[PDF] Cognitive Load Measurement While Learning With Multimedia eBook

Author : Robert Z. Zheng
Publisher : Routledge
Page : 342 pages
File Size : 40,48 MB
Release : 2017-11-22
Category : Education
ISBN : 1315296233

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Cognitive Load Measurement and Application provides up-to-date research and theory on the functional role of cognitive load measurement and its application in multimedia and visual learning. Grounded in a sound theoretical framework, this edited volume introduces methodologies and strategies that effect high-quality cognitive load measurement in learning. Case studies are provided to aid readers in comprehension and application within various learning situations, and the book concludes with a review of the possible future directions of the discipline.

Author : Zheng, Robert Z.
Publisher : IGI Global
Page : 440 pages
File Size : 44,20 MB
Release : 2008-12-31
Category : Business & Economics
ISBN : 1605661597

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"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.

Author : Jan L. Plass
Publisher : Cambridge University Press
Page : 287 pages
File Size : 21,86 MB
Release : 2010-04-26
Category : Psychology
ISBN : 1107394112

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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Author : Kalyuga, Slava
Publisher : IGI Global
Page : 336 pages
File Size : 44,80 MB
Release : 2008-11-30
Category : Education
ISBN : 1605660493

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"Provides theory and research-based recommendations on information presentation techniques for multimedia and e-learning environments. Focuses on extensively researched principles and methodologies, offering comprehensive research and practical implications while providing concrete examples on adaptive multimedia learning."--Publisher description.

Author : Gregory Schraw
Publisher : IAP
Page : 300 pages
File Size : 49,74 MB
Release : 2008-08-01
Category : Education
ISBN : 1607529424

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The field of educational technology is exploding in terms of innovations being developed daily. Most of these innovations hold fascinating promise but enjoy almost no empirical support. There are educational researchers who have both developed innovations and tested their potential empirically. This book will capture the latest and most promising innovations from the leading educational technologists in the world, including animations, simulations, visualizations, navigation, manipulatives, pedagogical agents, and assessment. This book is appropriate for university courses in educational technology for those wishing to showcase the latest innovations that are accompanied by empirical support.

Author : Slava Kalyuga
Publisher : IAP
Page : 268 pages
File Size : 27,38 MB
Release : 2015-05-01
Category : Education
ISBN : 1681231360

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The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoretical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner’s level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book. The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning. Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.

Author : Maria Elizabeth Smith
Publisher :
Page : pages
File Size : 25,66 MB
Release : 2005
Category :
ISBN :

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In this study, the author investigated factors that influence the direct measurement of cognitive load using the dual-task method. The dual-task method is an unambiguous and objective technique to measure cognitive load. The primary task was to master content in a lesson about the Autonomic Nervous System. The secondary task was to respond to a symbol that changed colour by pressing the Enter key. The time between the symbol changing colour and the response of the student was measured. Two versions of the multimedia program tested the influence of the presentation format and instructional strategy on cognitive load. Each version of the program was further subdivided into four lessons, which were used to test the influence of the position of the secondary task on the cognitive load. All the data was collected electronically. The statistical analysis revealed that the position of the secondary task does not influence cognitive load (F (1, 2661) = 3.25, p = 0.071). The presentation format and instructional strategy used in this study however did result in a significant difference between the cognitive load of the two versions. The mean cognitive load of the version using animation was 6.408 and that of the version using predominantly static images and text was 5.684. This difference was found to be highly significant (F (1, 2661) = 52.39, p