working memory.

  • Physically integrate information sources to reduce the working memory load of integrating various cognitive information sources.

  • Eliminate unnecessary working memory load by reducing repetition and processing repetitive information.

  • Increase the capacity of working memory by using auditory and visual information sources when necessary (avoid adding unnecessary elements when not needed).

https://en.wikipedia.org/wiki/Cognitive_load

• The amount of working memory is limited.

• Types

  • Intrinsic: Essential load of the problem, cannot be changed by the instructor.
  • Extraneous: External load, such as the environment, can be changed, and less is better.
  • Germane: Load when processing information in an effective way for learning, and more is better.

• [[ Towards Utopia: Designing Tangibles for Learning]]

  • Mayer’s Spatial Continuity Principle
    • Topics with close relationships should be placed close to each other.

• 12 Principles of Multimedia Learning

  • Coherence Principle – People learn better when extraneous words, pictures, and sounds are excluded rather than included.
  • Signaling Principle – People learn better when cues that highlight the organization of the essential material are added.
  • Redundancy Principle – People learn better from graphics and narration than from graphics, narration, and on-screen text.
  • Spatial Contiguity Principle – People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
  • Temporal Contiguity Principle – People learn better when corresponding words and pictures are presented simultaneously rather than successively.
  • Segmenting Principle – People learn better from a multimedia lesson presented in user-paced segments rather than as a continuous unit.
  • Pre-training Principle – People learn better from a multimedia lesson when they know the names and characteristics of the main concepts.
  • Modality Principle – People learn better from graphics and narrations than from animation and on-screen text.
  • Multimedia Principle – People learn better from words and pictures than from words alone.
  • Personalization Principle – People learn better from multimedia lessons when words are in a conversational style rather than a formal style.
  • Voice Principle – People learn better when the narration in multimedia lessons is spoken in a friendly human voice rather than a machine voice.
  • Image Principle – People do not necessarily learn better from a multimedia lesson when the speaker’s image is added to the screen.

• https://cognitiontoday.com/2017/10/how-to-study-5-scientific-study-techniques/

  • Spacing over time
  • Interleaving
  • Chunking