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

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Energy Efficiency in the ICT - Profiling Power Consumption in Desktop Computer Systems

Energy awareness in the ICT has become an important issue. Focusing on software, recent work suggested the existence of a relationship between power consumption, software configuration and usage patterns in computer systems. The aim of this work was collecting and analysing power consumption data of general-purpose computer systems, simulating common usage scenarios, in order to extract a power consumption profile for each scenario. We selected two desktop systems of different generations as test machines. Meanwhile, we developed 11 usage scenarios, and conducted several test runs of them, collecting power consumption data by means of a power meter. Our analysis resulted in an estimation of a power consumption value for each scenario and software application used, obtaining that each single scenario introduced an overhead from 2 to 11 Watts, which corresponds to a percentage increase that can reach up to 20% on recent and more powerful systems. We determined that software and its usage patterns impact consistently on the power consumption of computer systems. Further work will be devoted to evaluate how power consumption is affected by the usage of specific system resource

A comparative analysis of the effects of instructional design factors on student success in e-learning: multiple-regression versus neural networks

This study explores the relationship between the student performance and instructional design. The research was conducted at the E-Learning School at a university in Turkey. A list of design factors that had potential influence on student success was created through a review of the literature and interviews with relevant experts. From this, the five most import design factors were chosen. The experts scored 25 university courses on the extent to which they demonstrated the chosen design factors. Multiple regression and supervised artificial neural network (ANN) models were used to examine the relationship between student grade point averages and the scores on the five design factors. The results indicated that there is no statistical difference between the two models. Both models identified the use of examples and applications as the most influential factor. The ANN model provided more information and was used to predict the course-specific factor values required for a desired level of success