Cognitive load theory: implications of cognitive load theory on the design of learning
نویسندگان
چکیده
منابع مشابه
Cognitive load theory: implications of cognitive load theory on the design of learning
Cognitive load theory (CLT) can provide guidelines to assist in the presentation of information in a manner that encourages learner activities that optimise intellectual performance. It is based on a cognitive architecture that consists of a limited working memory, with partly independent processing units for visual and audio information, which interacts with an unlimited long-term memory. Acco...
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According to literature, nursing students face high-stress experience and high cognitive load due to heavy academic content and stressful clinical environment. So, the present study aimed to study the effect of emotion induction on anxiety, emotion regulation, cognitive load and learning performance based on studies and theories of cognitive load and academic emotions in nursing students. In a...
متن کاملResearch on Cognitive Load Theory and Its Design Implications for E-Learning
This introduction to the special issue provides a context for the contributing articles. for readers who are not familiar with cognitive load theory (CLT), it provides a very brief description of assumptions regarding memory systems and learning processes, different types of cognitive load (intrinsic, extraneous, and germane), and design implications. Whereas traditional CLT research focused on...
متن کاملResearch on Cognitive Load Theory: Application to E-Learning
The purpose of this article is to review and critique each of the research studies published in this special issue. We will critique each article, derive one or more instructional design heuristics based on the findings for each study, and provide recommendations for extending particular lines of research. Three suggestions are provided concerning cognitive load theory and instructional design ...
متن کاملCognitive Load Theory and Instructional Design: Recent Developments
Cognitive load theory (CLT) originated in the 1980s and underwent substantial development and expansion in the 1990s by researchers from around the globe. As the articles in this special issue demonstrate, it is a major theory providing a framework for investigations into cognitive processes and instructional design. By simultaneously considering the structure of information and the cognitive a...
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ژورنال
عنوان ژورنال: Learning and Instruction
سال: 2002
ISSN: 0959-4752
DOI: 10.1016/s0959-4752(01)00014-7