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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References
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Human Problem Solving
Allen Newell
- 01 Jun 1972
TL;DR: The aim of the book is to advance the understanding of how humans think by putting forth a theory of human problem solving, along with a body of empirical evidence that permits assessment of the theory.
11.2K
Cognitive load theory, learning difficulty, and instructional design
TL;DR: In this article, it is suggested that when considering intellectual activities, schema acquisition and automation are the primary mechanisms of learning and that extraneous cognitive load that interferes with learning only is a problem under conditions of high cognitive load caused by high element interactivity.
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Cognitive Load Theory and the Format of Instruction
Paul Chandler,John Sweller +1 more
TL;DR: In this paper, the consequences of split-source and integrated information using electrical engineering and biology instructional materials were evaluated in an industrial training setting, and the results indicated that the materials chosen were unintelligible without mental integration.
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
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Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems
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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