Lee, H., Plass, J.L., & Homer, B.D. (2006). Optimizing cognitive load for learning from computer-based science simulations. Journal of Educational Psychology, 89, 902–913.
How to design the scientific simulations to optimize their instructional effectiveness - by reducing the cognitive load
Simulations are dynamic interactions letting the user control variables that change the way the things are running inside the simulated life.
They are complex, which results in high intrinsic cognitive load. -questions are level of control user, role of guidance reflection, interactivity.
Goal of this paper is to explore the ways to optimize the cognitive load in visual displays of simulations - considering the prior knowledge of the learner.
Cognitive load theory: limitations of working memory and limitations of human's ability to process incoming information due to WM's limit.
Cognitive Approach to Visual Displays: visual complexity, number of subcomponents an image contains
Based on cognitive load theory, three cognitive load types by a visual display: intrinsic, germane and extraneous
The question is: can we reduce intrinsic load? -presenting the isolated concepts first for low prior knowledge learners, and -introducing the relationships of the concepts for high prior knowledge learners
- pre-training isolated concepts helo learners create schematas
- chunks for lower interactivity
- in this paper, experiments were done to see the success in comprehension and transfer of knowledge of the material, and two successive screens was more successful then one screen. it was more effective for higher prior knowledge
Extraneous cognitive load however, can be reduced by reducing the complexity of the format of the representation
Using iconic representations, and displaying controls next to the representations reduced the extraneous cognitive load and were effective for low prior knowledge learners. However created a expertise reversal effect for higher prior knowledge learners
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