Journal Article10.1007/S10648-010-9128-5
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
1.5K
TL;DR: It is suggested that element interactivity underlies extraneous cognitive load as well and can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactionivity.
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Abstract: In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element interactivity is carried out.
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Cognitive load theory, learning difficulty, and instructional design
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Cognitive Load Theory and the Format of Instruction
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Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
TL;DR: In this paper, the authors discuss cognitive load measurement techniques with regard to their contribution to cognitive load theory (CLT), which is concerned with the design of instructional methods that efficiently use people's limited cognitive processing capacity to apply acquired knowledge and skills to new situations (i.e., transfer).
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TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.
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