Cognitive load theory, educational research, and instructional design: some food for thought

Cognitive load is a theoretical notion with an increasingly central role in the educational research literature. The basic idea of cognitive load theory is that cognitive capacity in working memory is limited, so that if a learning task requires too much capacity, learning will be hampered. The recommended remedy is to design instructional systems that optimize the use of working memory capacity and avoid cognitive overload. Cognitive load theory has advanced educational research considerably and has been used to explain a large set of experimental findings. This article sets out to explore the open questions and the boundaries of cognitive load theory by identifying a number of problematic conceptual, methodological and application-related issues. It concludes by presenting a research agenda for future studies of cognitive load

Comprehension and navigation of networked hypertexts

Contains fulltext : 191141.pdf (Publisher’s version ) (Open Access)This study aims to investigate secondary school students' reading comprehension and navigation of networked hypertexts with and without a graphic overview compared to linear digital texts. Additionally, it was studied whether prior knowledge, vocabulary, verbal, and visual working memory moderated the relation between text design and comprehension. Therefore, 80 first-year secondary school students read both a linear text and a networked hypertext with and without a graphical overview. Logfiles registered their navigation. After reading the text, students answered textbased multiple choice questions and drew mindmaps to assess their structural knowledge of each text content. It was found that both textbased and structural knowledge were lower after reading a networked hypertext than a linear text, especially in students with lower levels of vocabulary. Students took generally more time to read the hypertext than the linear text. We concluded that networked hypertexts are more challenging to read than linear texts and that students may benefit from explicit training on how to read hypertexts.9 p

Information- problem solving: A review of problems students encounter and instructional solutions

Walraven, A., Brand-Gruwel, S., & Boshuizen, H.P.A. (2008). Information- problem solving: A review of problems students encounter and instructional solutions. Computers in Human Behavior, 24 (3), 623-648.Searching and processing information is a complex cognitive process that requires students to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. This process is called information-problem solving (IPS). IPS can be characterized as a complex cognitive skill, which may need direct instruction to reach high levels of performance. However, IPS has been given little attention in schools, and instruction in this skill is rarely embedded in curricula. And yet, by giving students assignments in which students have to solve an information-based problem, teachers assume that their pupils have developed this skill naturally. A literature study was done to determine what kinds of problems students experience when solving information problems using the WWW for searching information, and what kind of instructional support can help to solve these problems. Results show that children, teenagers and adults have trouble with specifying search terms, judging search results and judging source and information. Regulating the search process is also problematic. Instruction designed specifically for IPS using the WWW for searching information is rare but indeed addresses the problematic skills. However, there are differences between various methods and it is unclear which method is most effective for specific age groups

Estimating the Effects of Forms of Computer-Based Scaffolding in Problem-Centered STEM Instruction

Much like Post-Sputnik 1950s era there is a lot of interest in making sure that United States does not fall behind in Science, Technology, Engineering, and Mathematics (STEM) education. STEM learners are often presented with complex problems to solve both as part of their education and their work. Engineering education suffers from student dropout often due to how difficult it is to support students through solving problems. This dissertation is a close look at computer-based scaffolding, a method of supporting learners during problem solving through computer software. The first paper in this dissertation examines and resolves some of the debate about key terms in scaffolding. The second paper looks across all of the collegiate engineering education research to date and measures the unique and combined contributions of scaffolding forms on learning using a technique called meta-analysis

Uncovering cognitive processes: Different techniques that can contribute to cognitive load research and instruction

This article discusses the use of different techniques for uncovering cognitive processes, for research and instructional purposes: verbal reporting, eye tracking, and concept mapping. It is argued here that applying these techniques in research inspired by Cognitive Load Theory may increase our understanding of how and why well-known effects of instructional formats come about (e.g., split-attention, redundancy, or worked example effects) and refine or corroborate the proposed theoretical underpinnings of such effects. This knowledge can inform instructional design, and moreover, the effects of these techniques on learning can also be direct, by embedding the techniques in instruction

Using problem-centered learning to foster argumentation in introductory sociology

This mixed methods case study explored the efficacy of a problem-based learning environment and three different instructional methods designed to foster argumentation in an introductory sociology course. While no statistically significant differences were found in the overall assignment scores among the three treatment groups, there were significant differences in the effort they expended to achieve those scores, suggesting that a treatment in which students were instructed to generate counter-arguments to a provided model essay was most efficient while a treatment in which students were guided to construct an argument step-by-step encouraged more time-on-task

The guiding process in discovery hypertext learning environments for the Internet

Hypertext is the dominant method to navigate the Internet, providing user freedom and control over navigational behaviour. There has been an increase in converting existing educational material into Internet web pages but weaknesses have been identified in current WWW learning systems. There is a lack of conceptual support for learning from hypertext, navigational disorientation and cognitive overload. This implies the need for an established pedagogical approach to developing the web as a teaching and learning medium. Guided Discovery Learning is proposed as an educational pedagogy suitable for supporting WWW learning. The hypothesis is that a guided discovery environment will produce greater gains in learning and satisfaction, than a non-adaptive hypertext environment. A second hypothesis is that combining concept maps with this specific educational paradigm will provide cognitive support. The third hypothesis is that student learning styles will not influence learning outcome or user satisfaction. Thus, providing evidence that the guided discovery learning paradigm can be used for many types of learning styles. This was investigated by the building of a guided discovery system and a framework devised for assessing teaching styles. The system provided varying discovery steps, guided advice, individualistic system instruction and navigational control. An 84 subject experiment compared a Guided discovery condition, a Map-only condition and an Unguided condition. Subjects were subdivided according to learning styles, with measures for learning outcome and user satisfaction. The results indicate that providing guidance will result in a significant increase in level of learning. Guided discovery condition subjects, regardless of learning styles, experienced levels of satisfaction comparable to those in the other conditions. The concept mapping tool did not appear to affect learning outcome or user satisfaction. The conclusion was that using a particular approach to guidance would result in a more supportive environment for learning. This research contributes to the need for a better understanding of the pedagogic design that should be incorporated into WWW learning environments, with a recommendation for a guided discovery approach to alleviate major hypertext and WWW issues for distance learning

Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment

Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students\u27 self-regulated learning behaviors. Additionally, these studies reported conflicting results – some found maximum support to be most effective while others found no significant difference. The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students\u27 self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students\u27 academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O\u27Neil\u27s (1997) Trait Self-Regulation Questionnaire measured students\u27 self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students\u27 achievement scores in any of the groups. The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students\u27 critical thinking skills. Promoting students\u27 self-regulated learning skills is vital when designing online higher education courses

The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background

This study explores the effects of student tutoring as an approach to provide support on self-regulated learning (SRL) to fifth and sixth graders with a low socio-economic and/or immigrant background. In total, 401 Flemish (Belgium) students participated. A quasi-experimental study with pre-test, post-test, and retention test control group design was used, combining teacher ratings, self-report questionnaires, and think-aloud protocols. The teacher rating results show a significantly positive effect from pre-test to post-test for the experimental condition, but this was not maintained at the retention test. The questionnaire and think-aloud results reveal no significant effects on students’ SRL. However, differential effects depending on students’ motivational profile were found. This study illustrates the complexity of promoting SRL among primary school children with a low socio-economic and/or immigrant background, recommending further research into conditions and factors influencing the effectiveness of student tutoring programmes promoting SRL