Important features of human cognitive architecture:
Long term memory: unlimited storage in the form of hierarchical schematic knowledge
Working memory: severe limitation in capacity and duration
-cognitive load results from this processing limitation in wm, when new chunks of information comes
-one can borrow elements of information from LTM, from already existing schemas...prior knowledge
-if there is no prior knowledge then problem solving mechanisms as a solution which takes a lot of resources in wm causing cognitive load
-need a knowledge base instructional guidance in such a cognitively inefficient search situation
- if there is internal LTM knowledge structures, the cognitive system first uses that. - frequently used structures are preferred
- For novices, external guidance is the only source
Balancing the external guidance and the knowledge level of the learner is important: too much external guidance to an expert can interfere with the cognitive process and result in overload; also too little guidance for a novice learner won't help the learner since he doesn't have knowledge structures
intrinsic and extraneous cognitive load:
intrinsic: complexity of the material
extraneous: information that is irrelevant to learning
-for a better learning the total of these shouldn't exceed WM capacity
levels of interactivity in interactive e-learning environments:
1- feedback level
2- manipulation level : real time online change
3- adaptation level : responses that tailors to learner's previous behavior
4- communication level: dynamic online learning that involve flexible, non-predetermined, iteratively adapted responses to learners
managing cognitive load in interactive e-learning environments
-levels of learner's knowledge is important
-expertise reversal effect could result when: too much guidance, hints or feedback are given for an expert
-learner control is important for pace and order of presentations, etc
-adaptive environments can be good for responding to different cognitive characteristics
levels of interactivity in interactive e-learning environments:
1- feedback level
2- manipulation level : real time online change
3- adaptation level : responses that tailors to learner's previous behavior
4- communication level: dynamic online learning that involve flexible, non-predetermined, iteratively adapted responses to learners
managing cognitive load in interactive e-learning environments
-levels of learner's knowledge is important
-expertise reversal effect could result when: too much guidance, hints or feedback are given for an expert
-learner control is important for pace and order of presentations, etc
-adaptive environments can be good for responding to different cognitive characteristics
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