When Redundant On-Screen Text in Multimedia Technical Instruction Can Interfere With Learning
In: Human factors: the journal of the Human Factors Society, Band 46, Heft 3, S. 567-581
ISSN: 1547-8181
3 Ergebnisse
Sortierung:
In: Human factors: the journal of the Human Factors Society, Band 46, Heft 3, S. 567-581
ISSN: 1547-8181
In: Human factors: the journal of the Human Factors Society, Band 40, Heft 1, S. 1-17
ISSN: 1547-8181
Cognitive load theory assumes that information should be structured to eliminate any avoidable load on working memory in order to enhance learning. We hypothesized that the appropriate type of structure may depend on the learner's level of expertise. Less expert learners using a diagram might require the diagram to be physically integrated with related text-based information in order to reduce cognitive load. However, the same diagram might be intelligible in isolation by more experienced learners, who might require the elimination of redundant text to reduce cognitive load. The results of three experiments indicated that as level of expertise increased, the best instructional designs changed from ones in which diagrams and text were physically integrated to ones in which the text was eliminated.
In: Essential resources for training and HR professionals
In: An essential tools resource
Cognitive load and efficiency in learning -- The psychology of efficiency -- Use visuals and audio narration to exploit working memory resources -- Focus attention and avoid split attention -- Weed your training to manage limited working memory capacity -- Provide external memory support to reduce working memory load -- Use segmenting, sequencing, and learner pacing to impose content gradually -- Transition from worked examples to practice to impose mental work gradually -- Put working memory to work with germane load -- Accommodate differences in learner expertise -- Use rapid testing to adapt e-learning to learner expertise -- Applying cognitive load theory -- The evolution of cognitive load theory : a personal perspective / by John Sweller