The present research’s objective is to examine the effects of metacognitive scaffolding and cognitive style in the Field Dependence Independence (FDI) dimension on cognitive load (CL) and learning achievement (LA) in high school students, when they interact with a hypermedia environment on philosophy (logic). Fifty-four students belonging to two eleventh grade courses from a public school in Bo...

ion (Gerjets, Scheiter, & Catrambone, 2004) and with a computational ACT-R model of solving mathematical word problems (Gerjets, Scheiter, & Schorr, in press). When intrinsic load is high because of complex learning materials or low levels of expertise and when instructional environments elicit or require activities that are not by themselves helpful for learning – and thus result in high level...

This study examined the effects of prior domain knowledge and learning sequences on learning with concept mapping and hypertext. Participants either made a concept map in a first step and then read the hypertext’s contents combined with concept mapping (high activating condition), or they read the hypertext’s contents first and then made a concept map and re-read the hypertext’s contents (low a...

The effects of four hypertext learning environments with a hierarchical graphical overview were studied on the coherence of the node sequence, extraneous load and comprehension. Navigation patterns were influenced by the type of overview provided (i.e., dynamic, static) and whether navigation was restricted (i.e., restricted, non-restricted). It was hypothesised that redundant use of the overvi...

This paper reviews the 16 contributions of the special issue entitled Current Research in Cognitive Load Theory. Each paper is briefly summarized and some critical comments made. The overall collection is then discussed in terms of the positive contributions they make to the field of learning and instruction, and cognitive load theory in particular (the good), as well as problematical issues su...

Cognitive load theory (CLT) posits the classic view that cognitive (CL) has three-components: intrinsic, extraneous and germane. Prior research shown subjective ratings are valid measures of different CL subtypes. To a lesser degree, how validity these depends on learner characteristics not been studied. In this research, we explored extent to which specific set upon learners’ prior knowledge. ...

Abstract The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1–10, 2017) and (b) younger learners’ working memory processes are more sensitive computer-based formats (J Psychoeduc Assess 37(3):382–394, 2019). We addressed key methodological limitations in past research by employing a repeated ...

Thirty six senior students in chemical engineering were randomly assigned to three treatment groups in an experimental study that examined the impact of different instructional strategies for troubleshooting malfunctions in a computer-based simulation of a chemical processing plant. In two groups, different types of worked examples, process-oriented and product-oriented, were given to participa...

Abstract Background Realistic visualizations have been associated with benefits in retention performance, but also disadvantages transfer tasks. details are considered to be helpful for the initial learning of content, not generalization other domains and Objectives The contradictory nature previous evidence needed tested a situation which both concrete surfaces as well different shapes is nece...

Tailoring of instructional methods to learner levels of expertise may reduce extraneous cognitive load and improve learning. Contemporary technology-based learning environments have the potential to substantially enable learner-adapted instruction. This paper investigates the effects of adaptive instruction based on using the isolated-interactive elements effect that occurs when learners who ar...